Clara Roussey, Nicolas Balas and Florence Palpacuer
The transformative potential of CSR is a far-reaching question. It has been analysed through the lens of the inclusion of stakeholders concerned by social and environmental issues…
Abstract
Purpose
The transformative potential of CSR is a far-reaching question. It has been analysed through the lens of the inclusion of stakeholders concerned by social and environmental issues in political CSR fora such as multi-stakeholder initiatives or, on the contrary, their exclusion from these processes. This paper aims to highlight the transformation or status quo produced by political corporate social responsibility (PCSR) initiatives, the extent of transformation being a function of the degree of inclusiveness, or conversely of exclusion, of these initiatives. From a promise of inclusion to the inability of corporate-society fora to act on the actual levers of marginalisation, PCSR scholars have developed contrasted views on these initiatives.
Design/methodology/approach
This led us to elaborate a hypothesis that such initiatives intrinsically act as levers in the recurring marginalisation of directly affected stakeholders. Drawing on an empirical study of the CSR discourses of mining industry stakeholders – both corporations and civil society – involved in an informal multi-stakeholder initiative, this paper discusses the disconnect between its representatives and the needs of the directly affected stakeholders.
Findings
To explore this disconnect, the authors draw on the voices and causes framework developed by Boltanski et al. (1984), which provided us with a relational system involving victims, guilty parties, complainants and judges.
Originality/value
Accordingly, the authors highlight a set of three interrelated marginalisation mechanisms (i.e. the capture of the role of the judge by PCSR initiatives, the side-lining of victims’ needs by complainants, the intertwining of the guilty party and the judge), which empirically support the lack-of-inclusiveness hypothesis.
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Samia Saadani, Nicolas Balas and Florence Rodhain
The purpose of this paper is to shed some light on the paradoxes of mainstream French anti- racism regarding Islamophobia. The authors focus on the driving role played by French…
Abstract
Purpose
The purpose of this paper is to shed some light on the paradoxes of mainstream French anti- racism regarding Islamophobia. The authors focus on the driving role played by French republican values in the recurring inability of anti-racist activism, and anti-islamophobia in particular, to act upon the structural character of racism in France.
Design/methodology/approach
The authors’ analysis draws on a longitudinal and qualitative investigation of the “Sud-Education 93” controversy (SE93). The authors use the analytical framework provided by controversy studies in order to focus on the aftermath, in the public sphere, of the organisation by a French labour union of a minority-only workshop designed to provide teachers with a space for expression and purposeful guidance, in order to face Islamophobia and racism issues within French public schools. The authors collected an exhaustive set of data about the comments, criticisms and debates that emerged in the public sphere as a reaction to the workshop. The authors drew on situational analysis methodology, providing controversy analysts with several power-mapping techniques, in order to conduct a discursive analysis of the statements and claims made by the protagonists of the controversy.
Findings
First, the authors’ insights point out that French Islamophobia relies on the myth of the universal republican citizen that acts as a context-specific form of colour-blindism. Second, the authors shed light on the discursive and relational mechanisms that characterise the denial of Islamophobia undertaken by political actors who use “reverse racism” arguments as a form of backlash, i.e. a strategy of “fragility” (DiAngelo, 2018) consisting in maintaining artificially a never-ending controversy over Islamophobia. Finally, the authors discuss the role played by these strategies of fragility in the recurring rejection of anti-islamophobia activism in France and the limitations and prospects they embody for future forms of anti-racist strategies.
Research limitations/implications
The Latourian perspective adopted in the paper focuses on the implications of the controversy over Islamophobia within the public sphere. The authors’ fieldwork suggests, however, that the internal dynamics of minority-only organisations embodies sites and répertoires of micro-contestation capable of bypassing on the short run, and perhaps overthrowing, the power of French hypocrisy about anti-racism and the backlash processes the authors observed in the public sphere.
Originality/value
The authors’ contribution lies in the in-depth analysis of “reverse racism” rhetorics as a strategy of fragility and its implications in terms of colour-blindism and backlash.
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John Robinson, Andi Darell Alhakim, Grace Ma, Monisha Alam, Fernanda da Rocha Brando, Manfred Braune, Michelle Brown, Nicolas Côté, Denise Crocce Romano Espinosa, Ana Karen Garza, David Gorman, Maarten Hajer, John Madden, Rob Melnick, John Metras, Julie Newman, Rutu Patel, Rob Raven, Kenneth Sergienko, Victoria Smith, Hoor Tariq, Lysanne van der Lem, Christina Nga Jing Wong and Arnim Wiek
This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.
Abstract
Purpose
This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.
Design/methodology/approach
This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement).
Findings
This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university’s operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful.
Originality/value
Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.
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Shehnaz Tehseen, Syed Monirul Hossain, Kim Yoke Ong and Elizabeth Andrews
This chapter explores the present state of the worldwide tourism sector and its complex phenomenological interconnection with climate change. This analysis emphasizes the…
Abstract
This chapter explores the present state of the worldwide tourism sector and its complex phenomenological interconnection with climate change. This analysis emphasizes the significant environmental consequences resulting from the rise of tourism, which can be attributed to the exponential growth facilitated by enhanced connectivity and the concurrent increase in disposable incomes. It thoroughly analyses the primary factors that contribute to the environmental impact of the sector, which encompasses emissions from transportation, infrastructure development, waste generation, and resource usage. Furthermore, this analysis sheds light on the obstacles encountered in the process of shifting toward sustainability, including limited knowledge and understanding, deficiencies in policy implementation, and reluctance to embrace transformation within the sector. However, it also provides insights into numerous activities and solutions currently in progress to alleviate the environmental impact of the industry. The aforementioned approaches encompass the implementation of sustainable tourism practices, legislation revisions, and advancements in technology. This chapter concludes by highlighting the imperative need for a collaborative initiative including governmental bodies, industrial participants, and tourists to establish a harmonious equilibrium between the pursuit of economic expansion and the protection of the environment. The future trajectory of global tourism is contingent upon the adoption of sustainable practices, which are crucial for fostering a healthy coexistence between the tourism industry and the environment.
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Fernando Rey Castillo-Villar, Judith Cavazos-Arroyo and Nicolas Kervyn
The purpose of this study is to focus on analyzing the role of music subcultures in the communication and promotion of conspicuous consumption practices. The object of study is…
Abstract
Purpose
The purpose of this study is to focus on analyzing the role of music subcultures in the communication and promotion of conspicuous consumption practices. The object of study is the “altered movement” as the music style of the drug subculture in Mexico.
Design/methodology/approach
A qualitative content analysis of 78 lyrics and music videos of “altered movement” was carried out between August and December 2018.
Findings
The analysis of lyrics and music videos leads to the identification of four narratives (from poor to rich, power through violence, lavish lifestyle and power over women) and diverse symbolic markers (luxury brands mainly) that together, display messages aimed at promoting conspicuous consumption practices.
Originality/value
The current research expands the body of literature of music subcultures in the consumer research area by contesting the common conception of this phenomenon as a healthy source of self-identity formation and deepening into its role as a source of conspicuous consumption practices.
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Nicolas Roos and Edeltraud Guenther
As social institutions, higher education institutions (HEIs) play a key role in the distribution of knowledge and skills for sustainable development and societal structures. To…
Abstract
Purpose
As social institutions, higher education institutions (HEIs) play a key role in the distribution of knowledge and skills for sustainable development and societal structures. To fulfill this task, the institutionalization of sustainability within the organization’s structures is essential. The purpose of this paper is to provide an overview of the status quo of environmental management performance (EMP) in HEIs and conclusions for the application of management control systems.
Design/methodology/approach
Within a systematic literature review, 56 international publications were analyzed along a qualitative thematic content analysis. The coding followed the dimensions of EMP by Trumpp et al.
Findings
Structuring environmental sustainability efforts along the concept of EMP reveals a major weakness in environmental sustainability management of HEIs. Therefore, the study proposes a model for a processual integration of steering mechanisms for management bodies to systemize appropriate efforts to gain excellence in operations.
Originality/value
By applying the concept of EMP by Trumpp et al., this systematic review provides an overview of the status quo of environmental management performance at HEIs and proposes a model for the implementation of advanced top-down steering striving a whole institution approach.
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Howard Thomas, Helen Ougham and Dawn Sanders
The present paper aims to examine the concept of “plant blindness” in the context of current sustainability debates. “Plant blindness” was the term introduced in 1999 by the…
Abstract
Purpose
The present paper aims to examine the concept of “plant blindness” in the context of current sustainability debates. “Plant blindness” was the term introduced in 1999 by the botanists and educators James H Wandersee and Elisabeth E Schussler to describe what they saw as a pervasive insensitivity to the green environment and a general neglect of plants on the part of biology education.
Design/methodology/approach
The fundamental importance of plants for life on Earth and the socio-educational challenges of redacted awareness of this importance are considered. Also, the diverse physiological, psychological, philosophical, cultural and geopolitical origins and consequences of indifference to plants in relation to aspects of sustainability agendas are examined with special reference to education.
Findings
An examination of the outcomes of a range of research and practical initiatives reveals how multidisciplinary approaches to education and public engagement have the potential to address the challenge of “plant blindness”. The need for these opportunities to be reflected in curriculums is not widely appreciated, and the socio-economic forces of resistance to confronting plant neglect continue to be formidable.
Originality/value
Plant blindness is a relatively new field of research, and the full breadth of its implications are only gradually becoming apparent. If the present paper contributes to positioning plants as an essential element in sustainability education and practice, it will have met its objective.
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The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions…
Abstract
Purpose
The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs.
Design/methodology/approach
The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications.
Findings
This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance.
Practical implications
The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses.
Originality/value
The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.
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The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to…
Abstract
Purpose
The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to understand the interdependence between the enablers.
Design/methodology/approach
The study adopts the total interpretive structural modelling approach to comprehend the interaction and transitivity between the enablers. Cross-impact multiplication matrix analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers.
Findings
An extensive literature review and expert opinion helped in identifying 10 enablers that can promote sustainability in higher education. The structural model revealed government policies, media, accreditation/sustainability audit, sustainability leadership and institutional commitment as the crucial enablers that can drive sustainability and activate the enablers with high dependence and low driving power.
Practical implications
The results of this study will assist the policymakers and management of universities and colleges in understanding important factors that can facilitate sustainability in higher education. Universities and colleges to incorporate sustainability in their system need to transform not only the core higher education activities of learning and teaching, research and engagement, also the way the colleges operate its culture, governance, structure and how it supports the staff and students.
Originality/value
So far, research on sustainability in higher education has looked into each factor in isolation. This research provides a comprehensive view of the factors and has attempted to establish a multidirectional interplay between factors facilitating sustainability in higher education (SHE).
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Grecia Alarcon-Pereira, Izabela Simon Rampasso, Francisco J. Tapia-Ubeda, Karol Rojas-Aguilar and Carolina Rojas-Córdova
Considering the relevance of education for sustainable development (SD) to enhancing engineers’ abilities to contribute towards sustainability-related issues, this study aims to…
Abstract
Purpose
Considering the relevance of education for sustainable development (SD) to enhancing engineers’ abilities to contribute towards sustainability-related issues, this study aims to help understand the global context of the insertion of SD into engineering education and to provide guidelines to further evolve research and efforts towards implementing Engineering Education for Sustainable Development (EESD).
Design/methodology/approach
This study performed a longitudinal analysis using bibliometrics and a content analysis via Conceive–Design–Implement–Operate standards. SciMAT software was used to support the bibliometric analysis.
Findings
In addition to an increase in the practical aspects presented due to a change in the approaches taken to examine key topics, evidence on important concepts such as “life cycle assessment” and “digitalisation” increased in more recent years. However, it was possible to show that, despite the evolution observed throughout the years, several important opportunities exist for engineering programmes to improve and, for researchers, to fill the related gaps in the research.
Originality/value
This study can be used as a guide for future research and as a source of insights for EESD implementation and improvement.