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This paper aims to provide an inside view and analysis of corporate eco-efficiency/sustainability strategy resulting in recommendations for the consumer goods industry.

The paper is framed by a literature review and case studies of corporate sustainability strategies. Original research was conducted via in-depth, face-to-face interviews (26) of Henkel senior management familiar with the company’s “Factor 3” strategy.

This research identifies certain challenges to corporate sustainability strategy including consumer use of products and how best to measure ecological and social footprints. It shows that many managers find the Factor 3 strategy to be clear and understandable but with challenging goals and metrics; managers and executives are optimistic about success and feel Factor 3 gives Henkel a competitive edge. This paper uncovers areas of in the strategy that need improvement including consumer education, industry partnering, accountability and supply chain strategy, and also finds that the Factor 3 affects employees on a personal level, changing behavior and evoking positive responses.

While there is considerable literature on corporate eco-efficiency sustainability strategies, there has not been sufficient critical third-party analysis of how these strategies are progressing, the challenges they face and what their trajectory is. Because strategies like Henkel’s Factor 3 represent an increasingly popular corporate vision and set of articulated goals, researchers and practitioners need a deeper understanding of how large, global companies are tackling sustainability and how successful these strategies have been.

This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.

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).

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.

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.

Litigation is part of the American policymaking playbook as diverse groups routinely turn to courts to pursue their agendas. All of this litigation raises questions about its consequences. This essay examines the literature on the political risks of litigation. It argues that this literature identifies four potential risks – crowd out, path dependence, backlash, and individualization – but offers less insight into the likelihood of these risks in practice. It ends by offering suggestions about how to advance our understanding of when litigation casts a negative political shadow in the current age of judicialization.

Despite the potential for research institutes to advance interdisciplinary research on university campuses, There have been few studies on how interdisciplinary research centres integrate multiple disciplines in practice, how they influence the collaborative behaviours of scientists and how they establish collaborative communities. This study aims to provide a deeper understanding of how interdisciplinary research is being enabled at research institutes and offers signposts for how research institutes can further embed interdisciplinarity within their units.

Within this study, 30 interviews were conducted with leadership and faculty within 4 sustainability research institutes in the USA exploring how research institutes support interdisciplinary research within their units. A thematic analysis on the interview data revealed themes on how research institutes are enabling interdisciplinary research within their organisations and universities.

The study highlights eight themes on how research institutes are, and can further, enable interdisciplinary research within their organisations and universities. Some of the themes are fully implemented within the research institutes, whilst others are more aspirational and highlight where institutes can create additional capability and capacity for interdisciplinary research within their units and universities.

Whilst the study is limited to four major sustainability research institutes the findings will be applicable to all research centres and institutes attempting to create interdisciplinary research environments.

The study will be of particular interest to research institutes and university leadership who wish to cultivate a deeper culture of interdisciplinary research within their organisations.

The advancement of inter- and transdisciplinary research within universities are seen by many academic institutions, expert groups and funding bodies as essential for solving wicked problems and grand challenges facing society. The findings of this paper will help universities increase their capacity for interdisciplinary research.

There are few comparable publications in terms of methodology, approach and focus on research institutes.

In the months leading up to, and during, the 2021 legislative session – the most dangerous for trans athletes in the history of the United States – 1,224 news articles, public statements and opinion pieces were published through online sources about trans people having access to sport. Conducting a textual analysis of those mediated articles, we conclude that trans athletes are being used by conservative political forces to instigate a social, moral panic. We identified three primary framings being used to instil a moral panic in articles published between 1 December 2020, and 1 June 2021, inflaming the debate over trans athletes. First, trans athletes have been positioned as spectres haunting the future of sport. Second, narratives of fear frame trans women as psychologically malevolent. Finally, conservative politicians are creating a moral panic to paint themselves as protectors of cisgender girls in sport. We conclude by describing the ways fears about trans athletes are being politicized by larger conservative forces that may have especially harmful ramifications for both trans athletes and cisgender women athletes.

Recent events of police misconduct and corruption produced widespread calls for law enforcement reform. Reformers apply one of four models, each of which predicts successful reform, exclusive of other models. Each model requires substantial theoretical elaboration in order to permit rigorous testing of model effectiveness. Offers model elaboration and predicts that the models will be more effective to the extent that they operate interactively.

The past decade has witnessed a growing appreciation of the role of emotions in cognition, motivation, decision-making and many other areas of research in psychology and education. This chapter draws upon the contents of the book as well as other sources to consider three questions: What emotions do teachers experience in schools and what shapes those emotions? How do emotions and relationships affect life in classrooms? What should be done to incorporate this knowledge into teacher education? Given the powerful role that emotions and relationships play in teaching and learning, it is critical for teacher education in both preservice and inservice settings to support the development of knowledge and skills for emotional self-regulation and the nurturing of relationships in classrooms.

Strong versions of the Precautionary Principle (PP) require regulators to prohibit or impose technology controls on activities that pose uncertain risks of possibly significant environmental harm. This decision rule is conceptually unsound and would diminish social welfare. Uncertainty as such does not justify regulatory precaution. While they should reject PP, regulators should take appropriate account of societal aversion to risks of large harm and the value of obtaining additional information before allowing environmentally risky activities to proceed.