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The objective of this research is to study work–life balance and intrinsic and extrinsic work values as antecedents of job embeddedness. Likewise, the conservation of resources (COR) theory is used as a framework of the study and the research contributes to expanding its field of action.

A quantitative study was designed, following the guidelines of the hypothetical-deductive method. The model is validated in a sample of 211 members of Generation Y with work experience. Data were analyzed using Partial Least Squares-Structural Equation Models (PLS-SEM).

Research has shown that work–life balance is an antecedent of job embeddedness for each dimension (links, fit and sacrifice). Regarding work values, the research results allow us to appreciate that for Generation Y; it is the intrinsic work values that are significant.

Job embeddedness has been studied under the framework of the COR theory. The study contributes to expanding the field of action of this theory in terms of voluntary turnover and the tangible or intangible resources that influence it. The literature presents differing opinions about what members of Generation Y value in the workplace and results show that work–life balance and intrinsic work values are appreciated by them. The sample is made up of people with working experience while research on Generation Y often uses students. Companies will be able to offer more precise benefits to retain Generation Y based on this research.

El objetivo de esta investigación es estudiar el balance trabajo-vida y los valores laborales intrínsecos y extrínsecos como antecedentes del arraigo laboral. Asimismo, la teoría COR se utiliza como marco de estudio y así se contribuye a ampliar su campo de acción.

Se diseñó un estudio cuantitativo, siguiendo los lineamientos del método hipotético-deductivo. El modelo se valida en una muestra de 211 integrantes de la generación Y con experiencia laboral. Los datos se analizaron usando PLS-SEM.

la investigación ha demostrado que el balance trabajo-vida es un antecedente del arraigo laboral para cada dimensión (vínculos, ajuste y sacrificio). En cuanto a los valores laborales, los resultados de la investigación indican que para la generación Y, son los valores intrínsecos los que son significativos.

el arraigo laboral se ha estudiado en el marco de la teoría COR. De esta forma, se contribuye a ampliar el campo de acción de esta teoría en cuanto a la rotación voluntaria y los recursos tangibles o intangibles que influyen en ella. La literatura presenta opiniones diversas sobre lo que los miembros de la generación Y valoran en el lugar de trabajo y nuestros resultados muestran que aprecian el equilibrio entre la vida personal y laboral y los valores laborales intrínsecos. La muestra está compuesta por personas con experiencia laboral mientras que la investigación sobre la generación Y suele utilizar estudiantes. Las empresas podrán ofrecer beneficios más precisos para retener a la generación Y sobre la base de esta investigación.

The study aims to determine how the relationship among links, fit and sacrifice (dimensions of job embeddedness) influence employees' intention to quit in the case of professionals belonging to Generation Y.

A quantitative correlational study was conducted with a cross-sectional dimension of time. The survey technique was applied through a certified online panel. The sample consisted of 211 members of Generation Y.

It has been verified that the only significant dimension for Generation Y is sacrifice.

It is necessary to extend the study of the dimensions of job embeddedness and their influence on employees' intention to quit in different demographic groups. It would be advisable to conduct longitudinal studies to observe the dynamics of job embeddedness throughout the years.

Organizations concerned with retaining the talent of young professionals can focus on the development of policies and benefits that encourage sacrifice.

The finding that the sacrifice dimension is the one that would reduce the intention to leave for Generation Y will help to ensure that organizations retain the workforce that they value.

The study is important to gain a better understanding of Generation Y behavior. In addition, in response to the demand from the literature, the sample considered only Generation Y with work experience.

Population worldwide has experienced several challenges related to sustainable development, such as scarcity of natural resource, unsustainable consumption, poverty, injustice, violence, social inequality and natural disaster (including floods, tsunami and landslide). These issues interfere in sustainable development and target to achieve societal balance, structuring without compromising economic and environmental resources of future generations. The higher educational institutions are included in this context because they play a role in professional training and in education to promote sustainable practices. The higher educational institutions can assume a prominent position in the 2030 Agenda implementation for sustainable development of the United Nations, especially in the Goals 4 and 10, quality education and reduced inequalities, respectively. The purpose of this research study aims to develop a literature review and analyze the higher educational and sustainable themes, involving the Brazilian scenario.

This research study develops a literature review based on researches that involve higher educational and sustainable themes in the Brazilian scenario. Inclusion criteria are papers in English, with the search equations in their titles, and peer-reviewed papers. Paper publication year was not an exclusion criterion. This research aimed to understand opportunity and challenge processes in the Brazilian higher educational institutions and their actions, so that the Sustainable Development Goals are completely achieved and the 2030 Agenda for sustainable development is fulfilled. For this, a research central question was established: What are the opportunities and the challenges to achieve the 2030 Agenda for sustainable development in the Brazilian higher education?

A total of 636 papers were recovered. The “Higher Education AND Opportunities,” “Higher Education AND Challenge,” “Higher Education AND Challenges,” “Higher Education AND Opportunity,” “Brazilian AND Higher Education” and “Brazil AND Higher Education” search equations found, respectively, 165, 146, 131, 74, 62 and 25 papers, involving 94.8% of the total number of the papers found. The papers recovered enabled the vision of five clusters: policy; inclusion; culture; relationship; and environment, society and economy. The paper analyses found that innovation process, sustainable practical implementation and holistic look, involving professors and students, can allow the 2030 Agenda achievement.

The authors of this research study presented a framework based on the literature analyzed through five clusters: policy; inclusion; culture; relationship; and environment, society and economy, considered from opportunity and challenge perspectives. The authors introduced and discussed the Brazilian higher educations and their opportunities and challenges. The Brazilian panorama was linked with the 2030 Agenda for sustainable development, in specific, with the Goals 4 and 10. Implications of this research study are related to the higher educational opportunities and challenges in policy, inclusive, cultural, sustainable and relationship contexts, involving governmental and nongovernmental sectors, professors and students for the Brazilian educational improvement.

This chapter reflects on calls for and processes of the de-colonisation of academia and the study of media, communication and the digital. It asks: what does it mean to de-colonise academia and the study of media, communication and the digital? How can academia be transformed in progressive ways? This essay takes a Radical Humanist and Political Economy perspective on de-colonisation, which means that it is interested in how capitalism, power and material aspects of academia such as resources, money, infrastructures, time, space, working conditions and social relations of production shape the possibilities and realities of research and teaching. This essay stresses the importance of defining (neo-)colonialism as foundation of debates about de-colonisation and engages with theoretical foundations and definitions of (neo-)colonisation. It identifies how material forces and political economy shape and negatively impede on the university and academic knowledge production. It provides perspectives for concrete steps that can and should be taken for overcoming the capitalist and colonised university and creating the public interest and commons-oriented university and academic system.

This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.

The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.

The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.

While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.

There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.

The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.

The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.