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The department of geography and environmental studies of the University of South Africa recently played a pivotal role in implementing an inter‐ and multidisciplinary undergraduate programme in environmental management. This programme prepares students for entry‐level occupations, and equips them with the knowledge, skills and values needed to contribute to sustainable development. Both BA and BSc students are catered for, which contributes to the broadening of undergraduate education. This programme is unique because of its inclusion at undergraduate level and because it is offered through distance education. The teaching approach acknowledges that the causes of environmental problems are not simple, and are rooted in the nature of political, social and economic systems. It acknowledges that the solutions to environmental problems are equally complex, requiring not only specialist inputs, but also value and structural shifts. In line with the latest trends in education, a student‐activating approach is followed, with emphasis on real case studies, the flexible application of knowledge, and formative and integrated assessment. An overview is given of the experience that has been gained through designing and implementing this programme. This experience may serve to stimulate discussion on how to improve education and training in this field. The results of a pilot survey conducted among the students enrolled for this programme are presented. Their responses reflect a positive attitude to the programme, especially concerning the interconnectedness of modules, the fostering of environmental awareness, and its usefulness for career objectives.

There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts.

The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing.

Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed.

This research has been limited by the availability and ability to procure information from the sampled universities.

The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other.

Universities with SD policies can contribute to models of economic growth consistent with sustainable development.

The study is the one of the largest research efforts of this kind ever performed.

This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented.

Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice.

The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus.

The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning.

This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences.

This paper aims to showcase and critically review the value of selected pedagogies in which real-world engagements are used to enhance sustainability learning in an open, distance and e-learning (ODeL) context in the Global South. The paper considers opportunities, issues, alternatives and implementation guidelines.

The School of Ecological and Human Sustainability (University of South Africa) serves as case study, with blended and fully online learning used as examples of pedagogies. The assessment of these pedagogies uses examples of learning activities and exercises, critical reflections on feedback by lecturers and students and consideration against criteria for real-world learning.

The experiences showcased illustrate that despite challenges in ODeL, real-world engagements can be used successful as pedagogy for sustainability learning in the Global South context. Limited access to ICTs can be mitigated through mobile technologies and free and open software applications, as illustrated by the examples in this paper.

The case study approach and qualitative methodology present limitations, with focus on only two examples. However, significant depth is achieved with the assessment of these examples, while the recommendations and lessons learnt can be applied in other contexts, thus expanding on the knowledge and experience in this field.

This paper showcases innovative approaches to incorporate real-world engagements for sustainability learning in ODeL. Application of real-world engagements in ODeL in the Global South context is original and addresses the need for teaching and learning strategies responding to the digital divide and contributing to expand access to higher education and an Afrocentric discourse to best practice.

This study aims to investigate the main areas in which researchers are focusing their efforts in terms of sustainability in higher education (curriculum, campus greening, research, governance or outreach), the format in which this research is performed (in terms of individual or combined efforts) and the primary research focus (in terms of local or global issues).

Trends on sustainability research were investigated by means of an online survey – the World Survey on Sustainability Publishing and Research in Higher Education, which was disseminated among members of the European School of Sustainability Science and Research and the Inter-University Sustainable Development Research Programme.

The survey collected responses from 103 researchers across over 40 countries. Three trends emerged: in spite of the intrinsic value of sustainability research in higher education, this area is not as mature as one could expect; the range of themes covered is wide and addresses a variety of areas; and individuals working alone is the most common means of doing research, whereas research at the university, department and faculty level appears to be less common.

The paper outlines some measures via which higher education institutions may be able to take more advantage of the many opportunities sustainability research offers to them.

Inquiry-based approaches can potentially enrich sustainability learning in any educational context, more so in open and distance learning (ODL – perceived as theoretically inclined) and in regions of educational need (such as the Global South, of which Africa forms part). The purpose of this paper is to map the benefits and challenges of using inquiry-based learning (IBL), with reference to ODL and the value added by IBL in terms of education for sustainability (EfS) in Africa.

Evidence-based reflection is used to provide a narrative assessment of the experience gained with IBL in two undergraduate sustainability-focussed modules in the Department of Geography at the University of South Africa (Unisa), an ODL provider in Africa and the Global South.

Consideration of enabling and limiting factors indicates that although constraints are experienced, adoption of IBL approaches holds potential as pedagogic for EfS in Africa, due to grounding of learning in theory and applied to local places/contexts. This indicates a role for IBL to change perceptions regarding the lack of practical utility of ODL.

Implementing place-based and contextual IBL is innovative in ODL. It adds value to learning experiences and supports transformative learning, both important components of EfS and addressing a need in the African context. Practitioners will find the experience gained with implementation of IBL, coupled with possibilities associated with information and communication technologies, of value.

Scholars have underscored the importance of organizational authenticity, but it is unclear how it influences the links among market strategy, and nonmarket strategy (NMS) and firm performance. This study addresses this gap in the literature.

A survey of 294 managers in firms based in the United States investigates configurations among competitive strategy (e.g. cost leadership or differentiation), political and social nonmarket strategy (NMS), authenticity, and firm performance.

Cost leaders tend to engage in political nonmarket strategy (PNMS), but the interaction does not necessarily improve firm performance. Differentiators are more likely to pursue social nonmarket strategy (SNMS) and perform better, but neither market-nonmarket strategy configuration is inherently optimal.

The results support market-nonmarket strategy configurations but do not prescribe optimal combinations. However, the sample is cross-sector and employs self-reports for firm performance.

Political and social authenticity can enhance firm performance, but nonmarket activity can compromise a firm’s ability to be politically and socially authentic. Authenticity can drive performance, but a firm’s nonmarket activity can compromise its ability to be politically and socially authentic. Firms should view a prospective loss in authenticity as a potential cost of nonmarket activity.

This paper investigates how a firm’s emphasis on market (competitive) strategies, political and social nonmarket strategies, and political and social authenticity impact financial and non-financial performance. It also tests the veracity of two market-nonmarket configurations, cost leadership with political NMS and differentiation with social NMS.

This paper focusses on the darker side of the dynamics of servitization by exploring the tensions and territoriality that emerge between manufacturers and customers during the servitization process in the oil industry.

The Delphi method is used to explore the perspectives of three management tiers in oil organisations and the manufacturers who work with them. The views of these managers were synthesized over three iterations: semi-structured interviews, a questionnaire and resolution/explanation, where consensus was not obtained.

The findings of the study highlight perceptions of change, resulting tensions and territoriality and the impact of management commitment, resources and strategy. They reveal significant differences between customers and their suppliers and different management levels and highlight territorial behaviour and the negative impact this has on buyer supplier relationships during the implementation of servitization.

Further research is required to explore why there is a variation in understanding and commitment at different managerial levels and the causes of tensions and territoriality.

Servitization is not a “quick fix” and management support is essential. A fundamental element of this planning is to anticipate and plan for tensions and territoriality caused by the disruption servitization creates.

The research provides empirical evidence of tensions and territoriality relating to servitization that potentially can damage supplier–buyer relationships and suggest that there is a darker side to servitization. It also shows that differences in strategic intent across organizations and between different managerial layers impedes to servitization efforts.

The purpose of this paper is to explore the challenges faced by ODeL institutions to involve students in campus sustainable development goals (SDGs) related practices. Given that universities are mandated by several calls to participate in the implementation of SDGs, one way they can contribute to the SDGs paradigm is through the involvement of students.

Data were collected through interviewing the Campus Operations Manager and the Students Representative Council (SRC) to determine the challenges of involving students’ in SDGs-related practices. The SRC completed the USAT (Part C) to determine SDGs practices students are involved in. An online survey was undertaken to determine how BSc Environmental Management students are participating in SDGs and the challenges faced towards their involvement. Thematic analysis analysed interview data and descriptive statistics analysed online survey data. Credibility and reliability were enhanced by data triangulation.

The research revealed that few students were involved in some campus SDGs-related practices. Few students were involved in off-campus SDG projects. This result is attributed to the distance between the University of South Africa (Unisa) and the students, lack of finance, the misconception around SDGs and a lack of interest in SDGs. The geographical distribution of ODeL students was concluded as the major barrier to student involvement in SDGs.

There are few studies, which investigated the involvement of students in campus-related SDGs in universities, let alone distance universities in Africa. The paper testifies that ODeL institutions have avenues to involve students in SDGs if such institutions become proactive through campus SDGs competitions and certification.

Higher education can play a role in the implementation of sustainable development goals (SDGs). However, there are steps and structures which are necessary for this to be possible. This paper aims to establish how the University of Zimbabwe (UZ)’s innovation hub is implementing SDGs for water, energy and food, resources which are in critical shortage in Harare; as part of its mandate to implement the newly introduced Education 5.0.

This paper is based on qualitative research. Interview guides were used to gather information from Harare residents, university staff and students. Observations were undertaken and review of secondary data was done. The data was collated into a narrative and content analysis was used to analyse it.

The UZ innovation hub is aimed to deliver Education 5.0. It houses research projects on energy and food. Water-related projects are still in the pipeline. The research revealed challenges that call for mobilisation of funding to support the projects, to protect researchers’ intellectual property rights and to strengthen interdisciplinary research and information flows between the university and the community. The paper argues for higher and tertiary education institutions to work directly with policymakers and societies in implementing SDGs.

Education 5.0 is relatively new and not much research has been done to establish how it intends to deliver its objectives. The innovation hub model has the potential to yield positive results in SDGs implementation. This research can motivate other universities to work with policymakers and communities in implementing SDGs for urban transformative adaptation.