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A supplier may sell not only to one buyer (sole relationship configuration) but also to the buyers competitors (shared relationship configuration) for a specific product category. This study examines the performance implications when suppliers establish shared relationships with the buyer’s competitors.

Secondary data are used to test hypotheses relating a supplier’s relationship configurations to its operational performance. A seemingly unrelated regression approach (SUR) is applied to analyze the data, followed by endogeneity checks of the empirical findings.

The study shows that suppliers with less-shared ties with buying firms’ competitors exhibit superior inventory efficiency and asset turnover. Thus, suppliers can improve operational efficiency by creating relatively exclusive, deep and trust-based relations instead of more extensively shared and shallower relationships.

Based on agency theory as a theoretical lens and aerospace industry data, this research contributes by addressing the supplier’s perspective and linking its operational efficiency performance with its chosen supply relationship configuration.

Suppliers need to understand the performance implications of choosing relatively exclusive relationships versus shared relationships with buying firms. The research provides new insights for managers and can guide their supply chain decision-making.

Little is known about how a supplier’s relationship configurations can elevate, or impair, its operational efficiency. While conventional wisdom holds that suppliers should focus on multiple avenues of revenue growth by selling to buyers’ competitors, this study demonstrates that more sales to a buying firm’s rivals might, in fact, reduce a supplier’s efficiency.

This study aims to explore how to apply and integrate the performance management (PM) process in humanitarian supply chains (HSCs) among and between humanitarian organizations (HOs) and donors so as to improve cost-efficiency (CE) and lead-time effectiveness (LTE) in the stage of natural disaster preparedness.

This study adapts and operationalizes a framework for the PM process used in commercial supply chains to assess HSCs. A multiple-case study with two types of actors – six HOs and three donors—is used to describe the applications of the PM process and analyze the level of integration between the actors.

The activities in the PM process could sometimes be only vaguely described. Both actors emphasized improving CE, with less emphasis on LTE. Both actors have a low level of integration in each PM process activity, decreasing the CE and LTE. Therefore, guidelines for improving the level of PM process integration are provided.

To the best of the authors’ knowledge, this study is one of the first to combine literature on HSCs and PM process integration, thereby contributing to both literature fields. The concrete contribution of this study is a framework for PM process application and integration among and between HOs and donors.

The PM process framework can be used to assess PM process application, as well as current and increased level of integration, to improve CE and LTE. The current applications can also inspire other HOs and donors.

Previous studies indicate the lack of frameworks in the PM domain of HSCs, especially in the stage of natural disaster preparedness.

The aim of the paper is to propose an integrative model of the leader competences through the analysis of the several models of competence found in the literature review.

The methodology used was qualitative, based partially on an integrative literature review (Torraco 2016). This paper aims to review, update and criticize the literature related to the competences approach in the organizational context and, on the other hand, to review, criticize and synthesize the literature, namely, the models and competences.

Difficulties in choosing and implementing a leader competency model led to the integration of competencies in a single model, seeking to simplify the choice and implementation process in organizations. The integrative model of leader competences arises from the literature review, more specifically from the analysis of the different approaches found. This model is grouped into four dimensions – intellectual competences, management competences, social competences and emotional competences. This research is a contribution to reduce the fragmentation of leadership and management theories and facilitates the choice and implementation of a leader competence model suited to the organization’s needs, contributing to the leadership effectiveness.

The integrative model of the leader competences allows the choice and implementation of a competence model with a wide range of competences considered as essential in the organizational context by several researchers. This model simplifies the process of identifying the competences that need to be developed, feeding the human resources development process within the organization.

The purpose of this research is to understand how educational tourists in Northern Cyprus perceive and respond to the concerns associated with climate change.

A qualitative method was employed and the data gathered from educational tourists enrolled in tourism planning and sustainable tourism courses in Northern Cyprus and analyzed using the content analysis technique.

Four major themes emerged in this study including “weather changes”, “human-induced causes”, “collective responsibility” and “waste management and recycling”.

Climate change-related issues among educational tourists have received little attention in the literature. This study contributes to the body of knowledge by examining educational tourists' perspectives and reactions to climate change in Northern Cyprus.

The information technology (IT) sector is a powerful factor in present-day society, and its role in pro-sustainability policies is crucial. This study aims to gain insight into IT students' perspectives on the role of education for sustainable development (ESD) in their academic curriculum as well as to project their attitudes and actions to prospective employers.

This study used a cross-sectional survey design, involving 260 students majoring in IT at a public university in Bulgaria.

The majority of the students (67.30%) believed that their university education should promote students’ social and environmental skills. However, 55–65% thought that the current academic curriculum failed to connect subject matter with relevant environmental issues. The students held high expectations of prospective employers. There was a significant concordance between the participants' views on sustainability and their perceived workplace actions. The participants who believed that employers should reduce carbon emissions were significantly more likely to refuse to do any work that supports the fossil fuel industry [odds ratio (OR) = 4.82, 95% confidence interval (CI): 2.04–11.37] or leave a job if the company provides products or services for the fossil fuel industry (OR = 3.10, 95% CI: 1.26–7.26). Such participants were more likely to opt for a lower salary in favor of environmental principles (OR = 2.38, 95% CI: 1.32–4.28).

The IT sector is a powerful factor in present-day society, and its role in pro-sustainability policies is crucial. IT students’ perspectives on the gaps in current sustainability practices convey a message to the IT academic and employment communities that environmental issues matter and are important to this new generation of technologically savvy people.

There have been a few other studies in Bulgaria on the issue of ESD, but no other study has focused on the projection of students' attitudes toward the environment onto future employers. The study's results showed that the Bulgarian young people who were getting ready for jobs in the IT field had the same environmental values and concerns as their peers from different higher education areas in different parts of the world. They were interested in acquiring knowledge and competencies that would help propel pro-environmental actions in their academic institution and future workplace. Notwithstanding the overall low economic standards in their country, they tended to put carbon-free and environmentally friendly policies ahead of financial interests. Their critical perspectives on the gaps in current sustainability practices convey a message to the academic and job communities in IT that environmental issues matter to this new generation of technologically savvy people.

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

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.

The purpose of this study is to explore the potential for technical accounting resources to help professional accountants exercise their performative agency.

The authors combine the integrative learning theory of truth and the concept of performativity, including two approaches to sustainability education and interventions, to construct a grid for coding the technical resources provided by the UK's Institute of Chartered Accountants in England and Wales, a pioneer in sustainability advocacy.

The findings suggest the dominance of the “predetermined and expert-determined” approach. They also reveal the emergence of three levels of performative topoi based on the relative presence of the “predetermined and expert-determined” and “process-of-seeking” approaches to professional interventions toward sustainability. The results show the profession's evolving contribution to the construction of actionable knowledge.

The main limitation of this research is that it draws on a limited corpus. In addition, the use of a binary code to represent the presence/absence of a code does not convey the code's quantitative importance.

The results are useful for those wanting to produce technical accounting resources that are more likely to help professionals build actionable knowledge and contribute to accountants' interventions toward sustainability.

Findings suggest the need for reflection on how the accounting profession can best contribute to implementing sustainability in organizations.

Few studies deconstruct professional technical resources to see how a profession can contribute to a process of societal change.

This study aims to examine the nexus of the US rebalance strategy to Asia and the US–China rivalry in the South China Sea (SCS) from the perspective of the offensive realism theory.

The study depends on the descriptive approach that deals with the analysis and description of the phenomenon. Also, the study uses the qualitative method to analyze the primary sources concerning the rebalance.

The study has found four results: first, the rebalance strategy to Asia is a comprehensive strategy to contain China’s rise. Second, China’s offensive strategy in the SCS since 2008 has been the main driver of launching the rebalance. Third, offensive realism presents a convenient analysis to understand the rebalance, China’s offensive strategy in the SCS, and the US–China rivalry in the SCS. Forth, SCS is one of the most important venues of the US–China rivalry for global hegemony.

Limited to the period from 2009 to 2016. The Obama Era.

This study highlights the centrality of the SCS in the US–China global rivalry that has not been yet well researched.

The aim of this paper is to outline the collaborative approach used to craft national learning standards for tertiary programs in the field of environment and sustainability in Australia. The field of environment and sustainability is broad and constituted by diverse stakeholders. As such, articulating a common set of learning standards presents challenges.

The authors developed and used a staged collaborative curriculum design methodology to engage more than 250 stakeholders in tertiary environmental education, including discipline scholars, students, professional associations and employers and other environmental educators. The approach was adaptive, to ensure underrepresented stakeholders’ perspectives were welcomed and recognised. The project was commissioned by the Australian Council of Environmental Deans and Directors (ACEDD) and funded by the Federal Government’s Office for Learning and Teaching.

The collaborative approach developed and used for this work facilitated an inclusive process that valued diversity of perspectives, rather than marginalise diversity in favour of a perspective representing a minimum level of agreement. This is reflected in the standards themselves, and is evidenced by participant feedback, piloting of the standards and their subsequent application at multiple universities. Achieving this required careful planning and facilitation, to ensure a democratisation of the stakeholder consultation process, and to build consensus in support of the standards. Endorsement by ACEDD formalised the standards’ status.

Collaborative curriculum design offered the opportunity to foster a shared sense of common purpose amongst diverse environmental education stakeholders. This approach to curriculum design is intensive and generative but uncommon and may be usefully adapted and applied in other contexts. The authors note one subsequent instance where the approach has been further developed and applied in transforming a generalist science program, suggesting the methodology used in this case may be applied across other contexts, albeit with appropriate adjustments: the authors offer it here in the spirit of supporting others in their own complex curriculum design challenges.