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This chapter provides a case study of the implementation of the Parking Space Levy (PSL) in Sydney, Australia. Introduced by the Parking Space Levy Act 1992, the scheme places a levy on business use of off-street car parking spaces with the revenues from the levy being hypothecated to public transport improvements. The chapter outlines the implementation of what is now a relatively mature scheme and examines how the revenues raised by the scheme have been spent.

This chapter offers a review of the introduction of the levy in Sydney and explores its impact in implementation with respect to changes to the number of parking spaces and an analysis of the way in which the hypothecated revenue has been spent. The implementation of the PSL is evaluated against the literature on hypothecation of funds and includes a discussion of policy issues for Sydney in the light of the evidence presented.

Whilst off-street parking availability is a major contributor to peak period traffic, the implementation of the PSL as a single rate of application has not led to a decrease in total number of available parking places in the City of Sydney. The number of concessions for unused spaces, whereby the levy was not imposed, increased when the levy rate was doubled in 2009 although this was accompanied by a fall in the number of exemptions from the levy. The revenue from the PSL has been dedicated to improvements in public transport infrastructure, primarily interchanges and commuter car parks although the more recent provisions to spend on ‘soft’ measures to improve sustainable travel have not been taken up.

Whilst a stated objective of the PSL was to reduce congestion, the chapter concludes that the PSL had more than this single objective which makes it more difficult to assess whether its implementation has been a success.

This chapter provides an overview of the introduction, implementation and outcomes of the PSL in Sydney, relating it to the PSL in Melbourne (Chapter 13) and the WPL in Nottingham (Chapter 15). No other study to date evaluated the PSL in Sydney against the literature relating to hypothecation nor tracked the impacts of implementation of the PSL to evaluate its success.

The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs).

A preliminary global exploration of universities’ SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs – identified through global university rankings and analysis of all 42 Australian universities – 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs.

Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs.

The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings.

To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T.

This paper aims to explore Master of Business Administration (MBA) students’ “reflections” and/or “reflection on practice” of sustainability into responsible management education using Bain et al.’s (2002) 5Rs (reporting, responding, relating, reasoning and reconstructing) reflective scale.

This study adopted a case study approach using content analysis and written reflective journals analysis from MBA students’ assignments.

This study revealed that responding and relating (emotionally-based reflections) scales are dominant reflections while reasoning (cognitively-based reflections) is a slightly less dominant reflection. The findings confirm that effective management education for sustainability should encourage and motivate students to reflect on their emotional learning to improve leadership values, attitudes and activities. Such reflection can lead to transformative experiences.

This study adopted a small-scale content analysis using an Australian university’s MBA case. To increase validity and generalisation, researchers will benefit from a wide range of quantitative analyses in different countries and cultural contexts.

Curriculum design using reflections and reflective journals should be enhanced in management education for the practice of sustainability and/or sustainable development.

Higher education should encourage socially and environmentally responsible management in programme and curriculum design with a reflective approach.

This study presents a conceptual framework and analysis approaches that can serve as some bases for the development of a more robust analysis in responsible management education.

The purpose of the study is to identify barriers to collaboration among female administrators at a Ghanaian technical university (TU), based on the social identity theory (SIT).

A mixed-method approach was adopted, integrating qualitative interviews of 15 female administrators and completing structured questionnaires from 117 randomly sampled female administrators. The SIT, as the analytical framework, identified themes emerging from the data on barriers to collaboration among female administrators. While exploratory factor analysis identified measures of factors hindering collaborations, the use of structural equation modeling (SEM) enabled the confirmation of relationships among the barriers to collaboration with female administrators.

There existed statistically significant relationships between four of the barriers: intergroup relations conflict, trust with stakeholders and among females and structural barriers (SBs). For the quantitative analysis, it was found that SBs, intergroup relations, conflict and trust were statistically significant except for weak cultures. For the qualitative, results showed that SBs, lack of trust with stakeholders and among females and intergroup conflict hinder collaboration.

The study has a limited scope in using only one TU and focusing on a particular gender. The implications of this research will enrich the literature on barriers to female administrative collaboration in technical education based on the SIT.

Promoting administrative collaborations in the TU will ensure sustainability and efficient administrative systems.

Institutional policies should include gender inclusivity and equality on networking opportunities and provide mentorship programs for efficient administrative systems.

We used the SIT to determine barriers to collaboration among female administrators in a technical education institution, and the mixed methodology added a unique dimension to the study.