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Organizational theorists and strategy scholars are both interested in how organizations deal with ambiguity, especially in relation to implementation. This chapter examines one source of ambiguity that organizations face, which is based on their efforts to implement moral mandates. These mandates, which are related to areas such as environmental sustainability and diversity, are inherently ambiguous, as they lack a shared understanding regarding their scope and associated practices. They are also often broad and systemic and may be unclearly aligned with an organization's strategy. Due to these challenges, in this chapter, we theorize that collective action at the field level is necessary for organizations to advance and concretize moral mandates. We examine this theorizing through the case of the implementation of sustainability in higher education. We hypothesize and find support for the idea that when an organization's members engage in collective action at the field level, those organizations have an increased likelihood of achieving sustainability implementation. To gain insight into this field-to-organization relationship, we qualitatively examine 18 years of conversations from an online forum to develop a process model of moral mandate implementation. We theorize that collective action functions as a field-configuring space, in which actors from a variety of organizations come together to (1) refine the scope of the mandate and (2) create an implementation repertoire that actors can draw on when seeking to bring sustainability to their own organizations. Overall, our study provides a model of how ambiguous moral mandates can be implemented by highlighting the important role of collective action across organizations in concretizing those mandates and providing actors with the tools for their implementation.

Higher education institutions (HEIs) face unique barriers to implementation of environmental management systems (EMSs) compared to the private sector, where formal EMS approaches such as ISO 14001 are widely used. HEIs across the world have tended to adopt structured EMSs through less formal methods or apply bespoke approaches based on institutional drivers for implementation. This chapter explores organizational factors specific to HEIs that impact on their ability to implement and sustain formal EMS approaches. An in-depth review was undertaken examining key organization barriers to EMS adoption, and organizational factors specific to HEIs that can affect the successful implementation and sustainability of EMS approaches. The study finds that considerations of the key actors, existing organizational structures, governance and leadership, and resistance to change are important areas to consider in the implementation of an EMS within an HEI. UK HEIs are used as a case study to examine the relationship between EMS uptake and performance, and identify trends toward the adoption of various types of systems. We find that a trend toward the adoption of more formalized EMS approaches among UK HEIs contradicts the suggestion from the literature that less-formal approaches may be more suitable. The study challenges the assumption that formal approaches to environmental management such as ISO 14001 and Eco-Management and Audit Scheme (EMAS) provide the gold standard EMS, suggesting that alternative standards may be more suitable in the context of the unique organizational structures and key barriers to EMS implementation faced by HEIs.

This chapter compares the current biodiversity practices of higher education institutions (HEIs) and their learning effects of the Global North and South. It particularly explores the HEIs’ strategies targeting biodiversity and ecosystem services preservation. In order to answer the research question, a qualitative content analysis of published sustainability reports of the systematically selected HEIs was performed. The Times Higher Education (THE) was used to select HEIs. The results show that biodiversity reporting and management is still in its early stages in HEIs from both the Global North and South and could benefit from further research and suggestions for improvement. One implication for the HEIs is that they could increase public awareness and knowledge of biodiversity through the integration of this topic into their curricula, more research projects on biodiversity, and operations on and off campus.

During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how sustainability is integrated into management education at higher education institutions. It is based on a systematic literature review that teases out governance, education, research, outreach and campus operations (GEROCO) as key elements for embedding sustainability in management education. In addition, it identifies the important role of having an overall governing strategic direction that serves to anchor sustainability. The chapter highlights that sustainability and responsible management education initiatives are interconnected and are complex to embed through the university system.

Sustainable recycling activities in higher education institutions (HEIs) are crucial as it serves as a common benchmark to a community that is socially and environmentally responsible. This chapter presents a suitable case study of HEIs in Malaysia reporting on recycling rate, monitoring the recycling patterns, and matching the significant recycling policy in the HEIs. Therefore, four HEIs including Universiti Teknologi Malaysia (UTM), Universiti Malaya (UM), Universiti Kebangsaan Malaysia (UKM) and Universiti Putra Malaysia (UPM) were selected as the suitable case studies to examine the practices of recycling activities. These four HEIs are Malaysian research universities that are ranked in the top 300 in the UI Green Metric World University Rankings. Several findings and previous works were reviewed; further steps to set a recycling target were identified and served as a guidance of the standard recycling rate. Results showed the selected HEIs reflected the low percentage of recycling rate in the range of 0.03–29.26%, depending on its practices and policy. Three phases of planning have been structured to target the recycling rate at HEIs in Malaysia with the First Plan (2025), Second Plan (2035) and Third Plan (2040) towards the recycling rates of 20%, 30% and 40%, respectively. The recommendations for the HEIs formulate recycling policies and recycling rates, and for waste management, academia and research centres to play a more active role in increasing the efficiency of recycling activities for a positive impact on the recycling rate in HEIs.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

Based on the 5th wave/tomorrow age theory, we are living in the world that is in necessity to change. Rapid urbanization causes global challenges such as economic problems and recessions, environmental challenges, climate change, social instability, health diseases, biological attached, and crisis caused by technological dominations. These challenges threaten the world, humanity, and human beings. Therefore, it is vital to tackle and struggle with them in order to maintain the world and improve quality of livability and quality of life to achieve sustainability. Generally, modern Blue-Green urban areas and smart cities with high quality of livability and life are proposed to deal with urbanization challenges to maintain the world and improve quality of human life. Based on Prof. Doost's 5th wave theory, related theories, concepts and models like Doost Risk Mitigation Method (DRMM), and also his experience on sustainability as best practice such as cooperating with Danish Sustainable Platforms Company, working as an academic leader at IoE/EQ EU Erasmus Plus project in Germany during 2017–2020, cooperating with former mayor of Copenhagen, consulting the German MV State Minister of Energy, Digitalization, and Infrastructure to cooperate with Iran in 2016, more than 15 years holding lecture and research internationally about risk and risk management on mobility in different universities like (TU Berlin) Technical University of Berlin (EUREF Campus, Sustainable Mobility Management and Sustainability Building) and also achieving a honorary doctorate in sustainable development management, a practical model concerned on risk management in mobility to provide comprehensive global Blue-Green clean sustainable urban mobility risk mitigation strategic plan is given. Therefore, in this chapter, impact of risk management on mobility to provide sustainable global urban mobility plan in order to create modern Blue-Green sustainable urban area and future smart cities through the 5th wave theory are explored. Fundamentally, the main goal of the research is to have an applied study about mobility risk mitigation and utilize it as a key to create comprehensive global urban mobility risk mitigation plan toward Blue-Green sustainable clean mobility technologies to create modern sustainable smart cities through the tomorrow age theory in order to create livable urban area with high quality of livability and life. In addition, the risks in mobility through the DRMM are measured to analyze the risk and to do risk mitigation and mobility project improvement to move to sustainable mobility and high sustainability in future smart cities.

This chapter discusses the findings of a study at a public university in Malaysia, which reflect the country’s evolving situation regarding sustainability education. The study aimed to explore the knowledge of and attitudes to sustainability of the academic staff at the university, and the pedagogical approaches they used in curricula. Through a mixed method approach, primary data were collected through an online quantitative survey containing 90 statements related to Education for Sustainable Development Goals, knowledge, attitudes, pedagogical techniques, and learning objectives. Following the survey, a focus group discussion was conducted involving several academic staff from the university to explore their perspectives on current sustainability teaching practices and to identify emerging issues. Findings revealed that there were generally positive levels of understandings and attitudes among the academic staff toward education on sustainability development (ESD). Furthermore, the staff agreed highly with ESD learning objectives, and various pedagogical approaches were in use. These are important findings as the levels of awareness and attitudes among academics play a key role in shaping successful implementation of a range of pedagogical techniques for ESD goals. As well as the challenges identified in the study, the chapter puts forward useful insights and key aspects to enhance ESD practices at all levels in the country. Options for policy and practice to move beyond sustainable development as a goal or aspiration for teaching and learning to a practical and pedagogical reality of ESD practices in Malaysian higher education institutions are also discussed.

The UK government has taken the lead in accelerating the capacity of higher education to engage with sustainability accounting and adopting a novel systematic approach toward a collective implementation of and contribution to Sustainable Development Goals (SDGs). The UN SDG 16 “Peace, Justice & Strong Institutions” promotes the (re)building of effective and accountable institutions. In line with the institutional logics metatheory, we provide empirical evidence on how the alignment between social mechanisms alongside the reputation of higher education institutions (HEIs) and SDGs on transparent and responsible service (SDG 16) affect the students' overall experience. Using a sample of 142 UK HEIs, interpretative content analysis and ordinary least squares, the results show that integrating HEIs' responsible-oriented research agenda proactively with high sustainability reputation adds significantly to greater student satisfaction.

Inquiry learning points is based on questions and requires students to work independently to solve problems. Instructors are facilitators of learning, not people who give right answers and instructions to learners. Haaga-Helia University of Applied Sciences Porvoo campus in Finland is a new concept for learning. The lecturers have changed from traditional ones to coaches aiming at new competences with new tools to enhance learning. Their own implementation of inquiry learning has been assessed by themselves with an ongoing self-assessment process as a part of the normal tasks of instructional teams. Self-assessment is a part of action research that aims to develop an organization and the work in it.