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This paper aims to describe the effects of 3R (reduce, reuse and recycle) waste management initiatives on a campus community. It ascertains the environmental attitudes and opinions of the residents and investigates their behavioral responses to waste management initiatives. Practical implications for enhancing sustainable waste management are discussed in this paper.

Demonstration projects on waste segregation and recycling, as well as waste a reduction campaign, were set up on the campus to ascertain people’s attitudes and investigate their behavioral responses toward 3R practices. Data were collected through a questionnaire survey, observations, interviews and the project’s document review. A waste audit and waste composition analysis was carried out to assess waste flows and actual waste management behaviors and measure the change in the recycling rate.

3R waste management initiatives had positive effects on people’s attitudes about resources, waste management and consciousness of the need to avoid waste, but these initiatives did not affect recycling and waste management behavior. A voluntary approach-only cannot bring about behavioral change. Incentive measures showed a greater positive effect on waste reduction to landfills. Nevertheless, the demonstration projects helped to increase the overall campus recycling from 10 to 12 per cent.

This paper addresses a literature gap about the 3R attitudes and resulting behavior as part of campus sustainability of higher education institutions in a developing country. The authors’ results revealed hurdles to be overcome and presents results that can be compared to behavioral responses of people from other developed countries. These findings can be used as a guide for higher education institution’s policy-makers, as they indicate that voluntary instruments alone will not yield effective results, and other mechanisms that have an impact on people's behavior are required.

Tourism sustainability is a challenge for 21st-century destinations – this paper aims to analyse smart destinations' sustainability through a case study of Benidorm, the first world destination to be certified under the UNE 178501 standard as smart tourism destination (STD).

The methodological component has been divided into developing a framework for measuring sustainability through economic, social and environmental open data. Moreover, studying the plan's contribution “Benidorm, Destino Turístico Inteligente y Sostenible” to the city's sustainability through a time series analysis.

The main contribution shows that Benidorm's transformation into an STD leads to more sustainable cities. Thus, the conversion of Benidorm into an STD has a sustained effect in the medium and long term, contributing to the sustainability of the city.

An open question as a limitation is the subjectivity of the distribution of the relative weight of each indicator. However, statistical analyses are developed to explore the relationship between indicators and global sustainability.

The debate to contextualise this paper is bridging the gap between sustainability and tourism intelligence, giving an original framework for measuring destination sustainability that provides a reasonable starting point for comparing tourism sustainability in different destinations.

Tourists in the 21st century prefer environmentally friendly tourism. Marketing campaigns based on destination sustainability must be based on data rather than mere slogans.

To the best of the authors’ knowledge, the originality of this paper provides a flexible framework for measuring sustainability from open data sources, being one of the first empirical analyses to study the effects on the sustainability of converting a mature destination into an STD.

The porpose of this study is to critically consider the use of global reporting initiative (GRI) guidelines in universities’ sustainability reports.. In light of the recent literature and Habermas’s thinking, the study advances the research field by considering the process of internal colonisation from steering institutions and makes suggestions regarding the future role of GRI in the higher education (HE) context.

This study presents a systematic literature review and content analysis for enhancing the critical reading of GRI applications in HE studies. The results are analysed in light of Habermas’s thinking, considering the GRI as a steering institution and its guidelines as steering mechanisms.

This study updates the literature review on sustainability reporting (SR) at universities and underlines the general trend in the employment of the GRI in this context. The results highlight the need to adapt the GRI to enhance its applicability in the HE context by considering additional dimensions such as research, teaching and operations. In doing so, the framework loses effectiveness and weakens the role of the GRI as a steering institution.

The results suggest that the GRI guidelines should be reframed to enhance comparability among reports and increase its wider employment at universities.

Universities need to be guided in their accountability process towards SR by dedicated frameworks. This study suggests the potentially pivotal role that the GRI could play in providing dedicated tools for HE to steer and enhance the development of SRs at universities.

This study presents an updated review of studies on SR at universities and suggests possible paths for the future of the GRI framework applicability to universities’ SR.

This article investigates how Sustainable Development Goals (SDGs) can be integrated into the strategic planning and management processes of local governments (LGs). It draws from the classic strategic planning and control framework developed in management studies and elaborates some propositions for adapting, implementing and monitoring the SDGs at the city level.

As a first step in the assessment of the ways the principles of sustainable development can be integrated into LG management, this research scrutinizes the incorporation of sustainability goals in the strategic plans of all medium-to-large capital cities of provinces in Italy, a context in which there has been a National Strategy for Sustainable Development (NSSD) since 2016.

The focus on SDGs at the LG level in Italy is in its initial stage, and few capital cities have started to integrate sustainable development concerns into their comprehensive strategic plans. SDGs are used mainly as a reference framework in the strategic plans to demonstrate the contribution of LG strategies to global concerns on sustainable development.

The paper offers insights for political leaders and public managers to rethink their strategic management systems, including the continuous process of evaluating and updating of strategic plans, in accordance with the multidimensional perspective of sustainability. To this end, the study has identified possible patterns of actions that public managers elsewhere will find useful.

The managerial approach behind the proposed conceptual framework might contribute to effectively localize the SDGs in multilevel government settings and to integrate the concept of sustainability as a guiding principle into organizational routines.

This paper aims to analyze the conceptions that underlie the notion of “sustainable food” of different social actors based on a study focused on promoting sustainable food strategies on university campuses.

The research incorporates the views of various actors linked to a sustainable food project on the campuses of the National Autonomous University of Mexico (Universidad Nacional Autónoma de México), which is one of the most important universities in Latin America. The study includes a literature review on food sustainability strategies on university campuses and implemented sustainable food programmes in 100 universities worldwide. It also incorporates semistructured interviews and discussion groups conducted with consumers of the university community, 60 smallholder farmers and managers of 23 alternative food networks in Mexico City.

This research evidence the diversity of meanings and perspectives associated with food sustainability and a generalized emphasis on its environmental dimensions, although environmental problems tend to be partially understood. It also highlights the priority students and producers give to the accessibility of healthy foods.

The results of this study revealed important elements, potentially useful for designing sustainable food strategies on the campuses, considering the principles of the rights-based approach to development and social participation.

The research evinces tensions in the definition of food sustainability and its translation into actions from a multistakeholder perspective.

This paper aims to discuss how transnational universities create negative and positive social impacts on their host communities and what this means for campus sustainability and the expectation that universities contribute to sustainable development and to their local communities.

Using mixed methods, a multiple case study approach and qualitative meta-analysis, this study considers six transnational university campuses in China in terms of their relationship with local communities.

Because of the good reputation of universities generally, local residents tended to accord a social licence to operate (i.e. approval) to new university campuses. However, universities generally do not manage their social impacts, as well as many other industries and generally fail to consider the corporate social responsibility issues and the environmental, social and governance aspects of their activities. To improve their social licence to operate and grow and to meet expectations around “university social responsibility”, campus developments should observe key international principles and human rights standards: full disclosure of information; effective community engagement; appropriate resettlement and livelihood restoration; effective harm reduction procedures; provision of local benefits (benefit sharing); monitoring and adaptive management and implement a grievance redress mechanism.

This paper encourages broader thinking about sustainability in a higher education context and about what university social responsibility entails. Specifically, this study argues that the relationship between universities and their host communities also needs to be considered, especially during campus construction.

The purpose of this paper is to propose a minimum set of indicators to be measured by industrial companies to represent the triple bottom line (TBL) approach.

The research is both descriptive and quantitative. Three hypotheses establish associations among the degrees of use of TBL indicators and their different degrees of use in firms. The authors used confirmatory factor analysis (CFA) to validate the scale and structural equation modelling to represent the final measurement model. The survey gathered 149 industrial companies.

The results pointed out that there are positive associations among the degree of use of environmental indicators and social indicators, economic, environmental and social indicators have different degrees of use in firms, a positive association between the degree of use of environmental and social indicators and the use of economic indicators was not confirmed. The findings suggest how to measure sustainable performance for industrial companies and highlight the differences in the degree of use for the three dimensions of TBL.

The limitations refer to the non-probabilistic sample, applied in a specific context, industrial companies.

This set of indicators is intended to be used by industrial companies as a reliable instrument to sustainable performance assessment of the current stage of the TBL deployment and provide alternative approaches to address specific issues related to the environmental, social and economic sustainability.

The results offer tangible results for measuring and reporting firm’s social and environmental performance.

This paper intends to offer an integrated and consistent way of measuring sustainability in industrial companies.

This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.

Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.

The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.

Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.

Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.

The paper aims to examine Indonesian accounting students’ intention to become sustainable accountants (ISAs) using a modified theory of reasoning action model.

Primary data were collected from 239 respondents from five reputable universities in Semarang, Indonesia, using a structured questionnaire. A random sampling technique was employed and used in selecting respondents. The data were then analyzed using smart PLS (version 3.2.9) to obtain the final results.

The results show university sustainability (US) and attitudes toward sustainability (ATS) affect students' intentions to become ISAs. Knowledge has no direct correlation with students' intention to become ISAs. Path analysis shows a significant correlation between US and students' knowledge, attitudes and intentions regarding sustainability.

This is different from previous studies, which only focused on factors influencing students' intentions to pay attention to sustainability. This study focuses on prospective accountants because, in the future, they will be the technical executors of reporting using path analysis. This study further analyzes the relationship between existing antecedent variables. The results show that sustainability at the university is a variable that can influence all other variables.

This study aims to analyse and evaluate the methodology followed by the Times Higher Education Impact Rankings (THE-IR), as well as the coverage obtained and the data offered by this ranking, to determine if its methodology reflects the degree of sustainability of universities, and whether their results are accurate enough to be used as a data source for research and strategic decision-making.

A summative content analysis of the THE-IR methodology was conducted, paying special attention to the macro-structure (university score) and micro-structure (sustainable development goals [SDG] score) levels of the research-related metrics. Then, the data published by THE-IR in the 2019, 2020 and 2021 edition was collected via web scraping. After that, all the data was statistically analysed to find out performance rates, SDGs’ success rates and geographic distributions. Finally, a pairwise comparison of the THE-IR against the Times Higher Education World University Rankings (THE-WUR) was conducted to calculate overlap measures.

Severe inconsistencies in the THE-IR methodology have been found, offering a distorted view of sustainability in higher education institutions, allowing different strategic actions to participate in the ranking (interested, strategic, committed and outperformer universities). The observed growing number of universities from developing countries and the absence of world-class universities reflect an opportunity for less-esteemed institutions, which might have a chance to gain reputation based on their efforts towards sustainability, but from a flawed ranking which should be avoided for decision-making.

University managers can be aware of the THE-IR validity when demanding informed decisions. University ranking researchers and practitioners can access a detailed analysis of the THE-IR to determine its properties as a ranking and use raw data from THE-IR in other studies or reports. Policy makers can use the main findings of this work to avoid misinterpretations when developing public policies related to the evaluation of the contribution of universities to the SDGs. Otherwise, these results can help the ranking publisher to improve some of the inconsistencies found in this study.

Given the global audience of the THE-IR, this work contributes to minimising the distorted vision that the THE-IR projects about sustainability in higher education institutions, and alerts governments, higher education bodies and policy makers to take precautions when making decisions based on this ranking.

To the best of the authors’ knowledge, this contribution is the first providing an analysis of the THE-IR’s methodology. The faults in the methodology, the coverage at the country-level and the overlap between THE-IR and THE-WUR have unveiled the existence of specific strategies in the participation of universities, of interest both for experts in university rankings and SDGs.