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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.

Utilising data from 18 in‐depth case studies, this study seeks to explore training, development and human resource development (HRD) practices in European call centres. It aims to argue that the complexity and diversity of training, development and HRD practices is best understood by studying the multilayered contexts within which call centres operate. Call centres operate as open systems and training, development and HRD practices are influenced by environmental, strategic, organisational and temporal conditions.

The study utilised a range of research methods, including in‐depth interviews with multiple stakeholders, documentary analysis and observation. The study was conducted over a two‐year period.

The results indicate that normative models of HRD are not particularly valuable and that training, development and HRD in call centres is emergent and highly complex.

This study represents one of the first studies to investigate training and development and HRD practices and systems in European call centres.

This study aims to explore students’ sustainability attitudes and behavioural intentions and their relation to energy use, to promote energy saving and decarbonisation in higher education settings.

The authors used a validated energy literacy survey to assess undergraduate students’ attitudes and behavioural intentions towards energy saving in two countries (Brazil and Belgium). The questionnaire, administered online, comprised 23 Likert scale questions and three questions eliciting socio-demographic information. Results were analysed using a linear regression model and compared with previous research using the same energy literacy instrument.

The research identified three dimensions of sustainable attitudes: citizens’ role, scientists’ role and government’s role, explaining 65.5% of respondents’ energy-related attitudes. Three dimensions of sustainable behaviours were identified, explaining 64.5% of energy-related behavioural intentions: consumption of eco-friendly products, financially driven behaviours and household energy saving. The linear regression model identified scientists’ role, consumption of eco-friendly products and financially driven behaviour as the key predictors of student energy use. Differences between the two contexts also emerged.

Individual action to improve energy saving is necessary, but not sufficient for decarbonisation. However, student attitudes and behavioural intentions towards energy are an important element of campus decarbonisation: these “micro” experiments can become a “network” searching for synergies at the campus level (in collaboration with the neighbourhood) and act as a catalyst towards a more profound carbon-free society. Limitations of the research include the use of a survey to ascertain estimates of energy use; however, the study offers a model for further research and a mode of analysis that would be useful to other researchers.

This research enables universities to better understand the drivers and barriers to student energy-saving activities and thereby promote decarbonisation on campus. This is a crucial underpinning in the creation of sustainable universities, linking education and campus developments. This survey was one of the catalysts to set up a total new maintenance energy performance contract (MEPC) at one of the authors’ institutions, where energy efficiency was realised alongside other sustainability aspects, such as water saving, circular renovation and waste reduction.

This research illustrates the challenges and opportunities of working with key stakeholders in university settings for university-based decarbonisation efforts. Intensive involvement of students and teachers in the new MEPC offers an example of co-creation with building “users” – which may have implications for other university building developments. Increasingly, universities need to consider the need for a new business model in which shared and multiple value creation is a key feature. Treating societal challenges as business opportunities is an important new dimension of corporate strategy and a powerful path to social progress, which higher education institutions should not overlook.

Student attitudes and behavioural intentions towards energy are an important element of campus decarbonisation and can act as a catalyst towards a carbon-free society. Although energy literacy research has been undertaken in the USA and UK, this research is the first of its kind for Belgium and Brazil, and the mode of analysis – using a linear regression model – differs from the earlier work, offering a novel methodological approach.

As UN’s sustainable development goals (SDGs) are integrated across Asia-Pacific Higher Education Institutes (HEIs), the purpose of this descriptive and exploratory study is to investigate undergraduates’ own self-stated commitment to the SDGs and their perceived feasibility by the 2030 target.

A mixed-methodology approach covered quantitative and qualitative approaches facilitated by purposive selection of an Asia-Pacific HEI via a Japanese liberal arts college where a questionnaire survey was administered in Autumn 2021. Responses were monitored from freshmen students in twin courses within the same major (introduction to “Environment” and “Development” studies, respectively; n = 177) that both integrated SDGs within their respective curricula.

Students in both classes rated the SDGs as a useful learning tool but were sceptical of their feasibility by 2030. A self-stated commitment was high, especially among environment studies students. Multiple regression was run to predict SDGs commitment from gender, major, perceived SDGs’ usefulness and feasibility. These variables partially predicted SDGs commitment but only gender and major variables added statistical significance. Moreover, the same variables were less equivocal in terms of predicting the self-stated belief that the SDGs could be achieved by 2030.

The findings can inform instructors of students’ perceptions towards SDGs. Significant differences raise academic and applied discussion points, such as how to engage male students, for example, by setting up sustainability “business case” practicums.

As global HEIs grapple with effective ways to vertically integrate SDGs into a university’s curriculum, students’ opinions are often underrepresented. This paper’s originality and value address these gaps by exploring a holistic student-centric perspective on SDGs in the context of commitment. This paper also has implications for more effective cross-curricula integration of the SDGs.