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This paper outlines the development of the principle of materiality in the European accounting framework, from the Modernization Directive (2003/51/EC) to the NFI Directive (2014/95/EU) and on to the proposals for a Corporate Sustainability Reporting (CSR) Directive (2021/0104 (COD)). The authors highlight how the requirements for corporate reporting in terms of sustainability matters have changed, underlining the main issues that require further attention by practitioners, researchers and legislators.

This paper is based upon a historic analysis of European Union (EU) regulations in the field of non-financial and sustainability reporting and how these have changed over time. A conceptual comparison of different reporting concepts is presented, and changes in their relevance to the EU accounting framework are discussed as part of the historic analysis. Implications from corporate practice are derived from previous empirical findings from the EU Commission's consultations.

The proposed change from non-financial to sustainability reporting within the EU affects more than simply the terminology used. It implies that a different understanding is needed of both the purposes of company reporting on sustainability matters and the aims of carrying out such reporting. This change was driven by the need and desire to appropriately interpret the principle of materiality set forth in the NFI Directive. However, the recent redefinition in the shift within the EU Commission's proposals presents considerable challenges–and costs–in practice.

Future research on the conceptualization and operationalization of ecological and social materiality, as well as on the use of this information by different stakeholder groups, is necessary in order to (a) help companies that are applying the reporting requirements in practice, (b) support the increased harmonization of the reports published by these companies and (c) fully assess the costs and benefits associated with the increase in reporting requirements for these companies.

Companies have to establish relevant reporting processes, systems and formats to fulfil the increasing number of reporting requirements.

This paper outlines the historic development of the principle of materiality regarding mandatory non-financial or sustainability reporting within the EU. It outlines a shift in rationales and political priorities as well as in implications for European companies that need to fulfil the reporting requirements. In consequence, it describes appropriate interpretations of this principle of materiality under current and upcoming legislation, enabling users to apply this principle more effectively.

The purpose of this paper is to discuss the progress and future prospects of two relatively “new” institutions in this field: the European Commission (EC), together with the European Financial Reporting Advisory Group (EFRAG), and the International Financial Reporting Standards (IFRS) Foundation.

This paper reflexively analyses the recent events that characterise the European Union (EU) regulatory standard-setting landscape in the sustainability field. It is mainly based on publicly available documents.

After analysing the different routes followed to enter the field, this paper shows how the EC/EFRAG takes a wider view than the IFRS Foundation on certain key reporting aspects, that is, target audience, materiality and reporting boundary. As for the reporting scope, although it seems that the IFRS Foundation has a more restrictive vision, it is working to broaden it.

This paper provides some ideas about the potential cooperation between the two institutions. This paper also highlights some potential problems stemming not only from their intrinsic characteristics but also from the routes they have taken to enter the field.

By envisioning how the EU sustainability reporting standard-setting landscape might evolve, this paper sheds light on how companies might need to approach sustainability reporting to adapt to the new institutional demands. Suggestions for collaboration between the two institutions could help them reach common ground and, thus, prevent misunderstandings for companies and stakeholders.

The reflections and takeaways benefit from the authors’ first-hand information, as both are involved in the EU process. The authors could, therefore, feed into further discussions on the developments and challenges facing the EU in this domain.

As of 2007, there were an estimated 10.4 million businesses in the United States that were owned and operated by women. The number of women-owned firms has continued to grow at around twice the rate of all firms for the past two decades (Center for Women℉s Business Research, 2008). On the other hand, women comprise only 15.4 percent of corporate officers in Fortune 500 companies (Catalyst, 2007b) and, in 2003, held only 14.8 percent of board seats in the Fortune 500 (Catalyst, 2007a).To better understand the glass ceiling faced by both female entrepreneurs and women leaders, the research on women℉s issues is examined from a number of different vantage points. Women℉s entrepreneurship and women℉s leadership research on leadership, decision-making, and gender differences was examined to discover commonalities. Then female single-sex education literature was reviewed for insights on developmental issues that might influence future women entrepreneurs and leaders. In this exploration of research, it was found that both women entrepreneurs and women leaders in the corporate environment tend toward the same leadership styles and ways of interacting with others; they also experience a lack of role models and possible lack of self-efficacy.The literature on single-sex education provides observations that young women may thrive in environments in which there are fewer male competitors, hold less stereotyped views on gender, hold higher aspirations, may have greater opportunities for training of leadership skills, and may have increased self-confidence that may be the result of exposure to successful women role models. Implications for future research are explored and suggestions are provided to meet the needs of developing women entrepreneurs.

The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems.

The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis.

The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning.

The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students.

The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.

Within digital innovation, there are two significant consequences of the pervasiveness of digital technology: (1) the increasing connectivity is enabling a wider reach and scope of innovation structures, such as innovation networks and (2) the unprecedented availability of digital data is creating new opportunities for innovation. Accordingly, there is a growing domain for studying data-driven innovation (DDI), especially in contemporary contexts of innovation networks. The purpose of this study is to explore how DDI processes take form in a specific type of innovation networks, namely federated networks.

A multiple case study design is applied in this paper. We draw our analysis from data collected over six months from four cases of DDI. The within-analysis is aimed at constructing the DDI process instance in each case, while the crosscase analysis focuses on pattern matching and cross-case synthesis of common and unique characteristics in the constructed processes.

Evidence from the crosscase analysis suggests that the widely accepted four-phase digital innovation process (including discovery, development, diffusion and post-diffusion) does not account for the explorative nature of data analytics and DDI. We propose an extended process comprising an explicit exploration phase before development, where refinement of the innovation concept and exploring social relationships are essential. Our analysis also suggests two modes of DDI: (1) asynchronous, i.e. data acquired before development and (2) synchronous, i.e. data acquired after (or during) development. We discuss the implications of these modes on the DDI process and the participants in the innovation network.

The paper proposes an extended version of the digital innovation process that is more specifically suited for DDI. We also provide an early explanation to the variation in DDI process complexities by highlighting the different modes of DDI processes. To the best of our knowledge, this is the first empirical investigation of DDI following the process from early stages of discovery till postdiffusion.

The purpose of this research is to improve the understanding of what constitutes a successful thesis proposal (TP) and as such enhance the quality of the TP writing in architecture, planning and related disciplines.

Based on extended personal experience and a review of relevant literature, the authors proposed a conception of a successful TP comprising 13 standard components. The conception provides specific definition/s, attributes and success rules for each component. The conception was applied for 15 years on several batches of Saudi graduate students. The implications of the conception were assessed by a students' opinion survey. An expert inquiry of experienced academics from architectural schools in nine countries was applied to validate and improve the conception.

Assessment of the proposed conception demonstrated several positive implications on students' knowledge, performance and outputs which illustrates its applicability in real life. Experts' validation of the conception and constructive remarks have enabled further improvements on the definitions, attributes and success rules of the TP components.

The proposed TP conception with its 13 components is limited to standard problem-solving research and will differ in the case of other types such as hypothesis-based research.

The proposed conception is a useful directive and evaluative tool for writing and assessing thesis proposals for graduate students, academic advisors and examiners.

The research contributes to improving the quality of thesis production process among the academic community in the built environment fields.

The paper is meant to alleviate the confusion and hardship caused by the absence of a consensus on what constitutes a successful TP in the fields of architecture, urban planning and related disciplines.

The purpose of this study was to investigate the stability of the cost performance index (CPI) for environmental remediation projects as the topic is not addressed in the literature. CPI is defined as the earned value of work performed divided by the actual cost of the work, and CPI stability represents the point in time in a project after which the CPI varies by less than 20 percent (measured in different ways).

After collecting monthly earned value management (EVM) data for 136 environmental remediation projects from a United States federal agency in fiscal years 2012 and 2013, the authors used the nonparametric Wilcoxon signed-rank test to analyze CPI stability. The authors also used nonparametric statistical comparisons to identify any significant relationships between CPI stability and independent variables representing project and contract characteristics.

The CPI for environmental projects did not stabilize until the projects were 41 percent complete with respect to project duration. The most significant factors contributing to CPI stability were categorized into the following managerial insights: contractor qualifications, communication, stakeholder engagement, contracting strategy, competition, EVM factors, and macro project factors.

As CPI stability for environmental remediation projects has not been reported in the literature, this research provides new insights to help project managers understand when the CPIs of environmental remediation projects stabilize and which factors have the most impact on CPI stability.

The emergence of Research Management and Administration (RMA) is a result of the pressure on academics to secure research funding from external sources, the increasing competition for these funds, as well as the rising requirements of research funders in terms of reporting and compliance with regulations. This is relevant in the case of the current Horizon Europe Framework Programme for Research and Innovation (HEU) funded by the European Union (EU) which requires important level of professionalisation of the research support staff on behalf of the applicant institutions. Data management, open science, research ethics and integrity, achieving impact beyond academia and the valorisation of project results can be regarded as non-research specific criteria which have to be met by applicant organisations to secure the highly competitive funding. Meeting these non-specific criteria is not always possible in countries whose performance is lagging behind compared to the Western European competitors in EU-funded programmes, such as Hungary.

Our findings reveal two things. First, research support in Hungary is in its early stage of maturity, similary to many countries in Central and Eastern Europe. In several cases, Research Managers and Administrators (RMAs) do not possess the knowledge necessary to meet the non-research specific criteria even if the knowledge is present at the institution or with other colleagues. Second, due to the continuously increasing participation in EU-funded framework programmes (FPs), the state of research support in Hungary is constantly evolving. There is also willingness to learn and improve capacities, which needs strategic planning, studying others’ examples and their adaptability. Such processes can support the capacity building and professionalisation of research offices not only in Hungary, but in countries of the Central and Eastern European region with a similar maturity level of RMA.