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The range of tasks and demands placed on a school principal can seem to change daily, and indeed, this appears to be a defining element of the role. Leadership in an education setting is special. Fortunately there are specific purposes associated with education that school leaders can employ as guides to action. One of these key purposes relates to ideology and socialization. School principals are responsible for defining and shaping the culture of their institutions in ways that will model and reflect the needs and priorities of the community. In recent years, this has come to include recognizing and responding to the ever-growing concern for our environment. One way this social justice issue has manifested itself in schools is through a trend known as the green school movement. To define and further understand how green school leadership might be different from that of traditional school leadership, research was carried out to investigate how principals lead and manage in green schools and how the environmental missions are promoted and advanced on a daily basis by school based advocates in administrative roles. To conduct such an inquiry, five school principals were observed and interviewed on multiple occasions to gain an understanding of how they lead and influence their schools through their role as a principal.

The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration.

School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration.

Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments.

Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership.

The model of educational restoration provides a conceptual foundation for future research and leadership practice.

Supporters of charter schools tend to also be the supporters of 2001 No Child Left Behind Act (NCLB) regarding choice in education. Many minority parents and their children are disappointed with school desegregation benefits and the pace of school finance reform is embracing choice schools such as charter schools. Charter schools are public schools with a specific mission free from the local school district, and are administered by a group of parents. Charter schools proponents argue that minorities will receive an education superior to traditional public schools. We argue that charter schools combined with accountability goals of NCLB by racial subgroups should enhance the academic achievement of minority students. We also assess the combination of the school choice paradigm with a focus on the interaction of charter schools and NCLB.

This paper aims to compare the environmental sustainability practices at the campus operations between two Portuguese higher education institutions (HEIs) at different stages of the implementation of an Eco-School Programme. It also seeks to analyse the involvement of the students in the process of implementing these practices in their institutions.

A questionnaire survey was carried out in two HEIs (a green and a non-green institution). Data were collected from a total of 832 students. Techniques of descriptive statistics and inferential statistical techniques such as the Mann-Whitney test, χ² and Spearman correlation test, were applied.

The results obtained show that, from the students’ perspective, and in both institutions, there is still much to be done on the path towards sustainability, particularly in transport and landscaping. Significant differences were found only between some environmental sustainability practices at the campus level. However, students from the green institution are more participative in sustainability activities.

This study provides a picture of two HEIs’ sustainability behaviour from the students’ standpoint, which can be important for decision-makers in HEIs, in as much that students are one of the HEIs’ major stakeholder groups; furthermore, it enables them to better guide their efforts towards sustainability.

This paper focusses on the students’ perspective and their role in the sustainability initiatives undertaken by HEIs. It can be useful for future research that attempts to analyse the importance of HEIs’ stakeholder participation in sustainability.

We present ten patterns and design examples in this paper, revealing some of the most relevant trends in educational design, drawn from our research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have completed a series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. Charter schools are public schools of choice in the United States that receive more administrative and pedagogical autonomy and flexibility than district schools in exchange for meeting the performance goals specified in each school's charter. Charter schools often have innovative curriculum, challenging traditional education methods and facility design. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.

Human Resource Management

Postgraduate business students

The learning objectives to be drawn from the case are as follows: To discuss the challenges of a leader within a resource-constrained environment. Students are required to highlight aspects of transformational leadership and assess the leader against those criteria. To highlight the connection between employee mindset, actions, and organisational performance. Students need to identify the key issues underlying the personnel challenges facing the leader. To explore the influence of leadership on employee engagement. Students should identify the actions taken by the leader to engage employees and analyse the intention behind them, as well as the actual outcomes. To discuss the potential solutions that the leader may institute to achieve the overall transformational objective for the organisation.

This case puts students in the shoes of Siya Zwane, the newly appointed principal of Green Acres Primary School in the South Africa’s Eastern Cape. Having recently completed her PhD in education after 10 years of teaching, Zwane is well versed in the best practices for organisational development and eager to apply them in a public school setting. Her leadership is particularly relevant in the context of a struggling school system that faces, among other issues, an economically disadvantaged population, overcrowding in classrooms, poor infrastructure, and a general lack of resources, including qualified staff. As a newcomer to this school system, Zwane learns quickly how these systemic issues manifest in her teaching team and realises that her first priority must be to empower her staff and enhance employee engagement.

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CSS 1: Accounting and Finance

The focus of this paper is on environmental protection, specifically within the context of green building at institutions of higher education (IHEs). One major reason why many IHEs are not undertaking sustainable building policies is the barriers to adoption. The lack of efficiency caused by these barriers to adoption of campus green building will be examined. The purpose of this paper is to identify the common barriers to adoption of green building initiatives at IHEs from multiple stakeholder perspectives and propose possible solutions.

The manuscript provides a general review of the lack of efficiency caused by the barriers to adoption of sustainable building policies at tertiary education institutions.

Campus sustainable building policies face various barriers to adoption of green building policies. Campus sustainable building policies face various barriers to adoption. These include lack of awareness among many stakeholders, incentives, champions, understanding of financial considerations, and occupant satisfaction. These barriers can be addressed through review of student perceptions, encouraging knowledge gains at larger wealthier IHEs, campus planning, offering financial motivations, employing a campus sustainability officer, and marketing green campus building initiatives. However, every stakeholder needs to be part of the collaboration and incentivized in order to reduce these barriers.

This manuscript should be helpful to campus community members as they are involved in crafting, implementing, and managing green building policies. As green building development is a contemporary issue among the higher education sector, this research should prove helpful to decision makers as it identifies barriers and solutions to these barriers. Furthermore, this research can assist practitioners when attempting to implement green building policies at their respective IHEs by helping them understand the barriers as well as potential solutions for these barriers to campus green building.

This general review uncovers barriers to green building in the higher education sector; a sector which historically is dearth on green building research. Furthermore, solutions are offered to address and overcome these barriers from multiple stakeholder perspectives within this sector.

The purpose of this paper is to present a model for the analysis of business schools as creators, disseminators, and adopters of knowledge on environmental management.

A review of the importance of higher education institutions for sustainability, and more specifically, about their relevance for the creation, diffusion, and adoption of knowledge on environmental management is performed. Guided by this reflection, a model for analyzing the contributions of business schools for expertise in environmental management is proposed. This model considers that activities such as teaching, research, extension community, and university management are elementary for these schools. For each addressed topic, empirical evidence on how some business schools and universities are addressing the environmental dimension in its activities is presented.

The paper's discussions lead the reader to a draft of the evolutionary stages of business schools' contribution for environmental management knowledge, which can be useful for many stakeholders linked to a business school. Finally, the opportunity for a continuation of this research line and the limitations inherent in this proposal are highlighted.

The literature on the subject can be considered meager and when existing tends to report experiences and challenges faced by business schools on the inclusion of environmental issues in their teaching activities, research, extension community, and university management, considering these activities almost always as watertight.