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Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU's existing ESD activity and systems, was an important turning point. Activities undertaken to review and assess “where are we now?”, primarily through an institution-wide survey in 2009/10, led to important insights and supported dialogue, as well as the connection and underpinning of core administrative elements of the NTU SD framework and systems. Further recommendations are given in the final section of this paper on other drivers that can help to embed ESD within an HEI.

The danger of damage to buildings and their contents that might be caused by German air‐craft and warships has been seriously exercising the thoughts of owners, trustees and occupiers, and strong representations have been made to the Board of Trade, urging upon the Government that the State should accept liability in respect of same. This seems only reasonable at a time like the present. The danger is a national one, while any damage done would naturally be local, and we believe the whole nation would be willing to bear the loss for the localities attacked. Mr. Runciman has intimated that the Government is only prepared to consider the matter on the lines of a modified scheme of State Insurance, and while we do not think this satisfactory, it is better than nothing, and some scheme should undoubtedly be arranged by which the local authorities could cover their risks so far as the Municipal Buildings and the Public Libraries are concerned. The Libraries, in many cases, particularly when holding in trust or through bequest or gift the collections of individuals, contain books and articles of great value, and the matter should be in the mind of all librarians, and not be allowed to drop.

Increasingly, private sector companies are aiming to buy and supply products and services in a sustainable way, termed “sustainable supply chain management” (sustainable SCM), using purchasing and supply to reduce negative impacts on the environment, economy and society. There is often a gap between rhetoric and reality, with companies often accused of paying green lip service to sustainable SCM. This research aims to explore sustainable SCM issues in companies that have been recognized as leaders in their sectors, and investigate what factors influence sustainable SCM, and how practice might change in the future.

Current practice in sustainable SCM and predictions for the future were explored in case studies of seven UK companies, through semi‐structured interviews with purchasers and CSR practitioners, and secondary data collection from reports and websites. Sectors included aerospace, retail, pharmaceuticals, and food and drink.

Companies were mapped onto a typology of approaches to sustainable SCM, based on internal and external enablers and barriers. Companies were classified as Internal focusers, Reserved players, External responders, and Agenda setters. Predictions for the future of sustainable SCM within the companies were also explored.

The typology could be further explored through a survey of firms from different sectors, and with firms not seen as leading in their field.

The paper draws on contingency theory and existing sustainable SCM literature to develop a typology of approaches to sustainable SCM. The paper draws useful lessons from leading companies for practitioners seeking to implement sustainable SCM.

The purpose of this paper is to explore the empirical reality of environmental scanning (ES) practices in sustainable supply chain management (SSCM) contexts. In particular it tests a conceptual framework proposed in 2011 by Fabbe-Costes et al.

The empirical data for this research were obtained from 45 semi-structured interviews with key informants, combined with a discussion of the main results with a focus group of supply chain experts. These data are compared with the literature and brought to bear on the framework.

The research finds both breadth and depth in the scope of sustainability scanning practices of the respondent group and provides evidence of multi-level scanning, with all respondents describing scanning activity at the societal level. It further demonstrates the adoption of multiple and diverse scanning targets at all levels in the conceptual framework. The articulation and ranking of scanning targets for SSCM at all levels informs the development of priorities for practice. The paper also makes some observations about the boundaries of the scanning process.

The results provide managers with concrete guidance about what to scan in sustainable supply chain contexts. The validated framework can serve as a practical tool to assist managers with the organization and prioritization of their ES activities.

The paper is among the first to address the role of ES in sustainable supply chain contexts. It highlights the need for a multi-level framework for such scanning activities and opens up a debate about their implementation.

This purpose of this paper is to present findings from three workshops that aimed to enable learners with profound and multiple learning disabilities to have a richer, more meaningful experience of a digital curriculum and to bolster a more meaningful creative exchange than currently offered by off the shelf products.

Informed by the maker culture and participatory action research, this workshop method focussed on making prototypes and creating concepts that encourage a dialogic approach for envisioning future technologies. As a process of enabling design, this approach placed participants at the heart of iterative methods that support imaginative ideation and improvisation, rather than the production of marketable products.

A thematic analysis of post-workshop discussions revealed that participants felt inspired and supported to envision learner responses to stimuli as novel interactions, without prior knowledge of designing and coding. The collaborative approach provoked the articulation of narratives on learner ability and a reconsideration of “digital” with a contemporary curriculum for learners with profound disabilities.

Running a maker workshop requires a time and resource commitment from all parties. The emphasis is on easy-to-follow, direct teaching together with low cost electronics and non-digital materials, ensured that these demands were kept to a minimum. However, the gains of participation can only be maintained when support exists both in and out of the workshop environment through the provision of resources and communication channels.

The originality of the workshops lies in the focus on basic electronics, coding and prototyping as a means to think about digital futures. As a method of enabling technologies to tap into learner ability, this process fostered design dialogues through the social act of making, sharing and learning without the need for prerequisite skills.

The purpose of this paper is to identify and map out consumer emotions and their triggers and coping strategies practiced when the consumer has a dissatisfactory footwear product experience.

A content analysis approach was employed to determine various types of consumer emotions and coping strategies and organize them into content categories in a systematic fashion. In-depth interviews were conducted with 13 female consumers.

The researchers propose a typology of emotional triggers in the pre- and post-purchase stages which describe consumers’ dissatisfactory purchase experiences with footwear products. Three negative emotional triggers in the pre-purchase stage were identified, including the act of shoe shopping itself, poor availability of products, and unfair return on investment. Negative emotional triggers that caused consumers’ stresses in the post-purchase stage included uncertainty in outcome and unmet expectation. Problem- and emotion-focussed coping strategies were also identified.

This study used snowball sampling for locating a hidden consumer population that was dissatisfied with footwear products. Although the number of interviewees was appropriate for a qualitative study, the size limits generalization of study findings.

Implications of this study for the footwear industry are to provide better products for the consumer to reduce her emotional stress and increase satisfaction. The industry may consider restructuring size assortments, evaluating users’ experiences, improving product quality, performance, and service, and providing customization.

Literature is lacking on the ways in which consumers manage stressful emotional experiences of footwear purchase-related situations. This research is the first to identify valuable information on the mechanism of female consumers’ negotiation process of pre- and post-purchase footwear experiences. It is of value to researchers, designers, manufacturers, and retailers.

In recent years, school districts have faced numerous questions surrounding accommodations of transgender students. Strong objections to accommodations have been voiced in public argument and litigation, primarily in the areas of athletics, bathrooms, and dress codes. As younger transgender students express their gender identity at school, however, the existing objections are weakened by considering the context of elementary rather than high school students. Greater numbers of young transgender students will likely encourage accommodation of trans students of all ages, as well as challenge the gender binary unconsciously taught in school.

This paper aims to apply the logic of bounded rationality to corporate reputation management and explores how constraints posed by bounded rationality impact on firms’ implementation of sustainable supply chain management (SSCM).

This study draws on primary and secondary data from 12 UK-based companies. The authors conducted 17 semi-structured interviews and analysed the data through an inductive methodology.

Reputational risk exposure is a central driver in a company's decision to implement SSCM practices. However, managers face bounded rationality, in particular: conflicting priorities; capabilities and resources; commitment; and contextual setting, which in turn, means that companies do what they can to safeguard their reputation, but balance the extent to which they implement SSCM and the cost of doing so against the likelihood of exposure.

By engaging in collaborative relationships with their supply chain partners, focal firms who wish to implement SSCM can spread the cost of SSCM across supply chain partners, which helps decrease the extent to which firms face the conflicting priorities of financial targets and SSCM. A long-term commitment to SSCM can also help build capabilities and resources necessary for SSCM implementation.

The paper makes a significant contribution to the literature by conducting a cross-sectional study of the decision-making process involved in SSCM. The results suggest that managers are facing a number of constraints, which leads to sub-optimal choices regarding the level of SSCM implementation.

SOCIALLY, the two conferences can only be described as a huge success. The local arrangements for the entertainment of delegates were complete, and the receptions, banquets and excursions gave great pleasure to all who took part in them. To most of the English‐speaking delegates the trip to Brussels possessed the additional charm of novelty, and thus the week's proceedings assumed a holiday character. Save those who were suffering from mislaid baggage, and blistered feet caused by the trottoirs économiques de Bruxelles, a general note of gaiety prevailed, particularly among the British and Canadian representatives. Most of the American delegates were ladies, and they were all looking more or less tired, or were tormented by the thought of lost Saratoga trunks, which gave them a serious and detached appearance. The absence of attentive male librarians may also have contributed to the gloomy aspect which so many of them wore. Is it possible that the overwhelming feminine note in American librarianship is the key to the many discrepancies in library policy and work which have been observed by different writers? However that may be, it was distinctly noticeable that in comparison with their English, Dutch, Swedish and Belgian sisters, the American lady librarians were a tired and unhappy company. There were one or two noble exceptions, but the memory of these we prefer to hug in secret as a precious treasure.

This chapter narratively examines the value of scholarship grants to seven underrepresented science, technology, engineering, and mathematics (STEM) students who attended the same research comprehensive university. The scholarships that the students in our convenience sample received were awarded by six National Science Foundation grant programs in the United States. A literature review tracing the effects of scholarships, instrumentalism, and the core purpose of education sets the context for this narrative investigation. The four pillars comprising the theoretical framework are value, experience, story, and identity. The seven stories of impact that emerged from the narrative inquiry reveal multiperspectival insights into the value of scholarships to students' lives, careers, and selves. Moreover, we also explore how scholarship recipients established their sense of value in autonomous and committed ways while promoting their personal welfare and seeking the common good of others. All of these important considerations contribute to the national and international literature relating to diversity, higher education, STEM careers, and the power of scholarship grants to transcend instrumentalism privileging workforce demands.