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The paper aims to explore and analyse the potential of campus living learning laboratory (LLL) as an integrated mechanism to provide the innovative and creative teaching and learning experiences, robust research output and strengthening the campus sustainability initiatives by using the sustainability science approach.

The challenge to adopt sustainability science as an interdisciplinary approach juxtaposed against the structure, teaching and learning of single disciplinary approach in institution of higher education (IHE). The LLL approach can be one of the options on how the integrative teaching and learning, combination fundamental and applied research and campus operations should conduct to strengthen the implementation of campus sustainability.

The review of application of LLL from several campus sustainability and combining with the experiences in conducting the UTM Campus sustainability results the strategic operational mechanism of the integration process.

The LLL approach which applies the sustainability science approach did not cover the challenges and issue related to the inter-, inter- and trans-disciplinary during the campus LLL application. Further study needs to be conducted to strengthen the fundamental approach to developing campus LLL as one approach to operationalizing the Sustainable Development agenda in IHE.

The experiences and findings produces from this study help other campus sustainability to articulate the benefits of campus LLL initiatives, anticipate implementation challenges in teaching and learning, research output and the operation. The problem-solving nature of sustainability science provides a platform for implementing campus sustainability initiatives which allow inter-, inter- and trans-disciplinary approach for a more synergize effort of a real case study and project based approach.

Furthermore, the implementation of LLL challenges the researcher/academia to provide prompt response as part of societal learning process in strengthening applied-based research as well as to contribute to the fundamental research. Successful LLL approach require both top-down commitments from the top management of the university and bottom-up drive from interested faculty, core research themes, operations and students.

The integrative framework and operational mechanism to operate LLL in campus sustainability which resulted from the analysis taken from several universities that implement campus sustainability is the origin values of significant contribution from this study.

The purpose of this paper is to develop and explore the policy concept of corporate social responsibility (CSR) as a focus for sustainable development. To this end, it develops and explores the implications of a distinction between CSR as a marketing strategy and a more sustainable long-term commitment to changes in organizational culture and also society.

This a conceptual paper which develops a policy research framework for examining the CSR rationale as well as general concept as applied to the “plastic bags” public awareness campaign in the Malaysian case study. On this basis, its central inquiry approach is to develop and explore the distinction between surface and deep modes of CSR policy implementation as also related modes of social learning.

The findings from the conceptual inquiry recognize that corporations which fail to apply a deep rather than a surface commitment to their own CSR polices will sooner or later be judged on that basis by their customers as well as external stakeholders. Although CSR policies will always involve a corporate marketing focus, this is sustainable only if framed by a long-term organizational commitment to accountable change.

The paper makes, develops and further explores a basic accountability distinction between surface and deep modes of CSR as a management commitment, corporate policy implementation and related processes of corporate cultural change. This links to the paper’s associated innovation of linking CSR as both internal organizational learning and a larger sustainable development process of social learning.