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In the new Sustainability 2.0 era of education for sustainable development (ESD) transforming, curriculum remains a high interest topic, including in the UK. Among influential factors for progress, lecturer views on sustainable development and ESD in curriculum are important. In particular, the relationship between espoused views on sustainability and development and these views institutionalized into the curriculum require further investigation. Existing qualitative interview studies of lecturers identify a range of views about sustainable development and ESD but rarely focus on postgraduate environments nor use thematic discourse analysis.

This active interview study enrolled a cohort of academics (n = 21) teaching into ten postgraduate UK taught masters degrees. Using active interviews and thematic discourse analysis, this study focused lecturer accounts of translating sustainable development into ESD, student attitudes and characteristics and course nature and content in relation to institutional, disciplinary, personal and other drivers and discourses. Thematic discourse analysis and NVivo 12 the study identified themes and discourses arising from the interview accounts.

In addition to identifying echoes of previously identified themes, this study focuses on the influence of interviewer–interviewee interaction and the interrelated nature of themes developed from 972 substantive codes. These themes identify the key influences as institutional, personal and disciplinary perspectives, institutional contrasts and tensions; pragmatic and passionate student characteristics; flexible sustainability principles and definitions; and social and personal ethics, ideology and equity, as key factors. Despite varying in length and depth, interviewees all show a deep appreciation for the challenges of defining and teaching sustainable development in complex institutional circumstances.

Faculty accounts of sustainable development and ESD practice depend on personal ethics and experiences, disciplinary discourses and institutional drivers and arrangements. Rather than focusing on simple categorizations of views in abstract, progress toward transformational ESD should acknowledge the need for dialogue about the importance of a plurality of views and discourses.

Thematic discourse analysis of a multi-institutional cohort affords closer analysis of contextual institutional and identity factors influencing approaches to HESD. Academic views cannot be easily subcategorized into broad conservative or radical positions. Final discussion of the relevance of institutional theory to sustainability change is also new.

This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university.

This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability.

Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition.

The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.

The purpose of this paper is to share and analyse the methodology and findings of the 2016 Green Economy Learning Assessment South Africa, including learning needs identified with reference to the competency framings of Scharmer (2009) and Wiek et al. (2011); and implications for university and work-based sustainability education, broadly conceptualised in a just transitions framework.

The assessment was conducted using desktop policy reviews and an audit of sustainability education providers, online questionnaires to sector experts, focus groups and interviews with practitioners driving green economy initiatives.

Policy monitoring and evaluation, and education for sustainable development, emerged as key change levers across nine priority areas including agriculture, energy, natural resources, water, transport and infrastructure. The competencies required to drive sustainability in these areas were clustered as technical, relational and transformational competencies for: making the case; integrated sustainable development planning; strategic adaptive management and expansive learning; working across organisational units; working across knowledge fields; capacity and organisational development; and principle-based leadership. Practitioners develop such competencies through formal higher education and short courses plus course-activated networks and “on the job” learning.

The paper adds to the literature on sustainability competencies and raises questions regarding forms of hybrid learning suitable for developing technical, relational and transformative competencies.

A national learning needs assessment methodology and tools for customised organisational learning needs assessments are shared.

The assessment methodology is novel in this context and the workplace-based tools, original.

The purpose of this paper is to investigate the internal mechanisms employed by early adopters of integrated reporting in Australia to manage their reporting process and explores whether integrated reporting is stimulating innovative disclosure mechanisms.

The study was based on in-depth semi-structured interviews with organisations in varying stages of implementing integrated reporting. In total, 23 interviews were conducted with sustainability managers, finance managers and communications managers across 15 organisations. A content analysis of the interviews was undertaken using qualitative coding techniques.

While the organisations that are producing some form of integrated report are changing their processes and structures, or at least talking about it, their adoption of integrated reporting has not necessarily stimulated new innovations in disclosure mechanisms. This study did not uncover radical, transformative change to reporting processes, but rather incremental changes to processes and structures that previously supported sustainability reporting.

A major limitation of this research study was the small sample of organisations and stakeholders that participated, and the single-country focus. Finance, accounting and strategy people were particularly under-represented in this study, as well as external stakeholders, and the conclusions can only be tentative until further tested.

This paper sheds light on the practices of early adopters of integrated reporting, and their learning could inform other organisations considering an integrated reporting approach.

As an emerging phenomenon, there are few empirical studies exploring integrated reporting practices and this paper provides some insights into integrated reporting in Australia.

This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education.

This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula.

The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT.

This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

This paper aims to explore the nexus between integrated reporting and sustainability embeddedness. It seeks to contribute to a better understanding of the nexus by obtaining in-depth insight from the sensemaking of those in practice.

A single exploratory case study design strategy was applied to a leading stock exchange listed company in the property industry in South Africa. Rich qualitative data were gathered by applying multiple data gathering techniques to a diverse group of employees within the case company.

This empirical study contributes a metaphor of a cog and chain and nine themes that elucidate employee sensemaking at the nexus. Integrated reporting was found to drive sustainability embeddedness and foster changes within the organisation. The themes offer in-depth insight into how employees made sense of integrated reporting as a driver for sustainability embeddedness.

The findings emerged from a single case study that operated in a mandatory disclosure context and are therefore not generalisable. The findings reflect the intended outcomes of integrated reporting and further research to explore the unintended outcomes and challenges associated with integrated reporting is suggested.

The study contributes to a growing practice based agenda by offering a better understanding of how integrated reporting and sustainability are conceptualised and adopted in practice.

The findings offer organisations’ guidance on integrated reporting and sustainability embeddedness adoption which can have vast implications for society and the environment.

The study responds to gaps in the literature and calls for studies to explore the intersection between integrated reporting and sustainability embeddedness by engaging those in practice.

The purpose of this paper is to argue that the types of and ways in which academic institutions produce knowledge are insufficient to contribute to a transition to sustainability.

Reflecting on experiences at the School of Sustainability, the authors contend that a different kind of knowledge is needed, what we call sustainability knowledge. A conceptual approach is taken wherein the authors propose several characteristics of sustainability knowledge and offer some proposals on how academic institutions must be structured to produce it.

Sustainability knowledge has several characteristics including social robustness, recognition of system complexity and uncertainty, acknowledgement of multiple ways of knowing and the incorporation of normative and ethical premises. In order to produce sustainability knowledge, the knowledge production process itself must be changed to be more adaptive and engaged with society. Two organizing characteristics for institutions seeking to produce such knowledge are proposed – epistemological pluralism and reflexivity. The adaptive cycle from resilience theory is then used as a heuristic to illustrate how these design characteristics play out in making the institution (and individual) more adaptive.

As more academic institutions move to address sustainability, this paper does not offer a roadmap; rather, it raises important issues that must be addressed in performing research and education for sustainability.

The paper shows that type of knowledge that academia must produce and how it might produce it are redefined for sustainability problems.

One of the children of Brundtland has been the concept of the triple bottom line – economic, environmental and social – as a means of planning for and measuring performance. This approach has largely been unquestioningly accepted. Despite this the agenda for socially responsible behaviour has evolved and developed. Now the concern is for the whole supply chain, which transcends the organisational boundary and throws a question over any idea of the triple bottom line. Corporate concern increasingly focuses upon two key issues, which are also of paramount importance to individuals: environmental degradation, particularly climate change, and human rights protection. In addition a lot of concern has been expressed as a result of revelations stemming from the economic and financial crisis, which have exposed significant failures in governance at corporate level and in markets and governments. Environmental degradation, human rights protection and governance operate at many levels from global to corporate. In many ways they parallel the idea of the triple bottom line but are not organisationally bounded. They represent issues of greater concern than merely corporate issues; they have an impact on the global and societal matters also. They are also totally connected to sustainable behaviour. In this chapter we therefore argue that this is the real triple bottom line, and discuss the implications.

Sustainability intelligence is critical for the prosperity of societies worldwide, for conservation of the natural world, for achieving future business success and for the credibility of the concept of sustainability itself. This study aims to present the concept of sustainability intelligence by expounding on three proposed enablers shaping this concept – self-awareness, global perspective and societal consciousness. The main point of this paper is to conduct inquiry into the topic, gather information on enablers for sustainability intelligence and share that information with readers.

This study collected information from a pool of respondents to answer this research question: Which enablers are imperative to pursue sustainability intelligence? By using a sustainability intelligence questionnaire (SIQ), the authors argue why these enablers could bring about large-scale sustainable transformation and new insights about sustainable practices. The SIQ consists of 15 statements from strongly disagree to strongly agree, with five scale points, exploring the three enablers.

The findings show that the respondents gave the greatest importance to societal consciousness, followed by global perspective and then self-awareness as important enablers for sustainability intelligence. In line with previous studies, it is worth noting these enablers have reciprocal reinforcing relationships. While the proposed enablers for sustainability intelligence could prove a helpful catalyst, the authors believe it is necessary to secure an ongoing incisive critical approach towards enablers and competencies needed to positively impact the sustainable development goals.

We acknowledge there are some limitations using the current methodology. There is for example no control group. Also, this survey was only a-posteriori. It would be useful to execute a survey before the start of the academic year. Although we received some qualitative feedback linked to our research questions, it would be useful to add more in-depth qualitative research, by executing interviews with students. With these limitations, we recognize some room for improvement in our methodology.

This paper explores the wider practical implications of the sustainability intelligence enablers. The further development of the SIQ which might serve as an instrument that provides individual reports that highlight their unique skills and opportunities to shape a better world.

University students are a unique population with great potential to adopt eating habits that promote positive human and planetary health outcomes. The purpose of this study is to illustrate the current perceptions of sustainable eating behaviours among the students and to examine the determinants of sustainable eating behaviours.

Data were collected from December 2020 to May 2021 through focus group discussions among university students in Ontario, facilitated through synchronous online sessions. There were 21 student participants during the course of five focus group sessions (4–5 participants per session) from various departments within the university. The discussions were transcribed and analyzed for main themes and concepts using open coding; deductive coding based on the framework by Deliens et al. as well as the literature; and inductive coding for emerging themes.

The students had different perceptions about what constituted sustainable eating behaviours, some of which were not based on fact. A variety of individual, environmental (macro, micro and social) and university characteristics were mentioned as factors influencing sustainable food choices, with “food literacy” and “campus food” being the top two factors.

This study presents a novel and holistic overview of how sustainable eating behaviours and sustainable foods are perceived among university students and identifies the perceived determinants of adopting sustainable eating behaviours. This study helps with identifying opportunities to promote sustainable eating behaviours among university students and the design/implementation of informed interventions and policies aimed at improving eating behaviours.