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The purpose of this paper is to investigate the benefits, obstacles and challenges in implementing the balanced scorecard (BSC) in non‐higher education public schools, more specifically, in a Portuguese school district.

An action research approach was used to develop a BSC, help to implement changes and reflect about the outcomes.

The paper presents the BSC for the school district and discusses five benefits, two obstacles and three challenges that emerged from the study. While some findings are in line with those found in other levels of education, others seem to be context‐specific.

The results refer to a single intervention in Portugal and the methodology used precludes any generalization attempts.

The findings are particularly relevant to the Portuguese context, providing evidence that the BSC can overcome some weaknesses of schools in the area of strategic management, as identified by the literature. They also raise implications for the wider field of the BSC's use in non‐higher education public schools, suggesting reasons why things may go wrong. The results may be of value to practitioners wishing to make the implementation of the BSC more effective.

This paper contributes to the scarce body of literature on the application of the BSC to non‐profit organizations by providing an understanding of its possible benefits, obstacles and challenges in non‐higher education public schools. It shows how the BSC methodology can be adapted to fit the specific requirements of a school district. This is one of the first papers to discuss an application of the BSC to non‐higher education public schools.

This paper aims to present and describe the main actions carried out in six different faculties and common areas such as cultural and research centres and administrative buildings in the Ferrol campus at the University of A Coruña to achieve the second green flag on a Galician University.

A case study describing the steps for implementing a green campus programme in a medium-size, young university campus integrated into a small city. An Environmental Campus Committee was created to assess the main factors that affect environmental footprint, discuss sustainability initiatives and develop a guide to action regarding different goals related to sustainable transport options, energy, water conservation and waste reduction. The actions included several fields such as education, circular economy and healthy life and involved the on and off-campus community.

The programme achieved a decrease in water consumption and electrical energy. An important change in educational values and behaviours regarding sustainability was observed in and out of the campus community. The measurements adopted mainly in waste management, mobility and education led the Ferrol campus to achieve a green campus flag on November 2019.

This experiment can serve as a guide to establish the Green Campus philosophy in other similar university campuses.

In this regard, this paper aims to wonder how willing to co-create sustainable practices customers of irresponsible Industry 4.0 (I4.0) companies are? With this purpose, the authors began introducing I4.0 and sustainability, showing their theoretical gaps.

I4.0 has recently spread with its technological developments and social, economic and political ambitions, facing challenges-related, for example, to the implementation of sustainable practices and the stakeholders’ participation.

Then the authors conduct a literature review following a sequential mix-method approach that begins with a bibliometric analysis and ends with a content study to propose a conceptual model for I4.0 and sustainability. Once the authors understood the theoretical gaps in the framework of the conceptual model, the authors conducted an empirical verification between clients of a Colombian company of the I4.0 belonging to the logistic sector, specifically of the deliveries, asking them about the labor issues that the company faces with delivery people and their willingness to co-create. The authors analyzed the collected data through a structural equation modeling model, where the authors found that customers’ willingness to co-create depends on intrinsic behaviors like “responsible behavior,” followed by extrinsic behaviors such as “helping.”

In fact, stakeholders may support companies, but customers must learn how to assume a critical posture during their purchase decision.

The Spain–Portugal Cross-Border Cooperation Program launched the “Espomar” project in 2017, with the aim of designing a sustainable and transboundary maritime transport system in the Gulf of Cádiz, which includes the Spanish provinces of Cádiz (its Atlantic coast) and Huelva, together with the Portuguese region of the Algarve. This chapter limits the scope to the Algarve-Huelva connection and the resident population demand. The findings suggest a maritime connection defined and marketed as part of leisure activities. The demand for potential tourism packages created around boat trips appears to be promising. The sun beach, gastronomy wine and culture landscape vectors are the main attractors.

This study identifies measures to recover economic growth and build sustainable societies and markets in post-COVID-19 scenarios – with a perspective of resilience and adaptability to climate change and massive biodiversity loss. Additionally, this study uncovers the interventions implemented to address economic, environmental and social consequences of past crises based on a systematic literature review. Specifically, this chapter provides answers to the following six questions:

1. What has been done in the past to rebuild social, economic and environmental balance after global crises?

2. Where (geographical region) did the analysis on measures taken concentrate?

3. When have scholars analysed past measures to rebuild business and society after a global crisis?

4. How did the past measures to rebuild business and society after the global crisis take place?

5. Who promotes the measures to rebuild business and society after a global crisis takes place?

6. Why is it important to study the previous literature on past measures to rebuild business and society after a global crisis takes place?

What has been done in the past to rebuild social, economic and environmental balance after global crises?

Where (geographical region) did the analysis on measures taken concentrate?

When have scholars analysed past measures to rebuild business and society after a global crisis?

How did the past measures to rebuild business and society after the global crisis take place?

Who promotes the measures to rebuild business and society after a global crisis takes place?

Why is it important to study the previous literature on past measures to rebuild business and society after a global crisis takes place?

Finally, this chapter identifies future research opportunities to rebuild business and society after the past global crises.

This paper aims to highlight differences in women's experiences of advancement to partnership in accountancy firms in Germany and the UK and consider the ways in which such differences may be constituted by the institutional context in which they occurred.

This research is based on 60 semi-structured interviews with women partners in Germany and the UK. Techniques adopted from grounded theory were applied.

This qualitative research is context-specific and given its cross-national, interdisciplinary nature is limited to the extent that findings cannot be generalised beyond the studied scope.

The study points to cross-national differences in women's career advancement in accountancy firms. The findings support extant research suggesting that structured performance evaluation and hiring systems – while not without flaws – are likely more gender-neutral. In addition, the study highlights the potential of headhunters and recruitment agents as an important tool for women to navigate their way out of career culs-de-sac.

This research provides unique insights into women partners' experiences of career advancement and, through its interdisciplinary nature, demonstrates the usefulness of employing institutional frameworks in qualitative in-depth studies of this kind.

This paper aims to find the incidence of university sustainability, as sustainability practices, in university performance at private universities.

Quantitative research using structural equation modelling. Data collection and analysis followed sustainability and performance scales from previous research. The scales were validated by surveying students, teachers and administrative staff of five private universities in Medellin, Colombia. The responses (i.e. 5,344 useful answers) were collected between April 2019 and December 2020 and analysed using the Smart partial least square (PLS) software and the PLS calculation methodology.

The results confirmed the reliability and validity of the sustainability and performance university measurement models and validated the dimensions proposed to determine sustainability and performance holistically in private universities. The results confirmed that universities implementing sustainability holistically in their system positively impact their performance as higher education institutions. The university sustainability is forecasting the University Performance in about 60% of the universities analysed, with a considerable contribution from sustainability in outreach and strategic management.

This study was cross-sectional and empirically validated the model of sustainability and performance at five private universities in a single period and territory. A broader validation from longitudinal studies considering other universities in Colombia and Latin America is suggested to understand local and regional trends better.

Results provided a model for better understanding the incidence of sustainability in performance holistically at private universities in developing countries such as Colombia. In addition, the proposed dimensions and model could help regional decision-making on higher education.

To the best of the authors’ knowledge, this paper is one of the first attempts relating a structural equation model and inter-university research on the incidence of sustainability in private university performance. This work contributes to a local consensus on sustainability and performance models at private universities. Furthermore, from this research emerged a joint policy framework for incorporating sustainability holistically and regionally as an effective strategy for universities and their commitment to sustainable development.

The case’s learning objectives to work on can vary according to the topic selected by the teacher. This case has been put forward with a particular interest in corporate strategy issues, specifically, on the joint management of businesses (in this case, academic programs). Therefore, students are expected to be able to understand the managerial dilemma on centralization and decentralization; recognize the peculiarities of a shared services center (SSC); and decide on which services to centralize in an SSC.

Centralizing or not centralizing is a frequent managerial dilemma. This is a challenge faced not only by business managers but also by corporate level areas responsible for jointly managing various businesses. Resources and capabilities allocation is an essential process for strategy execution, specifically in corporate strategy that must answer the question: How to jointly manage businesses? Sharing services is a collaborative strategy which aims to increase efficiency by centralizing some processes related to this joint business management. Mario, Dean of the Escuela de Administración in Medellín, Colombia, intends to optimize the school resource allocation processes so that there is more equitable support between the different academic programs. For this, he has thought of creating an SSC as it is a practice that he has seen in prominent companies in the city. His idea is to start operating the SSC in early 2018; however, the particular character of a management school leads him to ask himself: What to centralize and what not to centralize?

This case of decision (Ellet, 2007; Sánchez et al., 2013) can be used to promote student learning of strategy courses both at advanced undergraduate levels and in graduate programs. Likewise, it can be used in workshops with executives and administrative personnel of companies that face the centralize–decentralize dilemma. These types of topics are the subject of study by both corporate strategy theorists who address the question of how to jointly manage business (Menz et al., 2015; Michael Porter, 1987) and consultants (Deloitte, 2012). It is desirable, although not mandatory, that students have some knowledge or experience in strategic issues and challenges associated with the administration of companies made up of various businesses (multi-business firms).

Teaching Notes are available for educators only.

CSS 11: Strategy.