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This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD education is not always as attractive among students and lecturers as many would like it to be.

The paper briefly reviews literature regarding behavioral change for long-term benefits. It identifies four motivators that could be effective to make people pursue longer-term objectives. It identifies if these motivators were present in five cases of successful SD education.

The four motivators for students that were identified in the literature review (a sense of autonomy, a challenge of reflection on the future role, connection with others, self-fulfillment, focus on the individual learning need) could be observed in the cases of successful SD education, although to various degrees. Individual autonomy in learning was not observed, but group autonomy was present in all cases.

The case studies were all electives. It is unclear how the motivators could work out in mandatory courses. Moreover, the curriculum as a whole will affect the success of single courses. Successful courses being “the exception” of the curriculum might be judged differently if they would be part of the curriculum in which such courses would be the main stream. Further research is required to check if the motivators are effective in mandatory and not specifically SD-targeted courses. It is also not clear how various motivators could be applied most effectively in a curriculum.

The paper gives guidance to lecturers and educational managers to design attractive and effective SD education.

The paper treats SD education from a novel perspective: how to convey a credible behavioral message, and how to motivate students for education for SD.

The chapter presents findings from five qualitative reports from educators within the compulsory education sector who have partnered with a United Nations-recognized, nongovernmental organization (NGO), Global Education Motivators (GEM), in order to either introduce or expand curricular support for their students or to engage in professional dialogue with fellow educators facilitated through international videoconferencing programs. Through a long-standing collaboration between these educators, GEM has jointly developed programming which educates students on the United Nations and global issues including sustainability, human rights, child labor, poverty, and peace and conflict studies. Using an email-based survey questionnaire, the reported cases aim to explore the educators’ motivations to introduce and expand their students’ global engagement through the media of videoconferencing. The chapter highlights the potential outcomes of international videoconferencing for educators as a classroom tool or a professional development resource, as well as detailing a case study of an NGO–college partnership in which the NGO provides expertise, student internships, and noncredit professional development opportunities to its campus community and beyond.

Examines the benefits of education and training. Shows that only a very low percentage of graduates or people with higher education qualifications are unemployed. Suggests that we should become a learning society in order to become internationally competitive. Concludes that achieving national targets for education and training is essential to our national prosperity and competitiveness.

The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.

The purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers of emergent bilingual (EB) students to seek a master's in educational administration with a focus on bilingual/English as a second language (ESL).

To address the study objectives, the authors used a qualitative phenomenological design. The authors conducted online interviews with 28 teachers of EBs. The authors used the self-determination theory as the theoretical framework.

Primarily, teachers of EBs were intrinsically motivated to seek the principalship. The authors identified additional motivators that were not found in the previous literature which heretofore was based on general education teachers' responses. Those motivators were, gain advice from mentors, promote cultural awareness, commit to a campus-wide impact, increase awareness of the importance of bilingual/ESL education programs, and foster a relationship with the school community.

Identifying the intrinsic and extrinsic motivators for teachers of EBs who desire to move into a principal position may aid faculty in university principal preparation programs and administrators in school districts to support and mentor these teachers to better serve as leaders in high need schools.

There is little known about intrinsic and extrinsic motivations of teachers of EBs which influence their decisions to change their career paths to become principals.

This study aims to identify and understand the motivators of corporate social responsibility (CSR) toward education and its impact on a corporation's performance and reputation. This study examines the perceptions of CSR practice in education among the top 595 corporation representatives in the United Arab Emirates (UAE), their motivation for it and its impact on corporation reputation and performance.

Quantitative research based on self-administered questionnaire responses from 595 respondents was conducted using a series of regression analyses.

The results of this study show reciprocity and involvement to be the most prominent motivators for UAE corporations to engage in CSR toward education, whereas altruism was not found to be a motivator. Additionally, the study found a positive relationship between CSR toward education and corporation performance, with partial mediation by corporation reputation.

The findings of this study provide guidance for UAE policymakers to understand the appropriate motivators to encourage corporations to engage in CSR activities. They help potential recipient educational institutions to strategically develop fundraising programs by factoring in what motivates corporations to donate to education. Additionally, they enlighten corporations on how CSR toward education enhances their corporation reputation and performance.

This is a pioneering study in the field of CSR toward education in the UAE. It provides crucial insights into what motivates UAE-based corporations to engage in CSR toward education and how it impacts their reputation and performance. It also explores the benefits corporations reap by specifically focusing their CSR initiatives and investments toward education.

In a world in which successful learning is believed to rest on the methods of teaching and the performance of students is determined by teacher quality, it is clear that teachers are the backbone of student learning attainments. In such a scenario, teacher development, welfare, motivation, and satisfaction are crucial for better teaching performance. Therefore, the purpose of this paper is to determine the motivator and hygiene factors among excellent teachers in Malaysia and to explore factors that lead to satisfaction and cause dissatisfaction among excellent teachers in Malaysia.

This study uses quantitative design to determine the motivator and hygiene factors among excellent teachers. For the sample size, 306 excellent teachers participated in this study and data were analysed using principle component analysis and confirmatory factor analysis to determine the dominant factor among Herzberg’s motivator and hygiene factors.

From the findings, the results showed that the satisfaction of excellent teachers was low in terms of “personal growth” (motivator) and “supervision” (hygiene). The paper concludes by calling upon the Malaysian Ministry of Education (MoE) to consider both motivator and hygiene factors, and what causes satisfaction and dissatisfaction among excellent teachers.

This study has some limitations to be considered, especially in terms of sample size. The low number of excellent teachers participating in this study is due to the scarcity of face-to-face data collection, in that an online survey was deemed to be the only means to reach the excellent teachers. This is due to the lack of a list of excellent teachers in some state districts, making it difficult to determine those schools which have excellent teachers. In addition, it is also due to logistical and geographical difficulties in reaching certain schools and meeting the excellent teachers. In recognition of such difficulties in undertaking research on excellent teachers in Malaysia, the researchers in this study urge the Malaysian MoE, as well as state districts and regional offices, to update the profile of excellent teachers by creating records and a list of all excellent teachers in Malaysia to facilitate future research. In this scenario, the findings of this study should be used with caution and not be generalized to other contexts, schools, regions, or states.

To be fully cognizant about the excellent teachers’ scheme was introduced to uplift the standard of teaching in Malaysia, and the recipients of this scheme or status (excellent) are considered to be the “cream of the crop” in the teaching profession in Malaysia and for non-excellent teachers to emulate, it is vital to look into their well-being as well as their growth. With the results of this study, the authors can say that the implications for practice touch many aspects of the professional and personal development of Malaysian excellent teachers. Specifically, it is imperative that the factors that intrinsically and extrinsically motivate excellent teachers in Malaysia and the causes of dissatisfaction are identified. In addition, the implications also place emphasis on paving ways for the personal growth of excellent teachers and to provide leeway for them to pursue their own personal happiness. Furthermore, the implications of the lack of proper supervision of school principals on excellent teachers should be avoided, and, in general, hygiene factors could be used as positive implications to improve excellent teachers’ teaching practices and performance.

This research is original as it calls MoE attention to the well-being of excellent teachers in Malaysia. As excellent teachers in Malaysia are selected and promoted among teachers in Malaysia in order to improve teaching and learning in Malaysia. They are appointed to be a role model for other teachers to emulate. With this position, excellent teachers are expected to contribute to the development of their schools and others and they can be posted anywhere as well as called at any time for help. Therefore, it is worthy to know how satisfied those excellent teachers are regarding government policy. Hence, it is important to know what motivates and satisfies them.

Entrepreneurial motivations are considered key determinants of the direction, intensity and duration of entrepreneurial processes and outcomes. To measure attitudes and outcome expectations related to an entrepreneurial career, researchers often use a set of predetermined behavioral beliefs or motivators. However, motivators can be numerous, context-specific and there is a lack of evidence regarding their stability over time. This study addresses this gap, while also providing a rich description of how Portuguese college students perceive entrepreneurship and how these perceptions relate to levels of entrepreneurial intentions (EI).

Using qualitative and quantitative methods to analyze data over a 5-year period, this study seeks to confirm existing evidence on entrepreneurship motivators' diversity and heterogeneity and to explore differences in motivators' temporal stability. Using an initial sample of 851 Portuguese college students and 3 different survey waves, this study first aggregates the most frequently cited motivators for EI to compile a series of meaningful motivational factors. Subsequently, it extensively analyzes the robustness of these factors by examining their validity against EI and stability over time.

Based on their superior association with EI and greater temporal stability, the findings suggest that entrepreneurship-intrinsic motivational factors are more relevant for college students' EI models. Prominently, being motivated to create one's own new business due to a particular occupational interest is the most consistently stable individual motivation.

The results may interest those studying entrepreneurial motivations and EI longitudinally and who invest in promoting entrepreneurial behavior of college students.

To the best of the authors’ knowledge, this is the first study to analyze entrepreneurship motivators/reasons' temporal stability, which is relevant for assessing their value for longitudinal entrepreneurship research and education. It is also the most complete assessment of Portuguese college students' perceptions of entrepreneurship.

Greening existing buildings (GEB) considerably improves energy efficiency of old buildings, along with other benefits, but it is not widely practiced. As a part of a wider study, this paper aims to evaluate the perception of building dwellers/owners on the challenges and motivators to GEB in Brunei Darussalam.

A structured questionnaire survey collected 109 responses from building owners/dwellers. Cronbach's alpha tested the reliability of the data collected. One-sample t-test examined if sample means are consistent with population means. ANOVA examined if different respondent groups significantly agreed on the importance levels of individual factors. Moreover, factor analysis narrowed down the long list of factors in to a smaller number of components.

A set of 30 challenges and 19 motivators of GEB was identified. “Lack of a GEB infrastructure” was identified as the collective key challenge, leading dwellers to recognize lack of support and knowledge and develop wrong perception on GEB. However, “framework of supports,” as a summative motivator, improves knowledge and awareness on GEB, which allows recognizing other benefits and developing a momentum of practicing GEB. Factor analysis suggested a consolidated approach for challenges through six interrelated components, but for motivators to focus on somewhat four independent areas.

House/building dweller/owners' decision is the key to undertake GEB. This study, apparently for the first time, contributes to identifying the challenges and motivators that influence their decision-making.

Assessing the impact of hygiene factors on faculty motivation and satisfaction in online teaching will advance the literature. It will especially demystify that both factors (hygiene factors and motivator) can cause job satisfaction in online education. The purpose of this paper is to firstly determine the level of faculty motivation and satisfaction in online teaching. Secondly, this study analyses the extent to which hygiene factors affect motivation and faculty satisfaction with online teaching.

The population of this study consists of university faculty in Indonesia and Malaysia. The sample is randomly chosen in 50 higher education institutions in Indonesia and Malaysia. The sample size is 206. The participants completed a survey, including perceived student engagement, institutional support, motivation, faculty satisfaction and demographical questions. To test the model, PLS-SEM was used using SmartPLS3 software. The hygiene factors construct was operationalized as a second-order construct consisting of first-order construct: student engagement and institutional support.

There were no statistically significant differences concerning institutional support and motivation by country of residence. However, there were significant differences in student engagement and faculty satisfaction by country residence. Concerning satisfaction and motivation, the most satisfied and motivated was the faculty member in Indonesia. Hygiene factors were found as the antecedent to faculty motivation and faculty motivation multiplying hygiene factors' effect on job satisfaction. The results showed that student engagement has the highest impact on faculty satisfaction, followed by motivation. Work motivation mediates the relationship between hygiene factors and faculty satisfaction.

This study has limitations; firstly, causal inferences are not warranted as the data is cross-sectional. However, a future direction is to analyse the causal relationship between the hygiene factors, and motivation factors on faculty satisfaction using a formative first-order construct through a longitudinal study. Secondly, the results’ generalizability is another limitation of this study because the sample comprised only Indonesia and Malaysia faculty across 51 higher education institution in big cities in the island of Java in Indonesia and Malaysia peninsular only; however, the factors determined in this study represent the job-related aspects taken from the literature and the researchers’ experiences; other parts influence faculty satisfaction with online teaching. Therefore, identifying other elements is a future path.

When managers aim at increasing faculty satisfaction, the priority should be given to improve the performance of indicators with the highest effect but a relatively low in performance. All of this implies that higher education institution first needs to find ways to increase motivation by rewarding faculty in many forms, and improve the quality of instruction. Secondly, implementing policies and make some decisions that require an investment such as providing a learning management system.

Indonesia and Malaysia higher education institutions may ameliorate faculty satisfaction with online teaching in several ways. Firstly, before the online course begins, higher education institutions should attempt to have faculty believe teaching online is worthwhile and understand the institution itself also believes it is significant. Administer training for faculty, especially regarding increasing connections with and between students, gives faculty the time needed to design an online course and provide faculty with a course management system with multiple capabilities. Secondly, during the online course, higher education institutions should support technical issues and try to have faculty believe they have an accommodating work schedule and independence with the online course.

This research firstly contributes to the literature by establishing the relationship between hygiene factors and motivation, and hygiene factors and satisfaction, which did not exist according to the two-factor theory in the past. Secondly, the authors provide evidence of motivation constructs as a mediating variable. Thirdly, this study broadens the literature scope by including faculty in two countries (Indonesia and Malaysia). It includes faculty from 51 higher education systems (e.g. public and private four-year universities), incudes graduate school in seven big cities in two countries, Indonesia and Malaysia.