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This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches.

The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods.

The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches.

In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development.

This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.

The article aims to establish whether the degree of aversion to inflation and the responsiveness to deviations from potential output have changed over time.

This paper assesses time variation in monetary policy rules by applying a time-varying parameter generalised methods of moments (TVP-GMM) framework.

Using monthly data until December 2022 for five inflation targeting countries (the UK, Canada, Australia, New Zealand, Sweden) and five countries with alternative monetary regimes (the US, Japan, Denmark, the Euro Area, Switzerland), we find that monetary policy has become more averse to inflation and more responsive to the output gap in both sets of countries over time. In particular, there has been a clear shift in inflation targeting countries towards a more hawkish stance on inflation since the adoption of this regime and a greater response to both inflation and the output gap in most countries after the global financial crisis, which indicates a stronger reliance on monetary rules to stabilise the economy in recent years. It also appears that inflation targeting countries pay greater attention to the exchange rate pass-through channel when setting interest rates. Finally, monetary surprises do not seem to be an important determinant of the evolution over time of the Taylor rule parameters, which suggests a high degree of monetary policy transparency in the countries under examination.

It provides new evidence on changes over time in monetary policy rules.

This study analyses the role of individuals' objective financial knowledge in shaping preferences for ethical intermediaries and sustainable investments in Italy. Another goal of this study is to assess the impact of individuals' misperceptions about their own financial knowledge and to test for gender-related differences in attitudes towards socially responsible investing (SRI).

Using nationally representative microdata from the Bank of Italy’s “Italian Literacy and Financial Competence Survey” (IACOFI), the authors use probit models, extended to account for potential endogeneity issues, to assess the causal effects of financial knowledge and confidence on stated preferences for SRI. Empirical models also allow to explicitly assess the moderating role of gender on the effects of financial knowledge and confidence on attitudes towards sustainable investing.

Results indicate that individuals' preferences for sustainable finance significantly increase with financial knowledge, suggesting that inadequate financial competencies represent a barrier to participation in SRI. At the same time, lack of confidence in one’s own financial knowledge significantly hampers attitudes towards sustainable investments. Furthermore, the authors show that women have a greater preference for sustainable finance than men and point out that financial knowledge and confidence exert heterogenous effects on attitudes towards SRI.

This study provides several contributions to the literature on SRI. First, the authors give evidence of the causal effect of financial knowledge on preferences for both ethical financial intermediaries and sustainable investments. Moreover, this is the first study to investigate the role of financial underconfidence bias in shaping individuals' SRI attitudes. Finally, extending previous research, the authors assess differences in SRI preferences between women and men and provide novel evidence on gender-related heterogeneity in the effects of financial knowledge and underconfidence.