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Supplier development (SD) is a kind of collaboration among a buyer and a supplier to seek constant improvement in supplier performance and capabilities to provide better quality, on-time delivery of products and services at lower cost. The purpose of this paper is to exhibit and summarize the important aspects of SD benefits, SD criteria and SD activities.

The review of SD aspects is based on 72 papers published from 1991 to till date in academic databases namely Science Direct, Emerald, Springer-Link Journals and IEEE Xplore with “supplier development” and “vendor development” as keywords.

Through the literature review, this paper brings up the analysis of aforementioned aspect of SD in detail and put forth 43 SD benefits, 23 SD criteria and 9 SD activities. This paper also presents the important SD benefits, SD criteria and SD activities based on the occurrence in literature.

The literature on practical difficulties for implementation of SD activities, and trade-off between benefits and risk associated with SD activities are seldom available.

This paper presents a literature review on three crucial aspects namely SD benefits, SD criteria and SD activities. The SD benefits, SD criteria and SD activities are identified according to their level of importance. The main contribution of this paper is to draw together three above mentioned important aspects of SD.

The purpose of this paper is to apply expectancy theory to advance a conceptual framework which identifies factors that motivate and affect the adoption of supplier development (SD) activities.

The authors conduct a comprehensive literature review to identify salient contributions and conceptual gaps within prior SD studies. These conceptual gaps motivate the use of expectancy theory and the broader management literature to develop a conceptual framework of SD adoption.

The study results in the development of a two-stage conceptual framework in which two behavioral constructs – SD expectancy and valence – play an important role in mediating the effects of activity-, firm-, interfirm-, and environment-level factors on the adoption of SD activities. Accordingly, the authors advance 11 testable propositions that underlie the logical development of the framework.

The application of expectancy theory facilitates the integration of constructs culled from disparate theories into a cohesive conceptual framework. Highlighting the central role of motivational force, the conceptual development provides a behavioral explanation for the indirect effects of activity-, firm-, interfirm-, and environment-level factors on SD adoption.

The authors advance a set of factors associated with three successive stages of the SD planning process – partner selection, activity selection, and scope selection – that managers should consider when adopting a SD activity.

In contrast to prior research, which largely draws from economic or strategic theories, the authors employ a behavioral approach to advance a novel set of factors that influence SD adoption.

The purpose of this paper is to examine the effects of sentence combining (SC) and sentence decombining (SD) activities on fostering reading comprehension. As a widely used writing activity for enhancing syntactic fluency in English Language Arts (ELA) classes, SC requires learners to combine short sentences into longer and more complex sentences, while SD requires learners to break down a long sentence into the shortest grammatically allowable sentences.

This study assessed the effects of SD and SC in comparison with a control group on the improvement of reading comprehension ability among college students learning English as their second language (L2) in the context of a six-week English language learning program. Participants with overall intermediate English language proficiency were randomly assigned to one of three different conditions: SC, SD and control. Also, a subset of the participants was interviewed after the intervention.

The results showed that SD was more effective than SC or control condition in enhancing syntactic knowledge and reading comprehension, as measured by a standardized English proficiency test. Data obtained from post-study interviews further suggested that only SD was perceived by the participants as having enhanced their reading comprehension.

The present study provides a valuable addition to a body of research on sentence manipulation activities in ELA classes. For those L2 learners who have passed a pre-intermediate threshold level, SD appears to be more beneficial than SC in enhancing syntactic knowledge, which, in turn, appears to contribute to better reading comprehension.

Boundary spanners link their internal organization with its external environment. In the present research, the authors study supply managers who build a bridge between a large original equipment manufacturer (OEM) and its network of suppliers. The purpose of this paper is to explore how boundary spanners mediate between internal (buyer) and external (supplier) managers in supplier development (SD) initiatives.

This paper adopts a qualitative case method to study an OEM pursuing multiple SD initiatives with multiple suppliers simultaneously. Data consist of interviews and non-participant observations conducted over a period of 14 months.

The findings of this paper highlight the mediation tasks that emerge at the organizational interface in advanced SD undertakings. Based on the analysis, this paper demonstrates how the nature of three core boundary-spanning activities, information mediation, reaching compromises and strategic communication, differ in four general SD conditions.

The present paper advances the understanding of individual-level buyer–supplier tensions in SD. It makes a theoretical contribution that sits in the intersection between boundary spanning and SD.

This paper increases managers’ knowledge of a range of required SD mediation activities and provides an overview of where they unfold.

This paper breaks new ground by creating knowledge that extends beyond four dominant trends in SD research: SD as organizational-level behavior, SD as a generic set of activities, SD as a single performance improvement area and SD as a dyadic management task.

The purpose of this paper is to document organizations' self descriptions of why they initiated sustainable development (SD) reporting and explore these explanations using an institutional theory framework.

Constructs organizational narratives from semi‐structured in‐depth interviews with reporting champions who participated in an SD reporting workshop series. The narratives are analysed using institutional theory to explore how regulatory, normative and cognitive institutions combine with organizational dynamics to influence SD reporting activity.

For these particular organizations, choosing to engage in reporting appears not to be a rational choice. Rather reporting is initiated because it has come to be an accepted part of pursuing a differentiation strategy, it offers some contribution to existing business challenges, and organizations value the rewards it offers. This rationale constitutes a cognitive mechanism within institutional theory.

The paper provides useful information on initiating sustainable development reporting based on organizations' self descriptions.

The purpose of this paper is to investigate why managerial leaders engage in leader self-development (SD) vis-à-vis China’s transition process and what domains of leadership competencies are enhanced. It aims to investigate leader SD as an interaction between self-regulation and the confluence of multiple contexts experienced simultaneously by these managerial leaders within China’s transition.

This paper adopts a two-phase exploratory sequential mixed-method design. The absence of empirical research on leader SD in China led to a qualitative approach in the initial stage. Focus groups were first conducted to establish the relevance of the focal construct in a holistic and elaborative way. In-depth interviews were then undertaken to capture the richness of the phenomenon through meaningful contextualization and to identify themes as representative of issues faced by participants. Seven themes emerged from this process, which, through consultation with the relevant literature, were operationalized in the second stage to generate a survey for hypothesis testing.

The combination of insights from qualitative and quantitative studies highlights the dynamic and interactive nature of leader SD as a product of contextual and personal influences in China. The influential mechanisms connecting personal and contextual enablers and SD are in the cognitive processing of developmental needs and personal responsibility. Chinese managerial leaders who take the initiative to assess their own developmental needs and assume responsibility for their development are more likely to undertake SD. The developmental activities focus primarily on technical leadership competencies.

A competency perspective to development may not address fully complexities involved in leader development. Also developing leadership competencies is an ongoing process. Due to limited time and fund, this paper did not take a time perspective to investigate both the immediate and long-term outcomes of leader SD.

SD is an emerging strategy that has the potential to address the shortage of managerial leadership competencies. The analysis of the self-regulatory process explains the mediating dynamism underlying different domains of leader SD. Recruitment focusing on people with a relatively higher degree of self-regulation thus increases the potential for organizations to staff themselves with employees aware of, and prepared for, SD organization would like to take place. It is also advisable that organizations make efforts to create a learning environment in general.

This mixed-method approach provides a multi-layered investigation that ultimately adds rigor and relevance to the research findings. It is this analysis of the complex web of economic, social and cultural contexts existing in China, and applying them to social cognitive theory as an explanatory platform, that underpins the originality of the study.

The purpose of this paper is to recognise the areas of implementation of the principles of sustainable development (SD) in the model of retail chains activity. In the paper, the assumption was made that nowadays it is necessary to adopt the rules following SD while making strategic decisions by retail chains.

The study uses secondary data sources, reports, academic literature and the case study research method. A case study research is a multi-method paradigm based on full range of a scientist’s tool-kit: reviewing literature studies, examining secondary documents and comparing the websites of investigated retail chains.

According to that business model, the authors were recognising selected components of this model, that is to say: recourses and competences of retail chains and value proposition for their customers. The greatest chances of development will be enjoyed by those retail chains that will be able to provide real value to customers. Maintaining a competitive advantage will require constant improvements in the quality of service and innovative business models connected with sustainable elements.

It seems necessary to develop research tools that allow for identification of the level of use of the SD concept in retail chain’s business models in the future.

The paper is of interest to practitioners and students of retail management.

The concept of the SD model included in the retailer business models serves to build value for the customer through the care of his quality of life. The vast majority of retailers believe that it is the responsibility of the business sector to respond to social and environmental challenges.

The paper intends to fill the gap in the literature concerning the influence of SD concept on changes in the business models of retail chains. The SD activities can lead to the development of specific capabilities based on intangible recourses that are sources of competitive advantage (SD). That is the main reason of undertaking this subject.

The purpose of this paper is to show the activities that have been implemented in Monterrey Campus of Tecnológico de Monterrey to infuse sustainable development (SD) into the academic components, as well as to document similar SD activities that are being implemented in other campuses within the Tecnológico de Monterrey system. Another relevant issue is to share the experiences regarding SD incorporation in the academic area.

Capacity building courses to “educate‐the‐educators,” is the selected approach, to educate faculty regarding SD. Additionally, diverse methods are utilized to assess progress in incorporation of SD into courses and curricula. The capacity building is done through specific courses that are taught by faculty members with recognised knowledge in their fields but who also had the interdisciplinary skills to help the educators to understand and apply the concepts of the “triple bottom line”, to their academic programme. The educational programme is focused upon educators who expressed personal and professional interest in expanding their skills to teach SD to their students.

It is learned that working to catalyze the inclusion of SD concepts into courses and curricula requires a concerted effort among various stakeholders within the institution. It needs support from top administration, deans of academic divisions, the academic development department, as well as from faculty willing to participate in incorporating SD into their courses. Without this support, advances will be slow or non‐existent. A first course to incorporate SD in the educators' courses is offered, but one difficulty that the authors encountered, with this initial course, is it does not provided an integrated and interconnected outlook, which shows the learners not only the triple bottom line concepts but also other dimensions relevant to SD. So, a second course is designed and evaluation of the improvements in SD understanding by educators who take this improved course is done using conceptual maps. Although no definitive instruments are developed, work is done on the development and testing of criteria to assess the degree of incorporation of SD into the modified courses taught by the participating faculty.

It is shown that it is possible to support efforts to “weave SD as a golden thread” into the academic component of a HEI can be accomplished through the concerted action of various stakeholders. Good team teaching can facilitate faculty capacity building in SD. The evolutionary path of the “educate‐the‐educator's” program is one of the learnings by doing and continuous improvement. It is hoped that others will learn from the learning process.

The purpose of this work is to analyze the current state of implementation of sustainability development (SD) in Portuguese higher education institutions (HEIs).

A questionnaire was developed to measure the level of implementation of SD practices in HEIs as well as the number of rankings, certifications and declarations of these institutions. The questionnaire was sent by e-mail to all rectors, presidents, directors of faculties, departments and schools of Portuguese universities and polytechnics. A sample of 53 leaders was obtained.

Portuguese HEIs are mainly engaged in the social dimension of sustainability. The economic dimension emerges in second place and the institutional in third; the environmental dimension is the least developed. Except for a few specific topics (e.g. related to research on SD, and the offer of degree courses in SD), there are no significant differences between universities and polytechnics in the implementation of SD practices. Only 11 per cent of HEIs are innovators in the implementation of SD practices, and a majority of HEIs have implemented less than 34 per cent of the SD practices studied.

This research has a national scope, and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty.

This study provides valuable insights and theoretical and methodological guidance for future implementation processes supporting the transition to sustainability in HEIs.

This is the first study conducted in Portuguese HEIs with the aim of determining their efforts to implement and promote sustainability.

Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs.

This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas.

Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030.

This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD.

HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses.

The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.