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This study aims to determine how sustainable development (SD) demands (according to the United Nations Economic Commission for Europe’s (UNECE) SD themes from 2005) are connected to the contents of education, research, development and innovation (RDI) in higher education institutions (HEI). Education and the RDI nexus may affect HEI’s capability to handle SD-related wicked problems and enhance their societal impact.

This paper examined SD-oriented curricula contents of two universities (Brazil and Finland) and counted the number of SD-related research outcomes. In addition, conceptual modelling was used to analyse the mechanisms that may be directing HEIs’ SD work in local innovation.

The data showed a convergence deviation in the RDI of SD-related subjects between the two HEIs. There was no correlation between SD-oriented education and RDI-work in either HEI. Education and RDI processes have different UNECE SD themes at the focal point, and the education-research nexus is lacking. This difference indicates that new SD-related knowledge produced through RDI was not effectively used in education. Modelling revealed that the convergence in RDI outcomes arose from the same kind of local business, industry and societal challenges, implementing effective stakeholder pressures into HEIs. The results may indicate that stakeholder SD needs were not directly transferred into the competence qualification of the curriculum.

To the best of the authors’ knowledge, this is the first quantitative study to reveal the independence of universities’ SD-related RDI subjects on educational curricula.

The universities of applied sciences (UASs) in Finland play a significant role in providing skilled professionals with higher education degrees to meet the needs of the labor market and society as a whole. The purpose of this study is to determine what the staff in these universities consider the role of UASs in promoting sustainable development (SD) to be.

The qualitative research data were collected from a survey distributed among UAS staff in the spring of 2021. The data consisted of 831 responses to an open-ended question on how UASs could promote SD and a sense of responsibility for it. The method used for the data analysis was theory-led content analysis.

Staff at UASs are actively promoting SD in higher education and have many ideas on how to do this, which is encouraging. With further processing of these ideas and support from management, UASs can play a more important role in sustainability work and set an example for how to build a sustainable future.

The promotion of SD is a timely topic, and examples of SD implementation and good practices can promote discussion of the role of higher education institutions in SD promotion and highlight collective ways to promote it.

This paper intends to verify the extent to which Clean Development Mechanism (CDM) projects intend to contribute to sustainable development (SD) in Brazil, one of the top three leading countries in terms of the number of CDM projects. The authors assess the impact of CDMs not only in environmental aspects, but also social and economic ones.

The authors define a set of qualitative sustainability indicators and scrutinize documents regarding a sample of almost half of all the projects registered in Brazil between 2004 and 2020 (219 projects).

The findings of this study contradict many previous studies finding very limited evidence of SD in CDMs in many different countries: most projects in Brazil intend to contribute to some extent with SD, with 91% and 75% claiming to improve social and economic aspects, respectively.

The authors derive lessons from Brazil that can be used in other researches.

The authors derive lessons from Brazil and propose paths for public policy toward encouraging sustainable development.

The empirical data set relies on data collected directly from each of the projects in Brazil (roughly half of all of them) between 2004 and 2020. This is not only up to date, but pushes further the analytical scope of previous works.

This study aims to investigate the effect of media coverage, negative media tone and the interaction between negative media tone and independent non-executive directors (INEDs) on strategic information disclosure (SD).

The authors rely on media agenda-setting theory, agency theory and a panel data set of 52 UAE non-financial listed firms from 2009 to 2016. Multivariate regressions examine the effect of media coverage and negative media tone on SD and examine the moderation of INEDs on the effect of negative media tone on SD while controlling for firm size, board size, board meeting frequency, firm profitability and leverage.

The results show that negative media tone has a negative effect on SD, and there is no association between media coverage and SD. The results show that INEDs are negatively associated with SD and have a negative moderating effect on the negative media tone–SD relationship. INEDs follow a conservative approach, encouraging less SD when their firms face negative media tone.

The authors measured media coverage and negative media tone by the number of news articles. In the robustness test, they use media tone score. They measured SD using an index that captures firm strategy dimensions. Though these measures are inherently subjective, they were used to measure variation in media coverage, media tone and SD across listed UAE non-financial firms. Mitigation of subjectivity was achieved through rigorous cross-checking measurements.

Findings assist UAE policymakers and the international business community with insights related to articulation of media to SD and INEDs’ role in moderating the effect of media on SD.

To the authors’ knowledge, this is the first study that combines media agenda-setting theory with agency theory and SD in an emerging market economy (the UAE). The study is also among the few studies that illustrate the possible role of INEDs under different media tones in emerging markets.

This paper aim at providing decision support for operational adjustment. In order to effectively reduce the external interference impact on train operation.

According to the reality that there are two kinds of high-speed trains running in China, considering the reality that there are two speed level train running in Chinese high-speed railway, this paper proposed the high-speed railway operation adjustment model based on priority, and the objective function is to minimize interference impact on train operation.

Adjustment strategy based on priority than based on sequence can effectively reduce the interference influence on train operation, which makes the train resume the planned operation back on schedule more quickly.

The solution of large-scale cases is too slow, and the practical application is limited.

The model was verified by a case, and the case results proved that adjustment strategy based on priority than based on sequence can effectively reduce the interference influence on train operation, which makes the train resume the planned operation back on schedule more quickly.

Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU's existing ESD activity and systems, was an important turning point. Activities undertaken to review and assess “where are we now?”, primarily through an institution-wide survey in 2009/10, led to important insights and supported dialogue, as well as the connection and underpinning of core administrative elements of the NTU SD framework and systems. Further recommendations are given in the final section of this paper on other drivers that can help to embed ESD within an HEI.

A series of “learning lab” projects on disaster risk management for sustainable development (DRM-SD) have been accomplished from 2014 to 2016 in Malaysia, Vietnam, Lao PDR and Cambodia by the Centre for Global Sustainability Studies. The project is designed for professionals from the disaster risk management field to encourage integration of sustainable development (SD) concerns into the larger planning framework for DRM. As a case study for capacity building (CB) evaluation, the central purpose of this study is to explore the approaches, feedbacks and implications of the DRM-SD CB project that have been developed and carried out.

Three methods have been used which are participation observations, surveys and document analysis. The results show that the project had successfully applied seven different tools to enhance analytical skills and professional knowledge of development practitioners in specific areas of DRM-SD.

Based on the survey, the project received positive response and valuable information from participants for future project development. Regarding the perspective of outcomes, the result indicates that south–south, ASEAN regional and triangular cooperation and role of higher education in DRM-SD are significant impacts from this project which can bring several benefits and should be promoted as an approach for the DRM-CB project as a whole.

It is hoped that this study will serve as a transfer learning initiative to provide approach guidelines and innovative mechanisms for DRM practitioners who will have the know-how and potential for leadership in DRM-SD.

Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation.

All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes.

Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement.

This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.

This study aims to explore the alignment between strategic plans of the Portuguese public higher education institutions (HEIs) and their perception of the integration of sustainability in education and curricula.

The strategic plans from 15 institutions were selected for content analysis; data about the integration of sustainability in education and curricula, from these HEI, were collected with an online questionnaire (self-report survey). Qualitative and quantitative analyses were performed.

Strategic plans of the Portuguese public HEIs seem to not be sufficiently aligned with self-assessment integration of sustainability in education and curricula.

The classifications used in the content analysis were constructed and revised by the authors to reduce coder interpretation issues and subsequent bias in the results. However, some subjectivity could remain. The analysis of strategic plans and self-report surveys answered by top management, or a technician, does not assess the practices and sustainability implementation in education and curricula.

This study allows the self-report of already-implemented practices to be compared to the planned strategy of HEI governance in Portugal as stated in their strategic plans.

An analysis and respective insights on the lack of connection between strategic planning and self-report practices about sustainability implementation, using Portugal as a case study.