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As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.

This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

This paper aims to share the University of Strathclyde’s experience of embedding research-based education for sustainable development (RBESD) within its undergraduate curricula through the use of an innovative pedagogy called Vertically Integrated Projects (VIP), originated at Georgia Institute of Technology.

This paper discusses how aligning VIP with the SDG framework presents a powerful means of combining both research-based education (RBE) and education for sustainable development (ESD), and in effect embedding RBESD in undergraduate curricula.

The paper reports on the University of Strathclyde’s practice and experience of establishing their VIP for Sustainable Development programme and presents a reflective account of the challenges faced in the programme implementation and those envisaged as the programme scales up across a higher education institution (HEI).

The paper is a reflective account of the specific challenges encountered at Strathclyde to date after a successful pilot, which was limited in its scale. While it is anticipated these challenges may resonate with other HEIs, there will also be some bespoke challenges that may not be discussed here.

This paper offers a practical and scalable method of integrating SDG research and research-based education within undergraduate curricula.

The paper has the potential to deliver SDG-related impact in target communities by linking research-based teaching and learning with community outreach.

The alignment of VIP with the SDG research area is novel, with no other FE institutions currently using this approach to embed SDG research-based teaching within their curricula. Furthermore, the interdisciplinary feature of the VIP programme, which is critical for SDG research, is a Strathclyde enhancement of the original model.

Embedding citizenship and sustainability into higher education curricula is vital for ensuring that curricula remain up-to-date and support students with the skills and knowledge they need for our ever-changing world. But the conceptualisation of the term “sustainability” radically affects its perceived relevance for curriculum design, and hence the recognition of where education for sustainability is already embedded within a curriculum. Here we present a student-designed, freely accessible workshop, which can be used by colleagues off-the-shelf to challenge workshop participants to reconsider their understanding of sustainability and recognise its vast scope. The workshop is provocative yet encourages collaboration, drawing on participants' prior experiences to identify sustainability concepts already embedded within their course, and opportunities to further enhance the inclusion of sustainability in the curriculum. The workshop is also fully supportive of the increasing recognition of the value of engaging students, and others, as partners in curriculum development.

In recent decades, scholars and politicians have concerned themselves with how to more robustly engage people in public life. “Internet Utopians” have looked to various web technologies, including social media, to be helpful; even transformative. This article looks at extant research on which technologies governments in the US use, whether their use of technologies facilitates offline and online civic engagement, and the extent to which the government-citizen relationship has changed or may be changing. For Internet Utopians the picture is dismal, though not without some bright spots. This article ends with areas for future research.

This chapter proposes the socioeconomic metabolism (SEM) and multilevel perspective (MLP) as “novel” conceptual and practical models that island policy makers can apply to analyzing the transitioning from the current island tourism to sustainable island tourism. Pandemics, such as COVID-19 and climate-related disasters pose risks that highlight a need for restructuring the dominant “sun, sea, and sand” and mass tourism, with excessive resort buildup on the coasts. These crises and disasters constantly disrupt island tourism, exacerbating the already volatile nature of the tourism industry, especially in the Caribbean. Therefore, the SEM which grounds an understanding of how the island system functions, coupled with the MLP that explains sustainability transitions, are proffered as an alternative and systematic approach to restructuring island tourism. In this regard, the models are analyzed for their application to the tourism accommodation subsector. The chapter concludes with the relevance of the models to policy makers and demonstrates how their application can minimize the risks posed by disasters and pandemics to materials and energy flows in the accommodation sector and eventually lead to sustainable island tourism.

In 1937, a pictorial fine art map of the University of Toronto was designed and painted by artist Alexander Scott Carter. The map was commissioned by Vincent Massey, then High Commissioner for Canada in Britain, and given as a gift to Hart House. As a vibrantly visual rendition of the university's historical lineage, the map depicts the evolution of the university's various colleges along with its founders, contemporary geographical boundaries, and lush and verdant landscapes. The purpose of this paper is to inquire into its cultural and historical importance.

The paper analyses, and provides a viewpoint on, A. Scott Carter's map.

Carter's map reveals the discursive and visual interpretive frameworks in which the map was situated and the narratives and myths that it sanctioned. The map performs an important function in authorizing the collective identity of the university and its actual and imagined communities. It provides a cultural expression of shared values, ideals, and particular historical traditions. The university's place in the hierarchy and tradition of Canadian higher education in the British Commonwealth is embodied in the map at a time when such ideas were under scrutiny by professors and intellectuals who were arguing for the extrication of Canada from colonial inheritances.

Carter's map highlights the university and its integral cultural artifacts, spaces, and practices as being replete with contested meanings, experiences, and symbolism. Through dynamic cartography, new approaches in deciphering the official and informal campus emerge to produce a nuanced and multifaceted historical picture of university and academic cultures.

Many recent chapters have investigated whether data from internet search engines such as Google can help improve nowcasts or short-term forecasts of macroeconomic variables. These chapters construct variables based on Google searches and use them as explanatory variables in regression models. We add to this literature by nowcasting using dynamic model selection (DMS) methods which allow for model switching between time-varying parameter regression models. This is potentially useful in an environment of coefficient instability and over-parameterization which can arise when forecasting with Google variables. We extend the DMS methodology by allowing for the model switching to be controlled by the Google variables through what we call “Google probabilities”: instead of using Google variables as regressors, we allow them to determine which nowcasting model should be used at each point in time. In an empirical exercise involving nine major monthly US macroeconomic variables, we find DMS methods to provide large improvements in nowcasting. Our use of Google model probabilities within DMS often performs better than conventional DMS methods.

There is an ongoing debate over the transference of managerial and organizational skills, techniques, values and culture from developed countries to developing countries. We argue there is a false underlying assumption among academics in developed countries that the theoretical template of managerial and organizational attributes in developing countries is similar to what one finds in developed countries. Two key analytical insights are offered. First, we explicitly differentiate organizational, environmental and cultural characteristics of developed and developing countries. Second, we apply Scott’s (1992) natural/ecological level of analysis to create a framework to better carry out organizational analysis in developing countries.

Wonders whether companies actually have employees best interests at heart across physical, mental and spiritual spheres. Posits that most organizations ignore their workforce – not even, in many cases, describing workers as assets! Describes many studies to back up this claim in theis work based on the 2002 Employment Research Unit Annual Conference, in Cardiff, Wales.