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Higher education has begun to attend to the importance of collaboration and self-awareness for educating sustainability leaders. However, there has been limited discussion on how to design a pedagogy that supports the development of these competencies, particularly the development of self-awareness. In this chapter, we introduce an experiential pedagogy in which students and faculty work together to develop self-awareness as the basis for sustainability leadership. We present three pedagogical principles that support the emotional learning that is foundational for sustainability leadership: student self-discovery, faculty as co-learners, and a developmentally focused learning environment. We demonstrate how these three principles work together to enable students and faculty to grow their self-awareness, providing the foundation for sustainable leadership. We conclude with a discussion on how management educators can learn from this case to develop sustainability leaders who have the self-awareness and relational competency to lead positive, inclusive organizations that are committed to sustainable business practices.

The purpose of this paper is to determine the influence of emotional and social competence (ESC) on job performance by considering self‐ratings and the ratings of others (supervisor, peer and subordinate) using a multisource feedback assessment of ESC.

The authors utilized the 2004‐2006 performance evaluations of 36 staff members of the Ilo Copper Refinery, owned by the Southern Peru Corporation. To assess ESC, the Emotional Competence Inventory (ECI 2.0) was administered to the Ilo staff.

The study reinforces the importance of ESC to workplace performance and provides evidence of ESC's positive influence. The results reveal that 70 percent of the variance of working performance is explained linearly by the total average of ESC, with four significant competencies – self‐confidence, achievement orientation, optimism, and teamwork & collaboration – accounting for 63 percent of the variance.

As an initial study in Peru, the authors had a small sample size. There is limited independence in the performance evaluations because the evaluators of performance were repeated in several cases. Job performance ratings were based on the following computerized objective assessment: use of abilities, work organization planning, interpersonal relations, results, initiative, aptitude to the work, and creativity.

The paper is aimed at improving understanding of the links between ESC and performance. It is the first study the authors are aware of to examine these relationships in a Peruvian organization. The approach used in this study contributes to and provides evidence of the importance of emotional competence in the workplace.

The purpose of this paper is to explore the role of the real self in intentional change.

Social science theory and research are used to respond to four primary questions: what is the real self, why is the real self essential to intentional change, how does one access the real self, and what are the challenges to accessing the real self with respect to intentional change?

The implications of this paper suggest scholars and practitioners should revisit the assumptions made in employee and leadership competency development efforts by seeking to draw upon a more comprehensive self of the individual being developed. Implications for further research show the need for a new direction in multisource feedback assessment research and use and empirical studies that understand the real self in relation to the other components of intentional change theory (ICT).

Implications for practice reveal a need to rethink how executive coaches and human resource professionals approach management and leadership development by expanding the view of the self.

This paper helps researchers and practitioners better understand what the real self's importance is to intentional change theory and discusses the obstacles and benefits of accessing the real self.

Higher education institutions (HEI) are acknowledged as a key driver for the development of sustainable societies, so much so that some profess education for sustainable development to be the most fundamental of the United Nation’s (UN) 17 sustainable development goals (SDGs). This chapter provides an overview of the chapters in the book: Higher Education for the SDGs, divided into two themes, namely (i) Research from the Global North and Global South and (ii) Rethinking curriculum.

Several authors have proposed various factors/enablers that enhance managerial performance of MBA students. However, there is little research on how to prioritise these enablers or how each enabler in the system of enablers influences each other. This paper aims to address this gap.

This paper integrates the interpretive structural modelling (ISM) and Multiplication Appliquée á un Classement (MICMAC) techniques to arrive at the conclusions.

The “help achieve” power of each enabler, determined by ISM, is limited or accentuated by its “driving power and its dependence” determined by MICMAC. Out of the 14 enablers used in the study, this paper identifies five enablers that can enhance the performance of MBA students.

When ISM and MICMAC are integrated, one can arrive at a better way to prioritise enablers in a system of enablers.

The implication of the study findings is that all stakeholders can now systematically prioritise the enablers that can lead to performance and also save resources during the process. A related implication is that this method can be used in a wide variety of situations.

This paper highlights how an integrated use of ISM-MICMAC can improve decision-making and resource optimisation.

In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still be covered by the Act if she were employed on like work in succession to the man? This is the question which had to be solved in Macarthys Ltd v. Smith. Unfortunately it was not. Their Lordships interpreted the relevant section in different ways and since Article 119 of the Treaty of Rome was also subject to different interpretations, the case has been referred to the European Court of Justice.

This issue is a selected bibliography covering the subject of leadership.