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During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how sustainability is integrated into management education at higher education institutions. It is based on a systematic literature review that teases out governance, education, research, outreach and campus operations (GEROCO) as key elements for embedding sustainability in management education. In addition, it identifies the important role of having an overall governing strategic direction that serves to anchor sustainability. The chapter highlights that sustainability and responsible management education initiatives are interconnected and are complex to embed through the university system.

Businesses need to make money and/or save money if they want to be successful. Organisations are now realising that they can do both if they implement software systems – known as learning management systems (LMS) – to collect and analyse data relating to the skills of their workforce. While, once, it was enough to have transferred some training materials from the classroom to CD‐ROM, people soon began to wonder whether anyone actually used the CD‐ROMs. With that realisation, the concept of a learning management system was born. One of the most advanced LMSs in the world – and a market leader, with some 2,500 users world‐wide – is the LMS produced by Pathlore. It lets companies plan, deliver and manage e‐learning, then assess learning performance by student, group, line of business or across the entire extended enterprise. The system also lets companies manage their organisational skills and competencies: employees assess themselves online and then go directly to prescribed online or classroom learning. Although this technology is not a panacea and will not pay dividends for every company, it can offer great benefits to those organisations with a large and/or widely geographically dispersed workforce.

The purpose of this paper is to establish and compare the provision of information literacy (IL) skills to university students both at undergraduate and graduate levels in South Africa (SA) and the United Arab Emirates (UAE). This could in turn inform the development of appropriate/suitable IL programmes to support teaching and learning.

A review of available scholarly papers is performed for information collection.

The findings can identify variations in IL provision within and across disciplines, deficiencies in local current and ongoing research.

It must be noted that this is a review and conclusions from it are expected to reveal areas that require more in-depth study.

The study’s contribution to the field of IL lies in its revelation of what is understood by IL provision and how the ACRL standards are used to guide practice in the two different regions of the world.

The study is the first of its kind which compares IL practices at university libraries in SA and the UAE. It will assist policymakers and librarians in the development of appropriate IL programmes in support of teaching and learning.

To investigate the attitudes of academic staff towards providing practical support for full‐time students working on a part‐time basis during term‐time.

A case study of a rural faculty of a large metropolitan university in the UK. In‐depth semi‐structured interviews were held with 22 members of staff, drawn from every department in the case study faculty.

Support for working students is arbitrary and accidental. The majority of staff are unaware of the extent of student employment and of the possibilities of providing support.

Only a small proportion of the total university staff were interviewed, coupled with the fact that the faculty is rural and therefore the sample may not be representative of the majority of universities which have city centre campuses.

Improved awareness of students' total university experience on the part of academics may encourage practical measures to assist the undergraduates to cope more effectively with their dual roles of student and worker. However, some forms of support, such as greater flexibility in the timetable, may be very difficult, if not impossible, to accommodate.

No other research appears to have been carried out in the UK on this topic.

We present a peer-to-peer teaching approach designed to prepare introductory accounting students to address ethical challenges they will face in the workplace. We describe the motivation, processes, and resources used, introduce an effectiveness measure and discuss refinements so that other universities may adopt the innovation.

Upper division Beta Alpha Psi (BAP) accounting honor society members, with faculty guidance, create and deliver workshops in the 200-level introductory accounting sequence using the Giving Voice to Values (GVV) curriculum. GVV provides tools to move from recognition to action when confronted with a values conflict. The BAP members had completed the GVV exercises and casework in their upper division accounting courses. Now as peer coaches, they guide sophomore-level business students through the GVV curriculum to prepare them to act on their values when challenged.

Post-training perceptions express consistent beliefs that the introductory accounting students’ skills and abilities had improved with the training. Additionally, introductory accounting students’ descriptions of how they would address values conflicts based on what they learned in the training reflects development of personalized specific approaches.

GVV provides students with an action-based ethics toolkit to build upon as they move forward academically and professionally. The peer-to-peer innovation builds stronger mentor and mentee ties and introduces the business program’s ethical culture to sophomore-level business students.

The innovation won the 2014 Beta Alpha Psi Ethics Award sponsored by Grant Thornton and reflects the first use of a peer-to-peer approach with GVV in a university setting.

This paper aims to examine how the Master of Business Administration (MBA) curricula of top-ranked business schools are offering stand-alone courses on ethics and corporate social responsibility (CSR). To provide additional evidence, this study tests some hypotheses to contrast the effect of different variables on the inclusion of stand-alone courses on ethics and CSR. Also, the paper provides a comparative analysis in two ways: one comparison aims to analyse how the presence of ethics and CSR stand-alone courses in the MBA programmes over the past 10 years has evolved, and the other comparison seeks to explore whether there are differences between different rankings with regard to the inclusion of ethics and CSR stand-alone courses in the MBA curricula.

A Web content analysis was conducted on the curricula of 92 of the top 100 global MBA programmes ranked by the Financial Times in their 2013 ratings.

The findings show that there is a trend towards the inclusion of stand-alone courses on CSR and ethics as electives. Empirically, the findings suggest that the presence of ethics and CSR elective stand-alone subjects in the MBA programmes is explained by the following variables: public/private, business school’s accreditation and cultural influence. Comparatively, the findings suggest that requiring CSR and business ethics stand-alone courses in the MBA programmes ranked by the Financial Times have not increased over the past 10 years. In addition, when we have compared the results of this study with other rankings, we have appreciated that there are important differences between top MBA programmes in accordance with the aims and scope of rankings.

The findings of this study seem to suggest that business schools included in the Financial Times ranking have not changed their view based on a shareholder approach, which is focused on providing an economics-centred training.

The purpose of this paper is to document and compare the characteristics of two student-managed investment funds at the University.

This study uses a case study approach to achieve this purpose.

Consistent with other studies, this study finds considerable differences in funding, oversight and the structure of the courses in which the students manage the portfolios. This is the case even though the portfolios are managed by students in courses offered by the same department at the same university.

This study presents different possible ways of obtaining funds and structuring courses in which the students manage investment portfolios.

The purpose of this paper is to provide an overview of the special issue on practical wisdom for management from the Islamic traditions.

The guest editorial introduces the papers in this special issue, focusing on practical wisdom for management from the Islamic tradition.

Using multiple levels of analysis as well as both academic and practitioner‐oriented perspectives, this special issue demonstrates that the Islamic tradition offers valuable practical wisdom insights in multiple areas including leadership, human resource management, action learning, knowledge transfer and business ethics.

This issue represents the first exploratory contribution to the research on practical wisdom from the Islamic tradition, opening a new focus of research and contributing to management development.

The purpose of this paper is to draw on the outcomes of an Higher Education Academy funded project, Literacies for Employability (L4E) to contribute to discussion of the interface between university learning and workplace settings and the focus on employability that dominates the English context. The paper will be of interest to colleagues from any discipline who have an interest in critical (re)readings of employability and practical ways of engaging student in ethnographic approaches to understanding workplace practices, particularly those with an interest in professional, work-based, or placement learning.

L4E is grounded in social theories of communication from Sociology and Education that understands literacy as a complex social activity embedded in domains of practice. These ideas recognise workplaces as domains that are highly distinctive and diverse contexts for literacy (rather than generic or standard) and that to be successful in particular workplace settings students must be attuned to, and adaptive and fluent in, the nuanced literacy practices of that workplace. However, evidence suggests (Lea and Stierer, 2000) that HE students (and teachers) rarely experience overt teaching about literacy in general or workplace literacies in particular.

This project developed a framework to scaffold and support this process across the disciplines so that students can develop the attitudes and behaviours they will need to be successful in the workplace.

The approach chimes with recommendations from Pegg et al. (2012) that employability is most effectively developed through a focus on more expansive, reflexive approaches to learning and through “raising confidence […] self-esteem and aspirations” (Pegg et al., 2012, p. 9).

The aim of the paper is to investigate the achievements of librarians from the workshop on e‐library services organized by the Librarians' Registration Council of Nigeria (LRCN) in collaboration with The United States Mission, Nigeria.

In total, 35 librarians purposively selected from universities, colleges of education, and polytechnic libraries participated in the study, which adopted semi‐structured interviews.

It emerged that librarians who participated in the workshop have been exposed to skills in areas such as database searching, using different search engines, using social media, knowledge of relevant websites, and knowledge of planning for e‐libraries. The participants are of the opinion that a workshop of this kind should be organized at least twice a year to upgrade librarians' skills on e‐library services in Nigeria.

Library associations in other developing countries can also partner with professionals from developed countries to organize workshops and seminars like this to equip librarians with the necessary skills to render e‐library services effectively and also to train users to use e‐resources effectively.

The paper reports skills the librarians have been exposed to through the workshop on e‐library services. Acquiring such skills will enable them effectively to use e‐resources and also train users on different search strategies.