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The purpose of this paper is to test the hypothesis that there are correlations between campus sustainability initiatives and environmental performance, as measured by resource consumption and waste generation performance metrics. Institutions of higher education would like to imply that their campus sustainability initiatives are good proxies for their environmental performance.

Using data reported through the Association for the Advancement in Higher Education’s Sustainability Tracking and Rating System (AASHE STARS) framework, a series of univariate multiple linear regression models were constructed to test for correlations between energy, greenhouse gas (GHG), water and waste performance metrics, and credit points awarded to institutions for various campus sustainability initiatives.

There are very limited correlations between institutional environmental performance and adoption of campus sustainability initiatives, be they targeted operational or coordination and planning best practices, or curricular, co-curricular or research activities. Conversely, there are strong correlations between environmental performance and campus characteristics, namely, institution type and climate zone.

Institutional decision makers should not assume that implementing best practices given credit by AASHE STARS will lead to improved environmental performance. Those assessing institutional sustainability should be wary of institutions who cite initiatives to imply a certain level of environmental performance or performance improvement.

This is the first paper to use data reported through the AASHE STARS framework to assess correlations between campus initiatives and environmental performance. It extends beyond previous research by considering energy, water and waste performance metrics in addition to GHG emissions, and it considers campus sustainability initiatives in addition to campus characteristics.

The purpose of this paper is to establish what constitutes best practice models of microfinance for poverty alleviation. It argues that the new microfinance phenomenon characterized by two camps; commercial and developmental players should be recognized as legitimate separate microfinance approaches with different aims and motives. This paper aims to establish strong foundational argument for developing parallel thinking and separate best practice models for effective engagement with each approach.

Rapid evidence assessment methodology was used to systematically identify and analyze a comprehensive list of relevant literature on best practice models of microfinance for poverty alleviation from both online and offline publications. Over 40 publications on microfinance best practice were critically reviewed with a specific attention to how the two approaches to microfinance (commercial and developmental) were dealt with in relation to impact on poverty and best practice approaches.

The paper argues that, business priorities of commercial microfinance providers differ significantly to those of development microfinance providers and this impacts on the program design which means clients of each regardless of coming from the same target group may have different experiences. The microfinance concept evolved far beyond any single philosophical or ideological confinement that there is now need for formal recognition and acknowledgment that commercial and developmental microfinance paradigms are parallel models of approaches whose continuous evolution is less likely to converge in the near future, so should be treated separately.

Because the purpose, challenges and requirements of commercial and developmental microfinance approaches are different, continued lack of purposeful distinction between the two will continue to cause confusion and lack of precision in policy response on specific sector challenges. Further work and discourse on the impact of both commercial and developmental approach to microfinance on service delivery to the poor is required to test the implications on best practice.

The paper highlights the fundamental flaw in the current perspective of microfinance sector which fails to recognize irreconcilable parallel approaches underpinned by different motives.

The purpose of this paper is to identify the best practices in the green operations strategy of hospitals.

A total of 25 cases from all over the world were investigated. The source of data was the annual sustainability reports that were retrieved from Global Reporting Initiative (GRI) database. The present research adopted the benchmarking method and the quantitative content analysis of sustainability reports. Then, the indicative models of best practices were developed by using two analysis approaches; within cluster analysis and across clusters analysis.

This study found four major taxonomies of green operation strategy in hospitals. The significant strategic groups were resources/waste management; electrical power management; non-hazardous waste management; and emissions/resources management. Indicative models for the relationship between actions and key green performance indicators were developed in the two stages of the analysis.

The best practices of green operations strategies in hospitals have not so far been investigated. Countries around the world should obey the new regulations for their environmental footprint; if they do, it will exert pressure on all sectors and organizations at all levels to take immediate steps to measure and improve their environmental performance.

This paper aims to investigate the role of field-configuring events (FCEs) and situational context in the institutionalisation of sustainability reporting (SR) in Pakistan.

This paper uses insights from the institutional logics perspective and qualitative research design to analyse the interplay of the institutional logics, FCEs, situational context and social actors’ agency for the institutionalisation of SR among leading corporations in Pakistan. A total of 28 semi-structured interviews were carried out and were supplemented by analysis of secondary data including reports, newspaper articles and books.

The emerging field of SR in Pakistan is shaped by societal institutions, where key social actors (regulators, enablers and reporters) were involved in the institutionalisation of SR through FCEs. FCEs provided space for agency and were intentionally designed by key social actors to promote SR in Pakistan. The situational context connected the case organisations with FCEs and field-level institutional logics that shaped their decision to initiate SR. Overall, intricate interplay of institutional logics, FCEs, situational context and social actors’ agency has contributed to the institutionalisation of SR in Pakistan. Corporate managers navigated institutional logics based on situational context and initiated SR that is aligned with corporate goals and stakeholder expectations.

For corporate managers, this paper highlights the role of active agency in navigating and integrating institutional logics and stakeholders’ expectations in their decision-making process. For practitioners and policymakers, this paper highlights the importance of FCEs and situational context in the emergence and institutionalisation of SR in developing countries. From a societal point of view, dominance of business actors in FCEs highlights the need for non-business actors to participate in FCEs to shape logics and practice of SR for wider societal benefits.

From a societal point of view, dominance of business actors in FCEs highlights the need for non-business actors to participate in FCEs to shape logics and practice of SR for wider societal benefits.

This paper focuses on the role of FCEs and situational context as key social mechanisms for explaining the institutionalisation of SR.

The purpose of this paper is to highlight critical sustainability challenges facing luxury fashion firms and to describe examples of best practice in responding to these challenges.

The research approach combines a detailed literature review with multiple-case examples. The paper adopts the triple bottom line framework for structuring the analysis and findings, which suggests reporting sustainability efforts in three categories of actions – social, environmental and economic.

Prior research suggests that luxury fashion marketing and principles of sustainability may represent contradictory philosophies. However, this paper of case examples suggests that this may no longer be the case. We identify six lessons in guiding future sustainability practices.

The findings have implications for managers operating in luxury fashion, but the findings are also pertinent to managers in other industries.

Prior research in luxury fashion has generally focused on the industry’s poor record in sustainability and how luxury and sustainability may be incompatible. In this paper, we conclude that most luxury fashion firms are aware of the need to integrate sustainability into their business models. By uncovering examples of best practice in sustainability, we demonstrate how luxury fashion firms have responded to these challenges with lessons for other industry sectors.

The purpose of this paper is to examine the role of management control systems (MCS) in strategically responding to institutional pressures for sustainability (IPS). Drawing on institutional theory (DiMaggio and Powell, 1983) and strategic responses to institutional pressures framework (Oliver, 1991), the study argues that organisations strategically respond to IPS using MCS.

Data were collected by interviewing sustainability managers of a large-scale multinational apparel manufacturing organisation with its headquarters in Sri Lanka.

The study finds that organisations actively respond to IPS using acquiescence, compromise, avoidance, defiance, and manipulation strategies. The results not only reveal that formal MCS play a critical role in complying with IPS, but also in more active responses, including compromise, avoidance, defiance, and manipulation. The findings highlight that organisations use MCS as a medium to respond strategically to IPS, and in turn, the use of MCS has important implications for organisational change and improvement.

The study has implications for Western organisations, finding that suppliers committed to sustainability in Asia strategically respond to IPS as a means of strengthening outsourcing contracts, instead of blindly accepting. Findings indicate that organisational changes and success seem to be a function of strategically responding to IPS rather than operating an organisation by neglecting sustainability challenges. The organisational ability to use MCS in strategically responding to IPS has the potential for long-term value creation.

This study provides novel insights into the MCS, strategy and sustainability literatures by exploring different uses of MCS tools in strategically responding to IPS. More specifically, it shows how the use of MCS tools varies in supporting strategic responses, and with respective IPS. In doing so, it enhances our understanding of the importance of the use of MCS in dynamics of institutional change and practical variances in strategically responding to IPS.

This paper aims to draw on an in-depth qualitative case study of an undergraduate sustainability education course to show the extent of pedagogical reflection and teaching capability demonstrated in lived practice to support transformative, systemic and capability building learning processes, as advocated in the literature, for effective sustainability education.

Transformative learning and capability building are an essential part of sustainability education according to the growing body of literature. This approach to education, however, necessitates critical, learner-centred pedagogies which challenge traditional transmissive modes of teaching.

This paper finds that pedagogy which supports the learning experiences and outcomes advocated in sustainability education literature requires significant reflection on behalf of the educator and also motivation, capability and experience to do this, thus more research and academic support is needed which focusses on pedagogical development within sustainability education.

Literature on sustainability education often assumes that teachers are capable of reflecting on and transforming their pedagogical practice, and therefore, the pedagogical implications of sustainability education are often understated in research findings. This paper highlights why pedagogical reflection plays a crucial role in the effective implementation of sustainability education.

The purpose of this study was to identify and determine the best fit model of triple bottom line (TBL) performance. Particularly, it delved into the interrelationships among variables which include sustainable management practices, strategic orientation and organizational culture on TBL performance. This study employed descriptive-correlation technique using Structural Equation Modeling. Data were sourced by administering survey questionnaires to 400 individuals performing key functions among large manufacturing companies operating in Region XII, Philippines. Results displayed that sustainable management practices, strategic orientation and organizational culture positively and significantly correlated with TBL performance. Structural Model 4, which depicted the direct causal relationships of sustainable management practices and organizational culture to TBL performance of large manufacturing companies, satisfied all the indices used and was found to be the best fit model. Finally, this study adds value to a growing body of literature viewing TBL through the lens of corporate sustainability.

This paper aims to review the current joint master’s program between two international institutions in the USA and Costa Rica; to identify students’ perceptions and experiences with the sustainability house (SH); and to apply these experiences in an effort to improve the practical learning environment for future students.

In an effort to understand student outcomes provided by the SH, an in-depth literature review on practical learning environments and interview methods were applied. The following open-ended questions were asked in an effort to gather and consolidate student experiences with the SH. What are your experiences in/with SH? Please tell us briefly about your experiences. The language has been adjusted and interviewers answered questions and made clarifications if asked to. Master’s in international sustainable tourism (MIST) program students were selected for this study. Participants’ responses were recorded using the computer-assisted personal interviewing technique.

The most important characteristic students recognized about the SH is that it “provided us a safe place to fail”. One student described SH as “[…] a safe space where students can gain experiences of learning new processes firsthand without external pressures (e.g., on-the-job training, eventuation, and financial analysis)”. The safety attribute of the SH environment is considered as a comfortable place to learn from other classmates or visitors (mostly volunteers and interns). It is a “real” hospitality and tourism business-learning center, which is a great benefit to the students not only because of its environment but also because of the diversity among student’s educational and professional backgrounds.

The primary limitations of this study need to be addressed. The number of interviews was very limited with one year data which could affect the generalizability of this study. In addition, it was not clearly explained to the student what rubrics and standardized metrics were used during interview process; after interview, students were asked to provide a better way to improve the research outcomes. For further studies, it is strongly recommended to provide the direction to make sure it applies to the conditions that are prevalent in the existing site to be examined.

Both strategies that link the SH to this MIST program have significant merit. Students implementing best practices in the courses have clearly identified the challenges of implementation, but all agree that there is tremendous value in the experiences they have received during their studies. Furthermore, using the SH as an engagement tool has motivated students to consciously interactive and collaborative in a more proactive manner.

This unique experience and operational competency at the SH provides participants with an in-depth understanding of the context and challenges of sustainability but needs to be detailed and promoted more in the future. The SH is facilitating a learning environment among not only students but also faculty and staff. The results clearly indicated that the SH has influenced sustainable behaviors by promoting interactive engagement.