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Indonesia is one of the largest developing countries in the world and is a profitable market for investors. Small and medium-sized businesses are one of the business activities that contribute to the improvement of the Indonesian economy. This study examines the influence of government policies on financial literacy and the impact of financial literacy on small and medium enterprises’ (SMEs) sustainability. It employs the resource-based view (RBV) and knowledge-based view (KBV) to develop conceptual models. The model is tested with data collected from 132 SMEs in Malang-East Java, Indonesia, in 2020 through a structured questionnaire. This study uses the G-Power version 3.1 software for initial analysis and the partial least square (PLS) analysis method to test this hypothesis. The results show that government policies positively affect SMEs’ sustainability, and financial literacy positively affects SMEs’ sustainability. This implies that government policy and financial literacy are essential factors for SMEs’ resources and knowledge for business sustainability.

Humans have immense impact on our environment and open and ongoing conversations are needed to generate informed actions toward sustainability. A sustainable future must grow from a changed mindset, one of critical thinking, problem-solving, and continuous learning and active practice. In higher education we are uniquely placed to share with students a sustainability-infused curriculum toward such a changed mindset. At Brookhaven College faculty self-selected to participate in a Teaching Sustainability Mini-Pilot during Fall semester 2018. The innovation was initiated to encourage students to become mindful of sustainability, inspired to get involved in sustainability efforts, and to become immersed in satisfactory real-world learning.

There is a growing need to train and support educators to introduce or enhance aspects of sustainability into post-secondary curriculum. The authors provide an overview of integration of curricular sustainability development and education as well as related institutional leadership at the post-secondary level. Turning to educational development for sustainability education, the authors share tools and resources to support educators from any discipline, to introduce, integrate, and/or enhance sustainability in their course, program, or initiative. The authors found very few examples of workshops to post-secondary teachers. For one such example, the Sustainability Education Intensive, a three-day workshop that the authors designed and led at the University of British Columbia. The authors summarize the workshop aspects that two years of participants found helpful, and how workshop involvement affected them as sustainability educators. The authors encourage post-secondary institutions to provide support in the form of workshops, resources, and funding to help educators introduce or enhance aspects of sustainability into their courses and programs. Students are asking for this, and, as they are future leaders, it is important that educators address the numerous environmental, social and economic issues that demand attention.

This chapter discusses about the role of social capital in providing access to the microfinance for the tribal people at the bottom of the pyramid. Marginalised people at the bottom of the pyramid do not have access to finance due to the problem of information asymmetry, and the community groups use the social capital to gain access to the physical capital and financial services. Due to the presence of the lemons and agency problem, the people at the bottom of pyramid are unable to be financially included. The social contract is operationalised through the use of the peer mechanism, and this helps in financial inclusion of the marginalised tribal people at the bottom of the pyramid. Thus, financial intermediation and financial inclusion play an important role in mitigating the woes of the marginalised tribal people who have been financially excluded from the financial system.

Purpose – This study explored agentive and sustainable teacher development as part of literacy coaching that employed a reflective framework and video with an apprenticeship stance. This chapter examines principles of apprenticeship and the Gradual Release of Responsibility (GRR) model to analyze the transition of responsibility for reflection from coach to teacher.

Design/methodology/approach – An earlier seven-month multiple case study of literacy coaching with four secondary level teachers revealed seven joint actions (i.e., revoice, build, ask questions to develop understanding, ask dissonant questions, suggest, disagree, reconceptualize) and four categories of joint action (i.e., directive/consonant, directive/dissonant, responsive/consonant, and responsive/dissonant) within a model of joint action for literacy coaching (Reichenberg, 2018). This analysis mapped those joint actions onto the GRR model (McVee, Shanahan, Hayden, Boyd, & Pearson, 2018; Pearson & Gallagher, 1983). This chapter explicates reasoning for variability in responsibility and the potential relationship between variability and the development of teachers’ thinking and action through in-depth analysis of a single coaching session. Examples from other teachers’ coaching sessions are included.

Findings – Synthesis of the two models shows that joint actions initiated by the coach that were directive/dissonant fell on the left side of the GRR model with primary coach responsibility. Actions initiated by the coach that were classified as directive/consonant came next on the journey toward the middle, followed by responsive/dissonant actions. Responsive/consonant actions encompassed the middle region of shared responsibility. The same actions initiated by the teacher mirrored this progression. Principles of apprenticeship in this gradual release of responsibility highlight the bi-directionality of expertise in situated action informed by historical and dynamic context (Mercer, 2008). Evidence of teachers’ growing agency and sustainability were present in joint actions they initiated within the context of literacy coaching.

Research limitations/implications – Analysis of the actions of a literacy coach and teacher as directive, responsive, consonant, and dissonant add complexity to the discussion about how to transfer responsibility for reflection from coaches to teachers. Awareness of how joint actions map onto the GRR model can inform coaches’ and teachers’ decisions as they thoughtfully move toward greater teacher agency within coaching interaction.

Practical implications – The reflective framework employed in this study is applicable to a variety of settings such as instructional coaching across the disciplines, coaching by in-service literacy specialists, and the preparation of pre-service literacy coaches. The model of joint action for analyzing coaching interaction could be used by in-service literacy coaches, pre-service literacy coaches, and teachers who are being coached.

Originality/value – This chapter analyzes the transition of responsibility for reflection from coach to teacher. Principles of both the GRR model and apprenticeship theory provide a theoretical explanation for how these teachers achieved greater agency and sustainable development of a reflective stance.

In an era of polycrisis, we argue that responsible leaders need to unlearn common thinking patterns imprinted by old (management) paradigms in order to find new solutions to the grand challenges of our time. To be able to overcome the “crisis of the imagination” and spur narratives about more sustainable futures, leaders need to update and restructure their skill sets and invest in developing anticipatory and futures (thinking) skills, as well as futures literacy as a competence. To achieve this on the student level, we also need to rethink business and management education at the university level by challenging the ways we teach, i.e., teaching pedagogics, as well as the content and story we want to tell about the future of management. Thus, with this chapter, we aim to rethink pedagogical methods and tools by introducing educators to potential pathways for equipping students with adequate skills to be able to “use-the-future”. As the process of unlearning is difficult, we argue that we need to venture out of the business discipline and push the barriers of the business and management curriculum so as to be able to further unleash creativity and imagination. To achieve this aim, we propose the integration of methods and approaches from art-related disciplines, such as theater, visual arts, or design, into the business curriculum.

This chapter will discuss the case of Centurion University of Technology and Management (CUTM), Odisha, one of India’s leading skills universities that provides a hands-on, practice-oriented, experience-based, interactive, and learning-centered educational environment. This chapter will further argue that by designing a skill integrated interdisciplinary and multidisciplinary curriculum, CUTM has built employable and entrepreneurial-minded manpower in order to contribute meaningfully towards a sustainable future. The various courses address Sustainable Development Goals (SDGs) either directly or indirectly through a broad range of disciplines spanning from agriculture to industrial automation to governance. This chapter also highlights five social entrepreneurial initiatives under the brand name of ‘Gram Tarang’. Centurion University has established strong collaborations with industry, national and state governments, non-governmental organizations, and the local community for sustainable development, in line with SDG 17. The impact of Higher Education Institutions through their outreach activities, social entrepreneurship, and their attempts at enhancing critical thinking, creativity, and ethical values among students is also discussed. In the Indian context, these are crucial parameters that define sustainability (Agrawal & Kumar, 2018).

The marginalised people at the bottom of the pyramid are unable to access finance due to the lack of collateral and physical property. The self-help group linkage programme enables the people at the bottom of the pyramid to finance through their social capital and social relationship. In a group, the liability for each of the members is limited, and the group assumes joint liability for loans taken by the members of group.

The purpose of this chapter is to present secondary data around how the Principles for Responsible Management Education (PRME) are adopted in a global context whilst making comparisons with the Travel and Tourism Competitiveness Index from the Travel and Tourism Competitiveness Report 2019. The discussion is centred around young adults (Generation Z) and their potential role and importance. In essence, we are trying to examine if tourism sustainability educational practice adopted within countries appears to transition into industry practice. For this, we consider success both from the perspective of tourism sustainability and general economic competitiveness. The findings suggest significant gaps (or current failure) between PRME delivery and achieving tourism sustainability globally, but generally highlight economic success where PRME uptake is strong. Thus, it would appear that PRME is not yet transitioning into industry practice; therefore, more needs to be done or adapted to achieve greater tourism sustainability, and we emphasise the role of Generation Z within this.