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Purpose: The prominence of quality education for building sustainable development is undeniable and is distinctly pointed out in 1 of the 14 sustainable development goals (SDGs). In the same context, this study intends to investigate the role of university commitment, perceived organisational prestige, student satisfaction, and perceived employability in enhancing sustainability in higher education.

Need of the Study: To evaluate how student satisfaction mediates the relationship between university commitment, perceived organisational prestige, and perceived employability with sustainable university institutes.

Methodology: An adapted questionnaire was used in this study to capture the perception of 458 management graduates selected through the purposive sampling method. Partial least squares structural equation modelling (PLS-SEM) technique was used to analyse the data with the help of Smart PLS software.

Findings: The results of this study show that student satisfaction is the strongest predictor of sustainable university institutes. University commitment was found to lead to student satisfaction significantly. Furthermore, student satisfaction wasn’t found to play the role of mediator in the proposed model.

Practical Implications: This study aims to fulfil theoretical, research, and management implications for students, higher education institutes (HEIs), and policymakers. HEIs are recommended to instil university commitment, perceived organisational prestige and student satisfaction via various practices and amendments in their curriculum. Students are recommended to enhance their perceived employability to achieve career sustainability.

To effectively integrate sustainability education into accounting, the needs of stakeholders such as educators, practitioners, regulators, students, and politicians must be considered. While existing literature reflects their separate perceptions, this study considers their influence on the integration process. Sustainability accounting can play a key role in supporting sustainability practices, which businesses need to be accountable for. This study focuses on how sustainability accounting education can improve corporate sustainability practices. However, most existing studies only consider one stakeholder group, and there is a gap in literature on sustainability accounting education in developing countries, particularly in the Middle East. This study informs future researchers about various research gaps in sustainability education.

The UK government has taken the lead in accelerating the capacity of higher education to engage with sustainability accounting and adopting a novel systematic approach toward a collective implementation of and contribution to Sustainable Development Goals (SDGs). The UN SDG 16 “Peace, Justice & Strong Institutions” promotes the (re)building of effective and accountable institutions. In line with the institutional logics metatheory, we provide empirical evidence on how the alignment between social mechanisms alongside the reputation of higher education institutions (HEIs) and SDGs on transparent and responsible service (SDG 16) affect the students' overall experience. Using a sample of 142 UK HEIs, interpretative content analysis and ordinary least squares, the results show that integrating HEIs' responsible-oriented research agenda proactively with high sustainability reputation adds significantly to greater student satisfaction.

Educational sustainability has acknowledged the value of transformation, which offers an opportunity of researching and rethinking how appropriate and successful educational practices in an active learning environment could help prepare students for jobs that do not yet exist. So, to meet the job market needs, it became essential to focus on designing more context-specific programs where interdisciplinary courses are provided. The interdisciplinary courses are based on integrating different disciplines where there is a blur between the borders of the disciplines to shift the focus from structured courses to cooperation with external entities. In addition, the interdisciplinary programs allow students to choose modules from across subjects and encourage cooperation with staff from different departments. Thus, the purpose of this chapter is to present a framework of how transformation in education requires key drivers such as transformational visions, faculty commitments, students' engagement, resources (i.e. curriculum), and external relations to develop the values and competencies that the future professionals will need in the attempt to make decisions aiming at reaching a more sustainable world.

In this chapter, the authors employ bibliometric, co-word, and thematic analyses to explore the scientific intersection between higher education (HE) and sustainable development (SD). In particular, the authors analyze a dataset of 215 articles extracted through the Scopus database to understand how the literature debates sustainability and HE. After providing a detailed description of the methodology employed, the authors perform a descriptive and thematic analysis of the dataset. The authors outline general information about the database, the formula applied to search for the results, and the methods used to polish the dataset. The authors then determine the number of publications per year and the number of papers per journal; consider the most used keywords; and build a thematic map based on the co-occurrence network. Lastly, the authors discuss the results and the limitations of our work, providing some indications for future research opportunities.

Organizational theorists and strategy scholars are both interested in how organizations deal with ambiguity, especially in relation to implementation. This chapter examines one source of ambiguity that organizations face, which is based on their efforts to implement moral mandates. These mandates, which are related to areas such as environmental sustainability and diversity, are inherently ambiguous, as they lack a shared understanding regarding their scope and associated practices. They are also often broad and systemic and may be unclearly aligned with an organization's strategy. Due to these challenges, in this chapter, we theorize that collective action at the field level is necessary for organizations to advance and concretize moral mandates. We examine this theorizing through the case of the implementation of sustainability in higher education. We hypothesize and find support for the idea that when an organization's members engage in collective action at the field level, those organizations have an increased likelihood of achieving sustainability implementation. To gain insight into this field-to-organization relationship, we qualitatively examine 18 years of conversations from an online forum to develop a process model of moral mandate implementation. We theorize that collective action functions as a field-configuring space, in which actors from a variety of organizations come together to (1) refine the scope of the mandate and (2) create an implementation repertoire that actors can draw on when seeking to bring sustainability to their own organizations. Overall, our study provides a model of how ambiguous moral mandates can be implemented by highlighting the important role of collective action across organizations in concretizing those mandates and providing actors with the tools for their implementation.

The chapter explores the challenges in the financial education of the new generation under the influence of digital transformation, building awareness, and compliance with the new model of society. The rapid development of technology significantly influences our daily lives, thus making us look at the progress of various processes differently, thus facilitating the social and professional performance of subjects. The need for a comprehensive, fast, and logical personality is growing in a society that can analyse a set of different interconnections, draw logical conclusions, and assess risks. The impact of technology is particularly felt in educating future financiers, as accounting, financial analysis, and financial management decision-making have long been unthinkable without the skills to use various computer programmes, big data processing, and visualisation of financial information using the latest information technology tools. The survey was organised to collect data from student questionnaires. The questionnaire analysis allows for assessing students’ digital competences, advantages and drawbacks of the digitalisation process, and university challenges in the digital transformation process as well as detecting the areas that require additional attention to make digital transformation effective. Digital transformation significantly changes the ecosystem, and the level of students’ abilities and skills is also a variable. Therefore, it is important to identify the readiness of the participants in the higher education system for new challenges and to use the limited resources as efficiently as possible to prepare the financial specialists necessary for the development of society.

Due to the Coronavirus 2019 (COVID-19) pandemic, education has been disrupted right from kindergarten to University. Globally, states are advocating for online learning. The COVID-19 pandemic had led to the closure of universities and it was not clear how long this would last. e-Learning was crucial. Lecturers were asked to complete their syllabuses and continue to teach and administer tests remotely. So far, there is a dearth of information on how Kenya’s higher education responded to the pandemic through online learning. This qualitative study utilized online platforms (zoom and Skype) for interviews. This study employed a constructivist approach to explore the faculty officials’ perception of online learning in Kenya’s institutions of higher education. Approximately 45 faculty officials from public universities were involved in this study. The study was carried out in three public universities in Western Kenya. The participants argued that online education was beneficial and primarily promoted online research and enabled them to connect with other practitioners in the global community. There were challenges associated with online learning for instance unreliable internet. This study’s results are hoped to inform the ministry of education and higher learning policies on making online effective and efficient to both the students and the lecturers. This will also be a fairer spring-ball for Kenya toward the realization of Vision 2030.

The incorporation of Corporate Social Responsibility (CSR) and sustainability is essential for higher education institutions' (HEIs') future development as they deal with more societal and environmental concerns. The current status of research on CSR and sustainability in HEIs is examined in this systematic review, which also identifies major themes and trends for future development. This review emphasizes the complex characteristics of CSR and sustainability in the higher education environment, spanning aspects like university's social responsibility (education, community engagement, research, and internal management and organization), Sustainable Development Goal (environment, social, and economic), student's perceived self-efficacy, students' intention to implement sustainability, students' engagement for sustainability. It does this by assessing a wide range of scientific works. Additionally, it reveals the advantages and disadvantages of applying CSR and sustainability strategies in HEIs. The results highlight the significance of all-encompassing initiatives that cover governance, accountability, and openness in order to promote a sustainability culture inside HEIs. The paper ends with suggestions for further study, highlighting the necessity of interdisciplinary methods and successful collaborations to promote CSR and sustainability initiatives in HEIs and consequently contribute to sustainable development generally.