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This paper aims to analyze the presence of sustainability in 16 Spanish higher education curricula in the fields of education and engineering.

The methodology uses two instruments: sustainability map and sustainability presence map. These instruments enable analysis of the number of subjects that develop sustainability and the sustainability presence level in each curriculum; identification of what domain levels of the learning taxonomy sustainability is most developed; and analysis of whether a correlation exists between the sustainability presence and the number of subjects that develop sustainability in each curriculum.

A wide variety of subjects develop sustainability in a given degree, depending on the university. The presence of sustainability is more homogeneous in education degrees than in engineering degrees. Education degrees have a greater presence of sustainability in the lower domain levels of taxonomy, while in engineering degrees the lower levels of taxonomy have a lower presence of sustainability than the higher levels. Finally, a correlation appears to exist between the number of subjects that develop sustainability in the curriculum and the sustainability presence. However, engineering degrees seem to need fewer subjects than education degrees to achieve the same degree of sustainability presence.

This paper proposes a methodology to measure sustainability presence that can be applicable to the curricula of a higher education degree if the corresponding sustainability map is available. To the authors’ knowledge, this is the largest study yet conducted to analyze the presence of sustainability in different higher education curricula.

This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education.

This paper uses a new combination of two frameworks, the “Phase Model of Sustainability in MBA (Master of Business Administration) Education”, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT’s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula.

The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT.

This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD.

This study explores how Canadian CPAs (Chartered Professional Accountants) are trained in sustainability. The main research questions are: What place should sustainability take in the accounting program? What place does sustainability occupy in the CPA accounting program? And, over time, has sustainability gained or lost ground within the Canadian professional accounting education program?

Content analysis and interviews.

We find that sustainability is not a key component of the CPA education program since its sustainability content has shrunk over the years. We believe that the groupthink phenomenon may have influenced the selection of CPA Competency Map participants (whose backgrounds reveal a lack of sustainability expertise) as well as the participants’ discussions. Additionally, a lack of consideration for society as a key stakeholder may have also influenced the shortage of sustainability content. Finally, power dynamics might have contributed to the financial accounting and reporting competencies dominating the new map.

We did not have access to the live meetings when the Map was created, although we conducted interviews with representatives involved in the process. This research is bound by a confidentiality agreement that limits us from providing sensitive details. However, we do not consider that these limitations undermine our contribution or reduce the relevance of our research.

Our research contributes to the under-researched domain of sustainability education and to understanding how groupthink, stakeholder theory and power dynamics may have contributed to the dearth of sustainability coverage in the new Canadian CPA program.

Under what conditions do entrepreneurs make the sustainable decisions they need to develop socially and environmentally responsible new businesses? Explanations of sustainable decision-making have involved various cognitive features; however, it is not yet clear how they play a role in empirical terms and, moreover, how they combine to induce business decisions based on social, environmental and economic considerations. The purpose of this paper is to explore how five cognitive factors combine and causally connect to produce sustainable decision-making in entrepreneurship.

This study uses fuzzy-set qualitative comparative analysis to examine the decision-making of 37 sustainable entrepreneurs. It focuses on a substantive conception of entrepreneurial behaviour to uncover the cognitive antecedents underlying entrepreneurial decisions that involve the explicit development and implementation of measures, targets and strategies aimed at improving its impact on people and the environment.

The configurational analysis reveals a typology comprising five combinations of cognitive factors constituting a comprehensive cognitive map of sustainable decision-making in entrepreneurship, namely: purpose-driven, determined; value-based, vacillating; value-based, unintended; single motive, single solution; and purpose-driven, hesitant.

This study demonstrates that no single condition is necessary nor sufficient for triggering decision-making involving social and environmental concerns, revealing five mental models leading to sustainable decision-making. In doing so, this paper responds to recent calls that stress the need for studies capable of uncovering the complex constellation of cognitive factors underlying entrepreneurial sustainable behaviour. Theoretical and practical implications are discussed.

This paper provides a systematic characterization of the cognitive underpinnings of sustainable decision-making and offers a basis for organizing the study of sustainable outcomes and configurations of cognitive antecedents. It reconciles prior efforts aimed at characterizing sustainability decisions in the context of SMEs and new enterprises, challenging current models based on awareness, experience and ethical normative frameworks.

Ongoing environmental threats have intensified the need for firms to take big leaps forward to operate in a manner that is both ecologically sustainable and socially responsible. This paper aims to assess the degree to which firms are adopting citizen science as a tool to achieve sustainability and social responsibility targets.

This study applies a qualitative content analysis approach to assess the current presence of citizen science in sustainability and social responsibility reports issued by Globescan sustainability leaders and by firms ranked by the Fortune 500 and Fortune Global 500.

While the term itself is mostly absent from reports, firms are reporting on a range of activities that could be classified as a form of “citizen science.”

Citizen science can help firms achieve their corporate sustainability and corporate social responsibility goals and targets. Linking sustainability and social responsibility efforts to this existing framework can help triangulate corporate efforts to engage with stakeholders, collect data about the state of the environment and promote better stewardship of natural resources.

Supporting citizen science can help firms work toward meeting UN Sustainable Development Goals, which have highlighted the importance of collaborative efforts that can engage a broad range of stakeholders in the transition to more sustainable business models.

This paper is the first to examine citizen science in a corporate sustainability and social responsibility context. The findings present information to support improvements to the development of locally relevant science-based indicators; real-time monitoring of natural resources and supply chain sustainability; and participatory forums for stakeholders including suppliers, end users and the broader community.

This study aims to provide a precise understanding of how corporate sustainability information is used in socially responsible investing (SRI). The study is motivated by the lack of a recognised body of knowledge on this issue. This study, therefore, collates and reviews relevant studies (67 studies) to provide guidance to investors interested in SRI and identify a research agenda for academics desiring to contribute to this area.

This study conducts a systemic literature review employing recognised key words and searching the Web of Science. HistCite is utilised to ensure important cited studies are not missed from the collection. The review was conducted from two perspectives: (1) sources of sustainability information and (2) how the information is used in SRI.

The review identifies five major sources of sustainability information, including corporate reports, ESG ratings, industry affiliation, news and private communication with firms. These sources of information play different roles in the cross section of SRI strategies (i.e. negative and positive screening, active ownership and integration). This study provides guidance on how to use this information in SRI and provides recommendations for future research on how analysts interact with the information, how different informational characteristics impact implementation, ways to improve data quality, improvements to analysis methods and where data use needs to be extended into new strategies.

This review contributes to the SRI literature by inventorying studies of an important, yet omitted aspect, namely, sustainability information. This work also enriches the literature on corporate sustainability information by investigating how this information can be used for a specific purpose, namely, SRI. Given the increasing interest in SRI, this review will provide much-needed guidance for a range of practitioners, including investors and regulators.

This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.

Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.

The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.

Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.

Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.

This study aims to analyse the insertion of Sustainability in Management undergraduate courses in Brazilian higher education institutions (HEIs).

Through content analysis, the authors have mapped the curricular grids of the Management courses simultaneously best classified in an independent national ranking and with the highest scores in the Brazilian Government’s assessment instruments. Afterwards, the authors carried out both network and cluster analyses.

Among the main findings, the authors can highlight the exclusive presence of public universities in the sample, the absence of courses that offer sustainability themes in the Amazon region, the high incidence of Sustainability in elective courses, the prominence of themes related only to the environmental dimension of Sustainability and the considerable difference among the five regions of the country in terms of the content offers. Given these findings, the authors can state that Sustainability via curricular insertion in the studied undergraduate courses in Management is still in its initial stages. The study sheds light on how the Management curriculum can embed Sustainability and provides insights for dealing with this issue in educational policies, both at local and national levels.

The study confirms that the insertion of Sustainability via curriculum in the undergraduate courses in Management is still in its initial stages and discusses how different Sustainability contents are related or not to their context.

This study contributes to the theme of Sustainability in HEIs by conveying structured and comprehensive data, besides contributing to studies on the topic in emerging countries, particularly in Latin America.

The purpose of this study is to identify research perspectives/clusters in the field of urban tourism (city tourism) in narrow sense and tourism cities (cities and tourism) in the broader sense to examine the complex relationship through the optics of science mapping. This paper believes that the existing qualitative assessments of this field can be experimentally verified and visualized.

First, the key conceptual dilemmas of research perspectives in urban tourism are highlighted. Based on the Web of Science (WOS) Core Collection and the VOSviewer (computer program for visualizing bibliometric networks), the data will be analyzed. Clustering is used to evaluate information retrieval (inclusivity or selectivity of the search query), publication patterns (journal articles), author keywords, terminology and to identify the respective cities and author collaborations between countries.

Terminological specificities and their contextuality (authors’ preferences) are elaborated, as the topic is studied by authors from different disciplinary fields. Compared to other specific tourisms, urban tourism includes geographic terms (variations of city names) and terms with different connotations (travelers, visitors). Recent Spanish (also Portuguese) linguistic/geographic contexts are noticeable and a strong presence of WOS Emerging Sources Citation Index papers. Research perspectives are represented in the network of clusters of connected terms. If the search is based on a narrower sense of strict urban tourism, then tourism-business topics predominate. If tourism and cities are less closely linked, socio-cultural and environmental-spatial perspectives emerge, as does tourism/cities vulnerability (climate change and health issues).

The construction of a search syntax for the purpose of retrieval is always marked by compromises, given different terminological usages. A narrow search query will miss many relevant documents. On the other hand, if the query is too general, it returns less relevant documents. To this end, this paper tested queries on three different levels of inclusivity or selectivity. More consistent use of terms would benefit authors in the field of urban tourism when searching for references (information retrieval) and, as a consequence, would allow better integration of the field.

This study provides a practical method for evaluating cities and tourism in combining the expertise of an information scientist and a sociologist. It points out numerous caveats in information retrieval. It offers an overview of publishing just prior to the outbreak of Covid-19, thus providing an opportunity for further comparative studies.

This study is the first to examine urban tourism using such a method and can serve as a complement to the existing systematization of qualitative approaches. The findings are consistent with numerous qualitative assessments of weak the research interconnection between the specifics of cities and tourism in terms of broader socio-spatial processes. However, the study suggests that such research linkage is increasing, which is noticeable in relation to issues of social sustainability (e.g. overtourism, Airbnb and touristification).

The purpose of this study is to map and analyze sustainability activities and relationships at the seven Claremont Colleges and graduate institutions using social network analysis (SNA) to inform sustainability planning and programming.

Online surveys and interviews were conducted among faculty, staff and students, and a network map was created and analyzed using network statistics to identify network characteristics.

The mapped sustainability network has 291 one- and bi-directional connections but with substantial differences among institutions. Pomona and Pitzer colleges have the highest number of sustainability-related courses because of their popular Environmental Analysis programs. The two graduate schools and Scripps College are comparatively isolated. Scripps’ network is small but highly interconnected and resilient. Pomona’s network is extensive but concentrated on a single node. Several other key actors were identified based on the number of nodes extending from or connecting to them. Several new sustainability initiatives were recently launched in response to the study.

SNA and mapping for campus sustainability can highlight network gaps and network vulnerabilities. To increase completeness, a representative and sufficiently large data sample is needed, requiring multiple, coordinated forms of contact. Interviews yield more detailed and comprehensive information than online surveys but are more time-consuming. Thus, the combination of electronic surveys and in-person interviews can be a successful strategy for maximizing information collection.

The case study was the first of its kind conducted at the Claremont Colleges and one of the first in higher education. It informs sustainability planning, coordination and integration efforts.