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Outsourcing architectural and engineering services is a trend for public-sector construction projects. This study aims to examine what tender selection criteria should be considered when assessing the performance outcomes of consultants in relation to sustainable design, construction and management of buildings within the context of property and facilities management of existing building portfolios.

Combined qualitative-quantitative methods are adopted to examine the causal relationship between sustainable performance outcomes and influencing factors, using primary data collected from the estate offices of the UK universities, which form a unique public sector. The performance factors identified form the basis of selection criteria.

The qualitative multiple-case interviews identify economic, environmental, social and functional sustainability measures as the attributes of performance outcome. The quantitative hierarchical regression analysis generalises that sustainable performance outcomes can be significantly influenced by task and contextual performance factors.

The scope of the study is limited to university estates. Further research should be conducted on other property and facilities management and construction-related organisations so that the sustainable procurement approach developed by this research can become more robust and applicable to the wider public sector.

At the tender stage, estate managers should adopt a sustainable procurement approach for selection of construction consultants: focussing on the significant task performance (project staff and execution approach) and contextual performance (collaborative consultant frameworks) influencing factors to optimise the project sustainability outcomes in relation to economic, environmental, social and functional values.

The sustainable procurement approach developed by this research benefits property and facilities management, as well as construction disciplines within the wider public sector, thus contributing to the government construction policy on promoting sustainability to the built environment.

This research discusses the financial perspective of Non-governmental Organizations (NGOs), in general, and identifies the level of dependency and diversification of revenues, in particular. The Herfindahl–Hirschman Index (HHI) was used as an indicator for calculating the concentration of the income for each NGO. The main sources of income reported were donations, government grants, financial income, service provision, sales and other incomes. The sample of case studies analyzed are Centre for Advanced Studies of Social and Environmental Promotion (CASSEP), Federation of Bodies for Social and Educational Assistance (FBSEA), Ecological Research Institute (ERI) and Amazon Environmental Research Institute (AERI). These organizations have been used as case studies (Yin, 2019) because they received resources from the Amazon Fund in Brazil for at least one year during the research period of 2014–2018. The composition of the revenue for this period was analyzed according to the Procedures Manual for the Third Sector published by the Federal Accounting Council of the Brazilian Accounting Foundation (FAC-BAF) and by the Association of Attorneys and Promoters of Justice of Foundations and Organizations of Social Interest from Brazil. These NGOs had low revenue diversification in the research period, so there was a high dependence on resources from international organizations, predominantly from countries in Europe. The joint analysis of the two main revenue sources – government grants and grants – substantially raises the level of dependency. As results of the empirical analysis, it can be seen that CASSEP had the highest revenue collection in the research period. This NGO maintained a high dependence and concentration of resources in all years analyzed, which points to the need of revenue diversification. This research concludes with comments on instances of competition to receive resources between NGO, which lead to an inefficient allocation of resources to all NGO. Also, it discusses the effects of COVID-19 on revenues of the NGO analyzed, as well as the recent corruption scandals in Brazil, but it is only one research that demands more study to be generalized.

The purpose of this paper is to introduce a case of an increasingly popular enterprise education programme in Hong Kong called the Teen Entrepreneurs Competition (TEC) and to examine its sustainability in different dimensions.

Post‐activity evaluation feedback was obtained from the participants and the stakeholders of the activity. Three systematic research studies were also conducted for investigating the impact of entrepreneurial characteristics and social interaction on the participants throughout TEC.

Participants and stakeholders generally provided positive feedback towards TEC. The research findings also showed that TEC was able to draw a positive impact on developing the participants' entrepreneurial characters and in turn made TEC sustainable on the provision of an enterprise education programme in the local community.

It is suggested that the sustainability of TEC is attributed to three dimensions, namely, opportunities for individual comprehensive understanding, context for collaborative learning, and network for institutional support.

Suggestions on how to further strengthen the sustainability of enterprise education programmes through these three dimensions are provided, for example, maximising individuals' practical experience, improving the quality of collaboration and developing a closer working relationship with various stakeholders.

Enterprise education is recognised to have a significant influence on the development of entrepreneurial knowledge, skills and attitudes for youths. In order to widen the impact of enterprise education in society, it is necessary to sustain such enterprise education programmes over an extended period of time.

The University of Saskatchewan (UofS) has indentified five areas of campus life critical to improving the university's sustainability performance: education, research, operations, governance, and community engagement. In recognition of the need to track and assess the university's performance in all of these areas, a study was conducted to identify an effective sustainability‐benchmarking tool for the UofS. The paper aims to discuss these issues.

In order to indentify an effective benchmarking tool for assessing sustainability for the context of the UofS, two academic‐focused tools and two tools with a broader scope were reviewed. The academic tools are Sustainability Assessment Questionnaire (SAQ) and the Campus Sustainability Assessment Framework (CSAF), while the general tools are the College of Sustainability Report Card (CSRC) and the Sustainability Tracking Assessment and Rating System (STARS). Each tool was rated on the basis of 27 questions developed to directly relate to indicators of sustainability in the five areas of campus life. The highest rated tool was recommended as the most effective tool for assessing and tracking sustainability for the UofS.

Each benchmarking tool was developed to address specific goals. Accordingly, one tool may have strength in one area but weakness in another area. The study has shown that CSRC is the best tool for addressing governance and operations, although overall CSRC earned the lowest score in terms of its potential application to the UofS as it is not an effective tool for addressing sustainability in the context of education and research. Both academic tools – SAQ and CSAF – do not adequately address issues of sustainability in campus operations. STARS obtained the highest scores in all areas of campus life. Hence, STARS was identified as the most effective tool for assessing and tracking sustainability in all areas of campus life at the UofS.

Extrapolating from the UofS assessment, the STARS would appear to be the most effective benchmarking tool for assessing and tracking sustainability for higher educational institutions that want to assess and track sustainability across the breadth of campus life in education, research, operations, governance, and community engagement.

The purpose of this research is to determine firms' sustainability efforts through triple bottom line reporting on the World Wide Web. Sustainability reporting can assist in brand differentiation to stakeholder groups and ultimately lead to a positive corporate reputation.

Automated web content analysis was used to determine and differentiate 39 oil and gas firms' reporting of economic, social and environmental disclosures across Europe, North America and Asia. Firms were benchmarked for their disclosures against key terms derived from the Global Reporting Initiative.

North American firms disclose the greatest amount of TBL information for both environmental and economic indicators. European firms are the most prevalent reporters of social indicators. Asian firms displayed the most positive bias to their sustainability reporting.

Future research would benefit from linking firms' TBL reporting with firm performance as well as including a greater range of countries and industries for comparative purposes.

Firms should demonstrate a greater completeness of information across the three TBL indicators to effectively manage their relationships with their key stakeholders. Information should be unbiased and honest for firms to successfully legitimacy.

This paper uses automated content analyse to differentiate disclosure levels of TBL indicators across three different geographical regions.

Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and IT (FEIT) at University of Technology Sydney (UTS) is used as a case study.

A set of seven sustainability competencies are identified by means of a systematic literature review as the current knowledge of Education for Sustainable Development (ESD) competencies. ESD competency integration into the curriculum is assessed by implementing a two-tier scanning mechanism. In the first step, subject outlines (SOs) are used to identify sustainable subject learning outcomes (SLOs) and assessment learning outcomes (ALOs). Step 2 involves analysing ALOs and SLOs for constructive alignment with student experience. SPSS, a statistical software, is then used to statistically reflect the results.

An initial scan of SOs found that stated ESD outcomes made up 22.4 per cent of FEIT undergraduate courses. A more detailed investigation which involved assessing subject material and student experience for the seven ESD outcomes resulted in a 7.7 per cent sustainability integration into the FEIT undergraduate courses. SPSS produced tables showing individual competency distribution over course candidature year. Lifecycle assessment was invisible from the curriculum.

Case study outcomes are limited to UTS, and therefore, specific-study outcomes cannot be generalised. This study attempted to trace sustainability learning outcomes through the curriculum. However, a more detailed study should also assess subject pedagogy and artefacts as these may enable or inhibit sustainability competency.

Study developed several methods to establish and evaluate subject level ESD claims. Academic staff and management are able to replicate methods of this study to map ESD within their courses, schools and/or faculties triggering conversation around ESD’s actual integration within curriculum. Based on ESD distribution, specific intervention recommendations are proposed.

The paper explores the beliefs and perceptions of microfinance institution (MFI) managers about environmental threats and the role that green microfinance can play in mitigating them, to assess their influence on these institutions' engagement in green activities.

Drawing on protection motivation theory, the study follows a qualitative case study approach, focusing on the MFIs of the developing country of Cabo Verde.

Findings indicate that MFI managers understand and are aware of the environmental threats and identify their customers as the most vulnerable to them. They seem motivated to increase their green activity in the future as it is generally seen as effective in mitigating the problems. However, their response capacity is hindered by limitations such as a lack of financial conditions and technical environmental knowledge.

MFIs play an important role in promoting self-employment and breaking the poverty cycle, but their funds are also often used to develop environmentally damaging practices. Green microfinance can contribute to targeting a triple bottom line; considering together people, profit and the planet, provided implementation challenges are addressed.

Although the environmental behaviour of MFIs has been previously studied, the understanding of the core beliefs of MFI managers that can support their environmental actions is still limited. Thus, the study contributes to advancing the knowledge of green microfinance by considering individual-level factors in understanding organisational greening.

This study aims to examine how integrated thinking principles can be used to assist those charged with governance during and after a crisis.

An autoethnographic approach was used to collect and reflect on information related to the economic, social and environmental impact of COVID-19. This was complemented with a bibliometric analysis of academic articles including “corporate governance”, “integrated thinking” and “crisis” as a keyword. This information was used to produce a data mind map of core themes. This was supplemented with a qualitative exploratory approach based on semi-structured interviews with 16 participants comprising preparers of financial statements, board members and corporate governance specialists to obtain insights into using integrated thinking in corporate governance during a crisis.

The results of the study indicate that those charged with governance can use integrated thinking to repurpose their business model by considering a multi-capital and multi-stakeholder perspective to value creation. The study highlights the importance of implementing a holistic capital integration process to gauge risks, capitalise on opportunities and improve business processes in response to a crisis. This can be leveraged by both the private and public sectors to manage a crisis and deal with the long-term indirect impacts of a crisis.

An integrated thinking approach can be used by both the private and public sectors to bolster confidence, tackle pressing social and environmental challenges and contribute to improved performance relative to the sector.

The expert interviews contribute empirical evidence to the profile of mainstream social and environmental accounting literature and offer a practical contribution by offering insights that can directly be used by organisations’ investors, non-governmental organisations and other stakeholders to manage a crisis. This paper also advances the sustainability agenda by assessing how a crisis can be managed in the context of a developing economy and advancing normative recommendations which will be broadly applicable to an international audience.

This review aims to identify the intellectual structure or key theoretical themes that comprise the emerging field of sustainability leadership in higher education.

The Scopus index was used to identify 180 documents published sustainable leadership in higher education published between 1998 and 2021. Author co-citation analysis in VOSviewer software was used to address the research question driving this inquiry.

This review found that the intellectual structure of scholarship on sustainability leadership in higher education is composed of four dominant “schools of thought”. These included sustainability leadership, managing campus greening, managing change and system integration, and education for sustainable development.

The findings suggest a need for more theorizing and empirical studies that explore the nature and effects of sustainability leadership in higher education. Particular attention should be given to how features of universities as organizations shape the requirements for and constraints on leadership. From a practical perspective, the findings highlight key domains of policy and practice that higher education leaders can target in efforts to enhance sustainability in their universities and societies.

The bibliometric review offers empirically-based insights into the evolution and current status of the literature on sustainability leadership in higher education. The findings can be used as a benchmark against which future developments in this knowledge base can be assessed.

The purpose of this paper is to describe the state of sustainability reporting in Canada's higher education sector, while understanding who is reporting on sustainability performance, how is information being reported, and what is being reported.

A framework with ten categories and 56 indicators based on the Global Reporting Initiative (GRI) guidelines and campus sustainability assessment tools was developed to analyse the contents of a cross‐sectional sample of sustainability reports published by Canada's largest 25 universities (by student enrolment). Each author analysed two to three reports. Evidences were checked for accuracy by a different author and finally discussed in a focus group.

The analysis has shown that sustainability reporting is an uncommon and diverse practice at Canadian universities. Primarily under the coordination of sustainability offices or students, seven universities published sustainability reports in the analyzed period (2006‐2008). While all reports shared a non‐integrated indicators framework, a variety of approaches were used in the selection of indicators. Reports generally had limited scopes emphasizing eco‐efficiency. The potential value of current documents as a tool to inform sustainability‐oriented decisions is limited.

Findings are particularly relevant to university administrators and sustainability offices planning to publish or enhance sustainability reports. The paper also explores the challenges of applying the GRI guidelines to the higher education sector.

Most descriptive studies on sustainability reporting have addressed large multinational corporations. This paper is one of the first to address the incipient practices of higher education institutions.