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In responding to global issues of creating sustainable development, the Indonesian government has enacted regulations (i.e. Ministry of Public Works and Housing No. 05/PRT/M/2015) on the implementation of sustainable construction in infrastructure project execution. The purpose of this paper is to evaluate the means of implementing sustainable principles in the execution of infrastructure projects in Indonesia by the main construction service providers and their partners. A lesson-learned is presented as a source of knowledge to underpin the extensive implementation of sustainable principles in the construction of infrastructure projects leading to an integrated approach in creating a sustainable infrastructure that fulfills the requirements of sustainable development.

The method used is questionnaire surveys with Indonesian construction practitioners who are working on building construction, road and bridge construction, water facilities construction and house and settlement construction.

From the results, the practices of sustainability principles by construction service providers in infrastructure project execution are imperative from the project procurement phase. The evaluation continues to the phase of construction project execution, which reveals the inconsiderable performance of sustainability indicators due to current constraints on the implementation of sustainability principles.

This research looks into the existing gaps between sustainable construction principles and their practical implementation in Indonesian infrastructure projects. This will foster a holistic approach in the practice of undertaking sustainable procurement processes, thus reinforcing project management techniques in the phase of sustainable construction project execution. This also strengthens the interrelated roles and responsibilities of project stakeholders by taking into account principles of safety, balance and the harmony of infrastructure and the environment.

The research is aimed at elaborating a model in which dynamic capabilities affect sustainable competitiveness via organisational sustainability practices and the mediating role of organisational ambidexterity.

Emphasising the need for business sustainability in the face of technological breakthroughs, resource depletion and increasing expectations of stakeholders, it is necessary to reflect on a long-term organisational resilience that would enable sustainable competitiveness through dynamic capabilities. Hence, the paper provides insights on how an organisation can sustain its competitiveness by constantly balancing between the need for continuous improvement due to the pressure in economic, social and ecological environment, and the pursuit of continuous improvement of performance. The authors used structural equation modelling on data collected via a survey of 455 organisations from the Baltic region.

The results confirm the relationships between sensing and reconfiguring capabilities and sustainability practices, but reject them for scanning capabilities. They also confirm the impact of sustainability practices on some of the pillars of sustainable competitiveness. The research disclosed that ambidexterity was a mediator between dynamic capabilities and sustainable competitiveness.

The paper discloses the link between dynamic capabilities and sustainable competitive advantage by identifying the main characteristics of the constructs and revealing the linkage between them.

The paper aims to present a pedagogical model tailored to the development of key competences in the urban planning profession in post-socialist transitional countries that is based on the creation of an integrated platform for dialogue and the development of professional competences as part of the process, whereby students produce their final projects.

The pedagogical model is based on the principles of education for sustainable development and focuses on the establishment of a repeatable platform for dialogue between students and mentors, members of the mentoring team, the local community, external members of the consulting team of experts and foreign master’s degree programmes, in the process of producing students’ projects. The proposed method addresses several dimensions, including: the education of students, teachers, professionals and local experts, the establishment of a network for cooperation and collaboration and the delivery of practical and usable results.

The paper provides a comparative overview of the pedagogical model’s application in producing the final master’s degree projects of three generations of students, as well as its alignment with the needs of re-defining the role and reach of the profession of urban planner in an environment of post-socialist transition. The model was improved, enhanced and optimised through this process and then corroborated with its practical implementation.

The innovative pedagogical model comprises an instrument to enhance the professional capacities of all participants in the production of final master’s projects: academics, practitioners and future professionals/students, through discussions of topical issues, innovative modes of work and new professional responses grounded in the local context and tested by a broad range of stakeholders. It is of particular importance for countries in transition experiencing a shift in the paradigm of professional action, especially as the proposed pedagogical model establishes a problem-solving platform that surpasses academia.

This study aims to explore the challenges and complexities of interaction in international stakeholder networks within the context of projects focused on the implementation of sustainable development goals (SDGs). In particular, it examines the challenges faced by stakeholders in a network from a developed country during interaction in the context of a developing country.

Using a qualitative approach, this study analyses interview data collected from the key managers of an international consulting company in charge of a water supply and sanitation project in Nepal. The primary data is triangulated with secondary data, such as project reports and related academic articles.

This study illustrates how interaction in international stakeholder networks affects and is interrelated with SDGs, as well as how aiming to achieve one specific goal can stimulate the implementation of other sustainable goals. Further, this research shows how project managers from a developed country had to adapt to the specifics of the developing country context and how their sustainability project influenced the well-being of local communities by improving environmental and social sustainability.

The research suggests that challenges in stakeholder interaction may arise because of differences in process management methods used by the international stakeholders involved in the project and country-context specifics, such as corruption, imperfect national regulations, cultural specifics, effects of climate change, etc.

The paper contributes to the literature on international multi-stakeholder interaction between actors from developed and developing countries. Furthermore, it adds to the literature on stakeholder networking by highlighting the importance of engaging in a dialogue with local communities during the conceptualisation stages of both sustainability and SDG implementation because of diverging worldviews and practices.

Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of university involvement in sustainability might create more interest and understanding that sustainably oriented universities are actually possible and a much stronger role for higher education is needed when nations are discussing their future.

Literature review with a focus on international treaties and declarations on the UN level and international university networks, literature review of the background and potential of the whole-institution approach and the need/suggestions for further research, also to measure advancement.

History shows a strong engagement of higher education with sustainability from its beginnings. There have been strong calls/offers from within university networks to take a crucial role in moving towards sustainable development that involves more than teaching about sustainability. The international community calls for higher education to be involved in policymaking rather than simply implementation, have been limited and the full potential of higher education institutions using all opportunities such as being living labs for sustainability has not as yet been realized. Currently, calls for engagement are often still limited to training and providing research when scientific evidence is wanted.

Literature review focused on UN level treaties/declarations English- and German-language review national developments limited to samples of members of the Sustainable Development Goal (SDG) 4 subcluster in the Higher Education and Research for Sustainable Development (HESD) Global Cluster by the International Association of Universities (IAU).

Guidance for university leaders and other stakeholders to become aware of and consider a whole-institution approach. Practitioner relevance as countries is encouraged to embed UN recommendations, treaties and declarations. Defining opportunities for further research. Presenting the HESD Cluster by the IAU as a sample for new approaches of higher education to interact with the SDGs.

Strengthening the role of higher education in the pursuit of a better future would focus on science and research as a neutral basis for decision-making and policy development. Sustainability embedded in all streams of university can help universities to be a practical example of the possibilities of sustainability at work.

Composition of authors with UN background and involvement. Focus on UN treaties/declarations and guidance for academics and practitioners in leadership on adopted UN and other international documents. Summarizing the background of the whole-institution approach as a genuine development over time but including limitations and implications for future roles for higher education leadership. IAU SDG 4 Subcluster is unique in its own approach and with its connections to a global network of higher education institutions and UNESCO.

This study aims to better inform environmental management at universities by applying and validating the policy integration processes theory through a case study of Manchester Metropolitan University.

Social network analyses were used to identify, differentiate and categorise working networks of individuals and departments and the interconnections between them.

In an organisation, networks can be developed and active at departmental level but not at individual level. High numbers of departments can be doing work related to sustainable development whilst having low and medium levels of interconnections between departments. Influence of stakeholders throughout the network suggests levels of sustainable development policy integration at individual and departmental.

New insights provide evidence for universities’ environmental managers of the need of developing and implementing strategies that involve individuals’ work between departments by providing incentives, supporting capacity building and staff empowerment.

This paper applied and validated the theory of policy integration processes, showing that work at individual level and between departments needs more attention.

Considering the vital role of higher education institutions (HEIs) in accomplishing sustainable development goals, this study aims to examine how and when sustainable leadership (SL) influences sustainable performance by examining social innovation (SI) as a mediating mechanism and managerial discretion (MD) as a boundary condition based on upper echelon theory.

This study is cross-sectional in nature. The authors adopted a cluster-sampling approach to collect data from 500 employees of HEIs in Pakistan and China. The response rate for this study was 52.63%. As the proposed model is complex, the authors used structural equation modeling (SEM) to analyze the research hypothesis.

The empirical findings confirm the presence of SI as a competitive partial mediator between SL and sustainable performance. Nevertheless, the findings of this study do not suggest a higher positive effect of SL on SI in the presence of high MD.

The study evaluated the role of SL and SI in fostering sustainable performance from the perspective of employees in HEIs in China and Pakistan. Before the empirical evidence can be generalized, there is a need to conduct similar studies in other parts of Asia and Western countries as well.

This study presents implications for higher education leaders and policymakers at the national level to foster the sustainable performance of their institutions.

The current evidence reveals the effectiveness of SL in achieving the social goals of HEIs through SI. The recommendations presented in this study can have an impact on society, providing it with a sustainable future.

This study is the first of its kind to examine the mediating role of SI on the relationship between SL and sustainable performance. The present study also provides pioneering empirical evidence about the negative effects of MD in the context of HEIs.

The present study connects the literature on sustainable HRM with that on employability to investigate the relationship between sustainability-oriented human resource actions and organizational outcomes. More specifically, this study explores how training for employability affects the employer–employee relationship and employee retention. Furthermore, this study considers competitive intensity as a potential moderator in these relationships.

The analyses draw on the fourth European Company Survey (ECS 2019) with a sample of 21?869 firms with more than ten employees. Two separate logistic regression models were used to test the hypothesis.

The results show that training for employability contributes to improving the employer–employee relationship and that competitive intensity positively shapes this relationship. Contextually, training for employability reduces the overall employee retention of the firm.

Although this study supports the potential win–win nature of employability support, especially for companies that operate in competitive markets and an uncertain environment, it also highlights the existence of paradoxical sustainability tensions that should be managed by employers.

Recently, socially and responsible investments (SRI) have constantly grown becoming a highly discussed issue. Therefore, the main purpose of this paper is to better understand if environmental social governance (ESG) criteria integration in investment strategies can support the transition of finance toward a more sustainable growth.

An explorative analysis based on a multiple case study has been conducted and addressed by a content analysis on the Key Investors Information Documents (KIIDs) that the sample companies published for 2020.

The achieved results demonstrated that the case companies differently integrated ESG into their SRI; thus, if some of them are quite near to a full integration, the others demonstrated less than a full commitment with ESG. This seems to be mainly due to the different approach that asset management companies (AMCs) and/or managers have adopted for integrating ESG criteria.

Even though the achieved results offered some interesting insights for asset managers, the explorative and qualitative nature of this study and the small sample investigated somewhat limits it.

AMCs, consultants and managers in developing and implementing their SRI strategy could be much more focused on the importance of ESG integration for the transition toward a more responsible and sustainable finance (micro-level) as well as a more sustainable development (macro-level).

The paper provides new insights into the essence of SRI strategies and their potential to contribute to sustainable development. Thus, it tries to shed new lights on the role that ESG can have to stimulate and support investment decisions and, in so doing, contributing to make finance grow more sustainable.

To understand the context surrounding the sustainable supplier management (SSM) process (i.e. selection, development and evaluation), this paper aims to explore institutional logics existing in the Ecuadorian cocoa supply chain (SC). By considering local characteristics and sustainability practices, this study illustrates how competing logic influences SSM.

This paper uses a multiple-case study method for which the authors interviewed different cocoa SC members in Ecuador and used a ground-up approach to analyse the data and reveal singularities influencing sustainability management.

The analysis uncovered two main logics operating within the Ecuadorian cocoa SC SSM process: a commercial logic (e.g. potential for market access, product traceability) and a sustainability logic (e.g. local development and traditions/cultural issues). These logics address market demand requirements; however, some local producers’ needs that impact SSM remains unexplored such as the existence of a regional ancestral culture that poses sustainability as a dominant logic with meaning beyond the triple bottom line. While the two logics have influenced supplier sustainability performance, this paper finds that, of the three SSM sub-processes (selection, development and evaluation), supplier development was the most relevant sub-process receiving attention from SC managers in the studied context.

By understanding the differences in logic and needs, SC managers can better develop strategies for SSM.

The study highlighted in this paper investigated the underexplored topic of the effects that competing logic may have on SSM. This paper focusses on the supplier’s point of view regarding sustainability requirements, addressing a consistent research gap in the literature.