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The study investigates whether the level of sustainability concerns of Higher Education Institutions (HEIs) in Malaysia and the Philippines is positively associated with accounting students' intentions to engage in sustainability accounting through its effect on students' attitude, subjective norm and perceived behavioural control regarding environmental sustainability practices.

This empirical study relies on a structural equation model computed using data collected through a questionnaire and data collected from the HEIs websites.

The findings show that the willingness to engage in sustainability accounting is determined by students' subjective norm and perceived behavioural control, but it is not determined by attitude regarding environmental sustainability practices. The authors also found that the greater the concern with sustainability of the HEI in which a student is enrolled, the greater his/her attitude, subjective norm and perceived behavioural control towards environmental sustainability, and, indirectly, the greater his/her intention to engage in sustainability accounting.

These findings add to the literature on higher education and sustainability accounting by high-lighting the importance of the HEIs sector in promoting sustainability policies and practices, in acting as role models regarding sustainability issues, and in preparing students for building a sustainable society.

The 17 United Nations sustainable development goals (SDGs) represent a powerful guide to foster actions to achieve a more sustainable planet. This paper aims to analyze the challenges and opportunities of SDGs based on an interview conducted with climate scientist Dr Carlos Nobre. In this interview, Nobre addresses the opportunities and challenges of the SDGs. More broadly, the aim is to raise awareness among scholars, policymakers and citizens about what is considered to be the most important societal questions of the times.

The authors analyze the interview conducted with this prominent and experienced climate scientist through academic lenses of interpretive approach. Further, the authors are bringing important reflections from this interview and linking it to Rasche et al.’s (2017) model, which cut across different levels and take into consideration the individual, organizational and societal levels in the relationship for SDG.

The interview reveals that all SDGs are interlinked and are of equal importance. However, the authors discuss three important challenges and opportunities addressed by Dr Nobre regarding the implementation of the SDGs. These are education, climate change and peace.

To better understand the challenges and opportunities of SDGs and how to act on them as citizens and management scholars, the authors believe that it is imperative to consider the viewpoint of climate scientists who, through their knowledge on earth science, have been contributing globally to the United Nations SDGs agenda at global and local levels. In this paper, the authors analyze the challenges and opportunities of SDGs based on an interview conducted with climate scientist Dr Carlos Nobre. In this interview, Nobre addresses the opportunities and challenges of the SDGs.

The purpose of this paper is to report on the highlights of the UN Global Compact Leaders Summit, the Principles for Responsible Management Education Global Forum and the Globally Responsible Leadership Initiative General Assembly held in New York and Boston in June 2010. It discusses the potential of the connections and collaborations between these organisations and others to lead to change.

The paper draws out key themes of these concurrent events; connections and collaborations between these initiatives and others; and considers the potential of further collaborations to facilitate change.

There is an acceptance on the part of business of the need to be more socially and environmentally responsible, but a lack of technical know‐how and leadership capacity. Universities generally, and business schools in particular, need to do more to develop graduates for a changing business context with specific reference to the overarching challenge of the twenty‐first century to achieve global environmental sustainability and social justice.

Further collaboration between these organisations is important to drive change through, e.g. sustainability performance management at universities; accreditation processes; and, partnerships between business schools, business and civil society organisations.

The originality and value of this paper is in summarising the highlights of three key interconnected events, the collaborations that led to them, the connections that are strengthening between the organisations and potential of those connections to facilitate change.

Stakeholder capitalism has gained attention among business practitioners and academia, often discussed within the context of corporate social responsibility, ethical practices and values-based leadership. Many societal institutions, including businesses and higher education institutions, have a role to play in the transition toward stakeholder capitalism. This study aims to discuss insights gained from a multiyear research and pedagogical project coordinated among a group of academics and an Israel-based holding company to study the implementation of a values-based leadership process focused on establishing a stakeholder-oriented model in a variety of organizations.

Conducted over a decadal period, this project relied on a qualitative case study methodology. The project was conceived as an exploratory and inductive study examining organizations that implemented a values-based leadership model and a university that used this model for curriculum and pedagogy. Semi-structured interviews, observations of leadership practices and operations, and substantive reviews of organizational documents informed the study’s iterative methodology.

The case studies presented explore the benefits of a stakeholder capitalism and values-based leadership transformation in organizations and highlight the importance of senior leadership engagement at the outset to set the tone and direction of implementation while also role modeling values-based behaviors for the organization. The utility of aligning the new values-based approach with existing elements of the organizational culture and priorities was also identified in addition to the benefit of individuals linking the new values initiative to their personal values and life. These practices, and a broader stakeholder dialogue on values, helped establish a transition that was inclusive within the organizational hierarchy and in its connections to the larger society. The cases also explored how stakeholder principles and values-based leadership models can be integrated into management education based on the outcomes of the organizational investigations.

These case studies offer insight into the implementation of a values-based leadership framework, which draws on stakeholder theory, in diverse organizations across a for-profit to non-profit spectrum. These studies also provide a unique opportunity to evaluate the implementation of a common values framework in different sectors. The cases further highlight the potential role of business-education sectoral partnerships in educating a workforce that is dedicated to business for good.

Despite the need for effective global leaders on the part of business (McKinsey, 2012) and the growing body of empirical research related to the topic of global leadership (Osland, 2013a), very little is known about what global leaders actually do. How do they spend their time? In what kinds of activities are they involved? How do they communicate, coordinate, make decisions, and lead? How is their work similar to or different from that of domestic leaders? In this chapter, we respond to these questions by exploring the nature of global leaders’ work using an approach similar to Mintzberg (1973) in his classic book, The Nature of Managerial Work. We observed five global leaders from five different industries, each for 1 week, and compared our results with Mintzberg’s (1973). In addition, we conducted informal interviews and collected archival data. We content-analyzed the data using the conventions of grounded theory and identified 10 distinguishing characteristics of global leaders’ work. It is characterized by (1) multiple time zones and geographical distance; (2) long hours; (3) flexible schedules and fluid time; (4) dependence on technology; (5) time alone connected to others; (6) extensive travel; (7) functional expertise with global scope; (8) facilitation of information, advice, and action; (9) management of complexity; and (10) confrontation of risk. We conclude by discussing implications for future global leadership research.

This chapter describes culturally sensitive pedagogical strategies for post-secondary faculty and administrators in North America when dealing with international students from cultures that may not uphold the same standards that North American universities do with respect to academic integrity. Strategies are proposed for educators to help international (particularly Asian) students evolve from a culturally indoctrinated practice of repeating a master’s words verbatim (with or without citation) to interpreting the master’s words in their own voice. Evidence-based approaches are identified to encourage post-secondary educators and administrators to progress from a punitive, consequence-based approach toward plagiarism to an intrinsic reward and virtue-based approach toward student self-authorship.