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Drawing on managerial innovation model proposed by Abrahamson (1991), this chapter tries to gain a better understanding of how the UN SDGs have impacted the practice of sustainability reporting of Spanish public universities. Data were collected from a variety of sources, such as: several email structured interviews with university managers, an examination of the Chancellor letters of sustainability reports of Spanish public universities, a detailed reading of some sustainability reports and a consultation of the website of each Spanish public university. The findings reveal that there has been an increasing number of Spanish public universities that have started to publish stand-alone sustainability reporting since the appearance of the UN SDGs. According to Abrahamson's framework, our findings reveal that governmental-policy forces have shaped the sustainability reporting landscape in the Spanish public university setting, and their behaviour is mostly explained by the forced-selection and fad/fashion perspectives.

Environmental degradation, economic and political threats along with ideological extremism necessitate a global redirection toward sustainability and well-being. Since the survival of all species (humans, animals, and plants) is wholly dependent on a healthy planet, urgent action at the highest levels to address large-scale interconnected problems is needed to counter the thinking that perpetuates the “folly of a limitless world.” Paralleling critical societal roles played by universities – ancient, medieval, and modern – throughout the millennia, this chapter calls for all universities and higher education institutions (HEIs) generally – estimated at over 28,000 – to take a lead together in tackling the pressing complex and intractable challenges that face us. There are about 250 million students in tertiary education worldwide rising to about 600 million by 2040. Time is not on our side. While much of the groundwork has been done by the United Nations (UN) and civil society, concerns remain over the variable support given to the UN-2030 Sustainable Development Goals (SDGs), especially in light of the negative impact of global biodiversity loss on achieving the UN-2030 SDGs. Ten propositions for global sustainability, ranging from adopting the SDGs at national and local levels to ensuring peaceful uses of technology and UN reforms in line with global socioeconomic shifts, are provided for consideration by decisionmakers. Proposition #7 calls for the unifying One Health & Well-Being (OHWB) concept to become the cornerstone of our educational systems as well as societal institutions and to underpin the UN-2030 SDGs. Recognizing the need to change our worldview (belief systems) from human-centrism to eco-centrism, and re-building of trust in our institutions, the chapter argues for the re-conceptualization of the university/higher education purpose and scope focusing on the development of an interconnected ecological knowledge system with a concern for the whole Earth – and beyond. The 2019 novel coronavirus has made clear that the challenges facing our world cannot be solved by individual nations alone and that there is an urgency to committing to shared global values that reflect the OHWB concept and approach. By drawing on our collective experience and expertise informed by the UN-2030 SDGs, we will be in a much stronger position to shape and strengthen multilateral strategies to achieve the UN-2030 Transformative Vision – “ending poverty, hunger, inequality and protecting the Earth’s natural resources,” and thereby helping “to save the world from itself.”

A sustainability reporting framework must demonstrate that resources are fairly bought and used to support diverse life on earth within habitable ranges. The purpose of this paper is to propose a principle-based sustainability reporting framework that measures, audits and reports based on sustainability outcomes and impacts as part of the corporate reporting framework.

This paper draws on the United Nations Sustainable Development Goals (UN SDGs) and targets for preparing a reporting framework. It uses Gaia Theory and the Theory of Distributive Justice constructs that align with sustainable development principles to delineate a reporting approach.

Frameworks that promote sustainability reporting have increasingly embraced UN SDGs but overly focus on performance promoting inter-firm comparisons. This framework introduces principle-based sustainability reporting where firms demonstrate their chosen contribution to sustainable development using 17 UN SDGs as goal posts.

This conceptual paper presents theoretical constructs that future research can empirically validate to enhance sustainability reporting.

This principle-based sustainability reporting framework is implementable for corporate reporting, where sustainability reporting integrates with the financial and economic intellectual capital reporting frameworks.

This framework highlights the importance of acquiring and using resources to distribute justice and fairness. It is a joint project between firms and stakeholders.

This framework promotes integrated thinking for firms to engage in principle-based sustainability reporting and provides a roadmap for sustainability reporting using the SDG Compass logic model.

This paper aims to present a data mapping analysis that can be used for aligning the studio course with the United Nations (UN) Sustainable Development Goals (SDGs) by teaching professionals.

The UN 2030 Agenda for Sustainable Development Goals (SDGs), released in 2015, has received global attention from various disciplines and sectors. Professional organizations in architecture have accelerated the engagement between their members and SDGs. This paper analyzes the two volumes of the Architecture Guide to the UN 17 Sustainable Development Goals prepared by the efforts of professional organizations or consortiums and published by the UIA between 2018 and 2020. The buildings presented as best practices in these guidebooks were analyzed to demonstrate various ways of capturing the SDGs in the architectural studio when designing the course content, process and teaching materials.

The analysis presents the kinship among the SDGs and architectural concepts, which are retrieved from the sample buildings in the guidebooks. The findings also refer to the targets for each goal to generate an easily applicable pedagogical path in architectural education. The results are presented as a model approach for SDG-focused studio teaching.

An in-depth review of the literature reveals the need for research based on SDG-focused pedagogies and the UN Architecture Guide.

This paper aims to present an approach for business organizations, especially multinational enterprises (MNEs), to pivot their focus from the United Nations sustainable development goals (UN SDGs) to simple doable goals (SDoGs) so that the probability of impactful and sustainable outcomes increases significantly.

Through multilevel analyses, the paper identifies the current challenges in the firm-level implementation of the SDGs. Consequently, it synthesizes an integrated solution that can help MNEs create sustainable business models, contributing to realizing the SDGs.

The sporadic and chaotic adoption of SDGs and ambiguous outcomes reported by businesses are due to the following: SDG adoption choices are driven by the materiality effect; the differences between the UN-defined government targets and business-level targets, often chosen by businesses on their own, make an aggregation of performances infeasible; lack of validation of the firm-level reporting leads to “greenwashing”; focusing less on business model transformation and more on reporting hinders the achievement of true sustainability; and lack of coordination and integration in actionizing among stakeholders limits the holistic change that the SDGs are expected to bring to society. Based on the Prêt à faire – Gestalt matrix, the proposed framework shifts the organization’s focus to the fundamental aspects of the purpose, strategy and business sustainability, and demonstrates how the resultant SDoGs effectively contribute to the realization of the SDGs. The matrix in the framework classifies an MNE based on its overall organizational readiness to seize business opportunities and helps pursue a course of action toward true sustainability.

The guidelines from the proposed framework offer different strategic paths for the MNE to achieve parity, temporary advantage, and, finally, sustained competitive advantage. This transformative approach enables businesses to develop their roadmaps for achieving business sustainability and supporting the realization of the SDGs.

Humanity experiences challenges caused by gender inequality which further obstructs achievement of global sustainable development. Considering gender equality as human equality, this chapter emphasizes women empowerment's role in supporting global sustainable development. Based on literature review, this chapter aims to examine women empowerment's role in and contribution to UN SDGs (sustainable development goals). This chapter underlines that the gender inequality hinders and obstructs global sustainable development and achievement of SDGs. Furthermore, this chapter examines causes of gender inequality as they need to be identified and eliminated to achieve global sustainable development. Women empowerment plays a significant role in solving gender inequality related problems (e.g., health problems, education inequality, discrimination, crime, violence). Women empowerment achieved through supported gender equality can act as a multiplier factor in achieving synergy creation and influencing a sustainable future. This chapter highlights the influence of women empowerment and gender equality on all three pillars of sustainability. Furthermore, this chapter underlines the importance of women empowerment in all industries and politics for addressing the gender inequality problems. This chapter provides recommendations on how to enhance women empowerment to support achievement of all SDGs. Women empowerment based sustainable development policies can influence achievement of the SDGs. This chapter is expected to be useful to the academics and policymakers focusing on achievement of SDGs, sustainability, and sustainable development.

The United Nations Educational, Scientific and Cultural Organization's (UNESCO) Recommendation on Open Educational Resources (OER) was a milestone when it was uniformly adopted by its member states on November 25, 2019. The purpose of this conceptual paper is to provide an overview of the OER Recommendation in relation to some of the UN Sustainable Development Goals (SDGs). The paper focuses on SDG 4 on education, but also on other SDGs that are directly linked to the relevant SDGs for the overall implementation of the UNESCO OER Recommendation. These SDGs are: SDG 5 (gender equality), SDG 9 (industry, innovation and infrastructure), SDG 10 (reduce inequalities within and between countries), SDG 16 (peace, justice and strong institutions), and SDG 17 (partnerships for the goals). All five areas of the OER recommendation are closely linked to the above SDGs. This paper also discusses how to advocate with stakeholders at all levels to implement and mainstream OER and the SDGs across all areas of the OER recommendation. In addition, this concept paper discusses accessibility for all (e.g. any type of impairment/disability, etc.) and addresses quality issues at OER and their implications.

This conceptual paper provides an overview of the UNESCO OER Recommendation and its relationship to some of the SDGs. The paper also addresses the role of stakeholders in implementing the OER Recommendation and the potential problems of its accessibility and quality. This paper has been designed as a literature review including mainly official reports from the organizations in the field, such as the UN UNESCO SDGs (UN, n.d; UNESCO, 2016) and the UNESCO OER Recommendation (UNESCO, 2019, 2021a). This conceptual paper is discursive in nature. It contains a discussion based on a literature review comparative studies, experiences, works, and reflections of the author, who has been working in this field since its beginnings in 2002. This contribution is also based on the experiences, works, and reflections of other authors on the OER movement.

The UNESCO OER Recommendation (UNESCO, 2019) clarifies that all five areas of the OER Recommendation for implementation are closely linked to the SDGs (UN, n.d; UNESCO, 2016), particularly SDG4, which targets to achieve education for all by 2030, and other SDGs, such as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER does not consist of a single goal but is linked to universal values, such as the common good, human rights (United Nations, 1948), equality, ethics, and social justice, this concept paper discusses how they are interconnected and how both the SDGs and the five domains of the UNESCO OER Recommendation (UNESCO, 2019) can be achieved. To date, however, there have been few studies on how they are interconnected. This paper proposes a model that highlights their relationships as two sides of the same coin, as they are interconnected and influence, facilitate, and reinforce each other.

The study presented in this concept paper may have limitations as it is mainly based on a review of the official relevant literature by UNESCOan OECD. A large-scale study relying on more comprehensive methods, such as focus groups, grounded theory, or even other qualitative and quantitative methods, could have validated the findings. However, since this is a first attempt, and there are few, if any studies in this area, it was decided to conduct the study in the form of a literature review and with a personal approach based on more than 20 years of research, experience, and consultation in the area of open education, OER, human rights (United Nations, 1948), social justice, ethics, and the common good.

The practical impact of the findings of this conceptual paper is that by breaking down the broad SDG goals to a practical level, it shows how the SDGs can be part of daily life and seamless daily education and learning throughout the lifespan of the learners.

The higher values of the SDGs relate to human rights United Nations (1948), social justice, and equity. Several of the SDGs, including SDG 4 and others addressed in the UNESCO OER Recommendation, such as the following: SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reduce inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals) can be achieved through open education (Inamorato Dos Santos et al., 2016), Achieving these SDGs and implementing the OER Recommendation will benefit both individuals and the planet. Education for all will also help solv climate problems.

The OER Recommendation (UNESCO, 2019) clarifies that all five areas of its implementation are closely linked to the SDGs, particularly SDG4, which targets education for all by 2030 (OECD, 2009; UNESCO, 2016), as well as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER is not a stand-alone goal but is related to overarching values, such as human rights (United Nations (1948), equity, and social justice, this conceptual paper explores how these are interconnected and how both the SDGs and the five goals can be achieved. The proposed model is new and clearly needed in research on this topic.

New mindsets and innovative thinking (ABIS, 2017; Moon, 2013, 2014, 2015; Moon, Walmsley, & Apostolopoulos, 2018) are needed to deliver on everything from good health and well-being to affordable and clean energy. This chapter reviews the latest trends globally to tackling pressing social and environmental problems (2016–2018), focuses on a sample of 100 projects, mapped against the UN SDGs and evaluated on their ‘innovation’ and scalability and selects 25 projects related to ‘circular economy’ solutions for a more in-depth consideration. The projects cover a range of applications including Buildings, Food, Energy, Transportation, Resources and Education. The key research question is: what strategic policy support is needed for enterprise & entrepreneurship education to develop the necessary multi collaborative and cross disciplinary mindsets and skills that such projects require? Reference is made to global risks and sustainability solutions, skills needed for the green economy and implications for enterprise development and entrepreneurship education. Findings reveal the need for new measures of eco and social mindset that will support the development of the creative and innovative solutions necessary for tackling the UN SDGs.

In 2016, the United Nations published the agenda for sustainable development with 17 Sustainable Development Goals (UN SDGs), asking everyone to commit to reach the Goals’ targets by 2030. Accordingly, hospitality brands developed Corporate Social Responsibility (CSR) initiatives to deliver positive direct, indirect and induced impacts to the triple bottom lines’ environmental, social and economic dimensions. The purpose of this paper consists in investigating the benefits that companies want to obtain, engaging in these activities. Three very different hotel brands’ CSR are analyzed to consider their undeclared coordination with the UN SDGs namely CitizenM, Lefay and Six Senses.

The paper is based on secondary qualitative data retrieved from websites.

When choosing to commit to CSR initiatives, companies not only behave as good corporate citizens but also pursue their economic interests. By so doing, they receive benefits that vary from improved image and reputation amongst guests to enhanced satisfaction and commitment amongst employees, passing through reduced fiscal burdens and financial savings.

The UN SDGs seem to potentially create a virtuous cycle in which Goal 8, decent work and economic growth, must be a leading cornerstone. To make the cycle work, socio-economic engagement and factual certainly should be improved and hospitality companies should pay a role both by measuring and publishing the benefits of committing to CSR and funding sustainability research that can be beneficial to their business, too. If this happens and the UN SDGs’ targets are met, the future will benefit from a circular economy, whereby resources will not be disposed of but maintained, repaired, reused, remanufactured and refurbished before being recycled. In other words, sustainability is not only about creating a better life for every living being but also about developing favourable business environments to benefit companies.

The comparison of hospitality brands’ with theoretically identified benefits represents the starting point of a wider multi-dimensional reflection on coordination between companies’ CSR and UN SDGs. Recommendations to sustain the sustainability virtuous cycle and to look at the future are drawn.