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Sustainability has emerged as a key concept in 21st-century education. The purpose of this paper is to identify faculty’s behavior and barriers to incorporating sustainability in business school classrooms and suggest potential ways to tackle them.

This study uses focus groups and interviews with faculty at a European business school using the theory of planned behavior (TPB) to explore their beliefs and practices in incorporating sustainability in the classroom.

The results show that business school faculty have a strong awareness of sustainability and a desire to incorporate it into the classrooms. Recommendations for deans and curriculum creators are proposed to reduce obstacles to successful implementation.

The perceptions of faculty, a key agent of change in the incorporation of sustainability in the classroom, are analyzed, and practical steps to support them are suggested through the use of a TPB framework.

Several studies have attempted to explain the integration of sustainable development in business school curricula. However, little is known about who (male students vs female students), at which age (under 21, 21–25 and 26–30) and at which stage of their undergraduate education (freshman, junior or senior) can attain and retain an adequate understanding of sustainability in accounting education. For this reason, the present study aims to investigate the students' interest in sustainability in accounting with respect to their demographic factors.

The study used a quantitative research design where data were collected at a single point in time. Further, an independent sample t-test, one-way ANOVA and factorial design were performed on 132 responses conveniently collected from accounting students in the College of Business Administration (COBA) at Prince Mohammad Bin Fahd University (PMU) in Al Khobar, Saudi Arabia.

The study found no differences between the attitudes of male and female students toward sustainability in accounting education. Similarly, no statistical differences were found in the three age categories identified in this study. However, significant results were found throughout the different academic classifications (seniority): freshman students, junior students and senior students. Further, differences in the mean scores for freshman and junior accounting students were different between the male and female students, indicating that both male and female senior students' attitudes toward sustainability in accounting education were higher than those of male and female freshman and junior accounting students. The study concluded that students achieve an adequate understanding of sustainability in accounting education related to the relativism category of the Perry model of intellectual development.

Literature on attitude of students toward sustainability in education, specifically accounting education, is questionable and needs further exploration. This is due to the fact that only a small number of accounting students have been exposed to sustainable accounting education. Similarly, a recent study found a significant deficiency in sustainable accounting education in four Saudi Arabian universities, with only 4.5% of respondents knowing the comprehensive definition of sustainable development and 88% respondents having very low to low familiarity with the term sustainability.

To encourage entrepreneurship, which accelerates economic growth by increasing employment opportunities and competitiveness, stakeholders must conduct studies and develop policies that consider both the current situation and future expectations. This study aims to examine the environmental and personal factors that influence students’ entrepreneurial intentions (EIs), using a model based on the theory of planned behaviour (TPB) and social cognitive theories (SCT).

This study proposed an institutional framework demonstrating contextual features to achieve this objective. This theoretical framework is evaluated using a sample of 375 university students in Türkiye.

The empirical findings can help policymakers develop effective policies to encourage entrepreneurship.

The study focuses on EIs; it is possible that even if a participant indicated a high EI in the survey, they will ultimately pursue a completely different career path.

The study also contributes to entrepreneurship literature studies investigating the relationships between the TPB and SCT.

By testing specific hypotheses for Türkiye, this study contributes to the demand for entrepreneurship research in countries that are major global players but have vastly different sociocultural contexts than Western countries.

The study draws a theoretical model that explains the factors affecting the EIs of university students and attempts to explain the EIs of university students with and without business education within this model.

The purpose of this paper is to describe an innovative approach to overcoming a common dilemma in designing negotiation simulations – that of situating a simulation in a real-life or fictitious context. This binary choice, which the authors call the negotiation designer’s dilemma, has profound implications for the types of learning activities and outcomes that can be integrated into the overall learning experience. As a way of overcoming the trade-offs inherent in this dilemma, the authors developed what they term hybrid simulations, which blend elements of fact and fiction in its contextual design in a particular way.

The authors were part of a negotiation simulation design team that used Design Thinking to understand the negotiation designer’s dilemma and to prototype and test a corresponding solution.

This paper demonstrates the benefits, potential applications and the how-to of hybrid simulations within the context of two such simulations the authors have designed at two different Swiss business schools. This paper concludes by discussing the potential and limitations for the application of hybrid simulations, as well as areas of potential further development.

The concept of a hybrid negotiation is a novel design trick that can be used in a variety of negotiation simulation contexts.

The post-COVID environment presents significant challenges for organizations. Unfortunately, many leaders and organizations are living in “post-pandemic.” Leaders must reframe their approaches to employee relationships and the nature of the workplace. Employee experience, which combines, user experience, design thinking and organizational development, provides a methodology and perspective that is needed to address these significant changes. The purpose of this paper is to readdress employee experience and how its approach challenges conventional approaches to human resources (HR) and employee engagement and demonstrate how it can serve as an indispensable tool for transitioning to the new workplace.

Employee experience has become ubiquitous in organizations, but unfortunately the underlying sources and philosophies that distinguish this approach are often neglected. This paper demonstrates the new, irreversible organizational world created by COVID-19, reviews the origins of the concept, reviews the six principles previously introduced and then explicates three philosophical paradigmatic shifts that must be undertaken to take advantage of employee experience and address the new organizational challenges.

Employee experience can serve as a strategic tool for addressing post-COVID-19 organizational challenges. Past ideas about engagement will not work. Three shifts deriving from employee experience’s roots in user experiences, design thinking and emergent organization development must be adopted. Instead of thinking structurally in which things are primary, leaders need to take a relational perspective which insists on relational primacy. Because experience is holistic and embodied, a phenomenological perspective must take the place of the usual behavioral perspective. Finally, leaders and HR must see the task ahead as a collaborative codesign with employees, insisting on radical participation.

As with the medical challenges with the COVID-19 virus itself, the organizational challenges are new and have never been faced before. It is difficult to shift paradigms, challenge assumptions and redirect effort while maintaining operating organizations. Often, leaders and organizations are ill-equipped to address very novel situations from past experience and education. Much more research and practical implementations need to be conducted to continue to evolve the concept.

Organizations are facing many crises beyond the supply/demand economic issues caused by COVID-19. The social issues within the organizational world are often overlooked but having significant impact. Cultures have been attenuated and disrupted, employee expectations have changed and the remote job market has expanded opportunities for employment. As a result, retention, performance, loyalty and satisfaction have been negatively impacted. If organizations want to continue growth and productivity, they need to find new ways of working and operating.

The nature of work, organization and employee/organization relationship is in transition. Because much of people’s lives are spent in the workplace, this shift has significant implications for relationships within and beyond the workplace. COVID-19 has also had an impact on mental health, life satisfaction and other aspects of the human experience. Experience in the workplace and outside the workplace are converging and impacting each other. The new reality cannot be ignored or denied.

Many organizations, leaders and HR practitioners are approaching the new reality with outdated and ineffective tools from the pre-COVID-19 world, tools that were questionably effective then. Reclaiming the revolutionary underpinnings of employee experience is a necessary but often neglected action.

This study aims to answer the following question: Why might home-based work duties be perceived by female academics as extreme?

We employed a qualitative research method through semi-structured interviews with 33 female academics from three public universities selected from amongst 26 public institutions of higher education in Egypt. Thematic analysis was subsequently used to determine the main ideas in the transcripts.

We find that the sudden implementation of home-based work makes the academic duties of female academics extreme. Moreover, the following four factors help explain the extremity/intensity of the home-based work of female academics: mental and physical fatigue resulting from WFH, the inability to adequately meet family commitments when working from home (WFH), poor resources for home-based work and reduced ability to focus on the obstacles facing them in their academic career.

This paper contributes by filling a gap in human resources management and higher education in which empirical studies on female academics WFH and extreme academic duties have been limited so far.

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.

Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.

Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.

Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.

We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.

In order to achieve a sustained level of entrepreneurship in India, it is very important that the spirit and culture of entrepreneurship are ingrained in students, right at the “school” level. Specifically, in this study we examine how student entrepreneurial behavior is influenced by entrepreneurial activities at school.

We chose schools in India to recruit the students’ samples; 520 higher secondary school students were approached in-person to understand their entrepreneurial intentions (EI). We applied PLS-SEM to test the relationships of serial mediation.

Our findings imply that the students' entrepreneurial intentions are largely influenced by the school’s entrepreneurship program (e.g. labs, lectures and exercises). Further, we noted that school career guidance and students’ entrepreneurship attitude effectively mediate the relationship between school entrepreneurship curriculum and EI.

Entrepreneurship education beginning in schools does foster stronger entrepreneurial intent over the short-term. It also helps in fostering entrepreneurs, who create jobs and support in achieving the country’s desired SDGs.

The study contributes new dimensions to entrepreneurship research focusing on school children hence anchoring at early stages.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-05-2023-0350

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.

The purpose of this qualitative, single-case study was to explore the development of Jamaica’s maritime education and training (MET) curriculum within the local education context. In this research, the story of the development and sustainability of the local MET curriculum in its 40-year journey from 1980 to present (post 2020), as communicated by various maritime stakeholders and archival documents, is chronicled.

The study utilized a qualitative orientation and was an embedded single-case study in its design. The entire local MET institution community and those legislatively and operationally allied to its sustained viability constituted the general population of this study. Non-probability sampling techniques were used to arrive at a maximum variation sample. Three sources of data were used in this study: individual interviews, focus group discussions and documents.

The Jamaican (local) MET curriculum was the brainchild of local perspicacity that was empowered by international benevolence. It was developed to satisfy market demands that existed at the time of its inception. These market requirements of the maritime industry are what impacted the development of the local MET curriculum over four decades. Several other factors led to the sustained viability of the local MET curriculum. These included the ability of the local MET curriculum to meet direct market needs and maintain its fitness for purpose.

It is the view of the researcher that the findings of this study were limited by the fact that the voices of current students and employers from the four decades of the curriculum's existence are not represented in this initial study. The perspectives from these two sources would have broadened the description presented in this study.

This research has shown that specialized higher education (HE) institutions are better served in their business when they maintain a symbiotic relationship with the industry for which they are producing graduates.

The treatment of HE as a service industry has gained traction globally. This would suggest that ‘product placement' in specialized HE is important to the growth, development and longevity of that course of study within the society in which it exists.

There is a dearth of national research on Jamaica's four-decades-old MET curriculum and the elements that lend to the sustained viability of same. This discussion of sustainability of the MET curriculum will benefit maritime educators and policymakers, who must continue to hone this curriculum so that it is fit for purpose. The study will also identify some of the elements of a sustainable, specialized HE curriculum. The elements identified herein can serve as exemplars and conceptual starting points for other contexts where the discussion of the sustainability of curriculum needs to be had.