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This chapter discusses the pilot study of an Education for Sustainable Development Self-Evaluation Tool (ESD-SET), created by the Quality Enhancement Directorate (formerly the Learning and Teaching Development Unit) at Cardiff Metropolitan University, as both a means of auditing the extent to which academic programs embed ESD and a catalyst for curriculum development.

The chapter evaluates the effectiveness and usefulness of the self-evaluation for both auditing ESD and curriculum development. Responses to the self-evaluation questions by Programme Directors were analyzed and follow-up interviews carried out with the Programme Directors to explore their experiences of the tool.

Results indicate that the self-evaluation tool is fit-for-purpose as a means of auditing the integration of ESD within academic programs. The self-evaluation exercise promoted team discussion around sustainability issues and raised staff awareness and understanding of the concept of ESD and how to effectively embed sustainability-related themes within their discipline. The exercise had a transformative impact on the way some program teams approached curriculum design and delivery. There was evidence that engagement with the tool contributed to further embedding of sustainability within curricula across all disciplines involved in the pilot study.

This paper aims to explore the relationship between external environmental reporting (EER) and internal strategies, processes and activities (ISPA) to understand the role EER plays in embedding sustainability into organisational practices.

The case study considered how carbon measures associated with the carbon emissions management and reporting scheme (CEMARS) embedded sustainability into organisational practices in a family-owned wine company. Evidence collected during semi-structured interviews with informed employees was triangulated with observational data, field notes and documentary evidence.

A dynamic relationship was found between EER and ISPA, which embedded sustainability into organisational practices and promoted the developments of environmental reporting. CEMARS data were embedded into production management, capital expenditure and budget review processes, whereas more frequent EER was required by managers to support their operational activities. The company at times relied on an eco-validation approach to justify sustainability decisions despite their negative impact on short-term profit. EER contributed to the strategic planning, target setting and control functions of the management control systems.

Sustainability research should simultaneously address EER and ISPA. The interplay between the two dimensions determines whether sustainability is embedded in organisations and whether organisations will act in a sustainable manner.

The practical implication of the research is that organisations need to integrate EER information into ISPA if they want managers to establish patterns of behaviour that simultaneously consider the financial and environmental impacts of decisions. An EER such as CEMARS can provide coherence and focus for sustainability initiatives.

This research reveals that sustainability is embedded into organisations through the interactions between EER and ISPA, thus contributing to the understanding of internal organisational change. It identifies an eco-validation approach to decision-making that complements the eco-efficiency approach and shows that EER need not operate independent of internal processes and can be integrated into management control systems.

This paper aims to examine the embedding of sustainability courses in the accounting curriculum by using the Delta Business School in New Zealand as an example. The focus of this paper is an effective learning strategy on sustainability education, which other business schools could follow using this approach.

Each course’s published outline was subjected to an in-depth analysis. Semi-structured interviews were used to gather information from the course controllers and students.

The findings revealed that while some courses are considered stand-alone sustainability courses, others incorporate a technical focus on accounting as required by the professional accounting bodies: Chartered Accountants Australia and New Zealand, certified public accountant (Australia) and Association of Chartered Certified Accountants.

The research is limited to sustainability education content at a single university.

Students at tertiary education institutions, who will be future managers, are dependent on business schools to teach them the importance of sustainability.

Sustainability education in accounting could be instrumental in transforming the nature and role of the accountant in society.

This paper contributes to the discussion required to understand how sustainability education is embedded within the accounting curriculum and the perceptions of lecturers and students with regard to sustainability education.

Embedding citizenship and sustainability into higher education curricula is vital for ensuring that curricula remain up-to-date and support students with the skills and knowledge they need for our ever-changing world. But the conceptualisation of the term “sustainability” radically affects its perceived relevance for curriculum design, and hence the recognition of where education for sustainability is already embedded within a curriculum. Here we present a student-designed, freely accessible workshop, which can be used by colleagues off-the-shelf to challenge workshop participants to reconsider their understanding of sustainability and recognise its vast scope. The workshop is provocative yet encourages collaboration, drawing on participants' prior experiences to identify sustainability concepts already embedded within their course, and opportunities to further enhance the inclusion of sustainability in the curriculum. The workshop is also fully supportive of the increasing recognition of the value of engaging students, and others, as partners in curriculum development.

The purpose of the paper is to present a conceptual framework and a set of conditions within which nations and business can strive to embed sustainability in corporate/national strategy. The objective is to motivate business and national leaders to do so with sustainability mindsets and strategic leadership. The pre‐conditions that will accelerate the “motivation” to do so are identified, as are interventions identified. The sphere of influence business and national leaders have to impact sustainable globalization is identified.

The approach is to focus on information in the public domain that outlines the “real” challenges faced by nations and business as they consider the need for sustainability and key issues such as “poverty and climate change”, which if not addressed could have detrimental strategic implications for the planet, business and nations. The changes that have taken place since 1982 when global leaders signed up to Agenda 21 and the relatively insignificant movement that has occurred to date is outlined to strengthen the case for quantum leaps in the short to medium term. The strategic framework recommended is one that combines the need for organizations to set a new gold standard for “corporate responsibility”, which is a “commitment to sustainable business” followed by a commitment to differentiating the business or nation on a sustainability paradigm. This is presented as means to embedding sustainability in strategy in the form of the concept of “strategic corporate sustainability”. The concept of strategic corporate sustainability is presented as a two‐step approach that initially requires both national and corporate leaders to commit to the need for sustainability by developing triple bottom line strategies. This is followed by the need to embed sustainability strategy as the corporate strategy that differentiates the nation and the business, strategically setting it apart from those that have not done so. This is presented as one of the ways to move forward to achieve the goal of sustainable globalization.

The key findings from information in the public domain of nations and business that have embedded a sustainability policy and are demonstrating that enlightened leaders who have sustainability mindsets as a primary requirement for the future are presented with the examples of General Electric and Unilever. The process of nations embedding sustainability policy, which in turn motivates business to strive for sustainable business, which finally leads to sustainable consumption, is presented in a sequential manner.

The originality of the paper is in the form of the concept of strategic corporate sustainability, which was first mooted in 2008 at Cambridge University and has since been accepted as a key subject and elective for MBA and AMP programs between 2008 and 2012 at many business schools, confirming both its validity and its originality.

This research extends understanding of the role brand co-creation plays in encouraging ethical consumption. The paper addresses sustainable development goal 12 (SDG 12): ensure sustainable consumption and production patterns, exploring how brand co-creation can be employed to advance this development goal.

The Customer Brand Co-creation Model is used within an embedded case design to understand the role of the brand and the consumer in promoting sustainable consumption within the fashion industry.

Initial insights suggest marketing has much to offer sustainability through the use of the brand. An extended brand co-creation framework highlights the importance of embedding sustainability and viewing the consumer as central to mobilising SDG12.

An important concern is to ensure sustainability is embedded within the activities and strategy of the organisation and viewed as integral rather than peripheral.

The paper examines aspects crucial to co-creation of “sustainability” through a focus on both the consumer and the brand. Case narratives provide a strong foundation to consider the Customer Brand Co-creation Model and implications of this framework for managerial practice. This study extends the model to encompass the umbrella of “sustainability” and the firm's perspective.

Retail organizations that consider a service ecosystems view of sustainability focused on transformation have the potential to contribute to the wellbeing of individuals, business and society. The purpose of this paper is to explore the transformative nature of sustainable retail fashion organizations and their impact on wellbeing within a sustainable retail service ecosystem.

A qualitative in-depth case study research design was implemented using four sustainable fashion brands. Data were collected from multiple sources including secondary data from company websites and publicly available reports and interviews with founders and/or high-ranking managers within the organization.

Three overarching themes critical to transformation in sustainable retail service ecosystems were identified: (1) embedded core purpose or ethos, (2) relevance of fit and (3) breadth and depth of message. Corresponding wellbeing elements were found within the three themes – community and society wellbeing, environmental wellbeing, business strategy wellbeing, consumer wellbeing, leadership wellbeing, employee wellbeing, stakeholder and value chain wellbeing and brand wellbeing.

Future research offers an important opportunity to further explore the relationships between sustainability, TSR and wellbeing in other service contexts.

The paper contributes to transformative service research literature by conceptualizing a sustainable retail service wellbeing ecosystem framework.

Sustainability is one of the leading challenges of our age, and higher education plays a vital role in supporting the implementation of sustainability initiatives. There has been substantial progress in business schools introducing sustainability into courses with extant literature detailing case studies of sustainability education and student perceptions of their learning. The purpose of this paper is to address the gap in literature from educators' perspectives on their experiences of introducing sustainability teaching using specific teaching tools for sustainability.

This paper presents a case study on a sustainability teaching tool, WikiRate, that was embedded into business and management courses at seven higher education institutions from across the globe. Interviews were conducted after course delivery to gain insights into the practical challenges of designing and implementing a sustainability education activity.

The findings show that educators perceive sustainability as a complex issue, presenting a challenge to teaching in university systems whose normative curricula are rooted in instrumental problem-solving. Furthermore, educators described challenges to their own learning in order to implement sustainability into curricula including the need for compromises and adaptions.

This empirical study reports on educators' experiences embedding sustainability into their courses through an innovative teaching tool, WikiRate. This paper has implications for reframing how we can approach sustainability education and presents discussion ways to teach complexity without reduction or simplification.

The purpose of this research aims at extending the knowledge on whether and how universities include sustainability dimensions in managing their collections. Precisely, the study focusses on the creation of a university museum (UM), as an embryonic stage of life during which management concerns both strategic and operational issues.

Sustainability is envisioned as a multifaceted concept, composed of the economic, cultural, environmental and social dimensions. Resorting to an acknowledged theoretical model for sustainable development in museum management, a qualitative interpretative study is carried out, gathering data from multiple sources. The empirical setting is the University of Pavia, which has recently created a new Museum of Natural History (Kosmos).

Results highlight how sustainability dimensions intertwin in UM creation. Moreover, the economic dimension emerges as a basement for the others. Value for the community, expressed in economic terms, must be ensured in UMs creation as well as throughout its entire life, in order to support cultural, environmental and social sustainability.

Focussing on the embryonic stage of UMs life allowed to consider how sustainability is embedded in relevant strategic and operational decisions. Nevertheless, scholars are encouraged to replicate the study in other stages of UMs' life, in a way to provide insights on its dynamics.

University collections managers can benefit from this research by acknowledging the role played by the economic dimension of sustainability. Notwithstanding their mission, universities should pay attention to extracting economic value from the management of their collections, as a means to ensure innovative and sustainable management on the cultural, environmental and social respects. Furthermore, this research suggests how a higher education system is able to create a new museum by relying on interdisciplinary competencies, which support sustainability since the embryonic stage.

This research contributes to the cultural heritage management literature by proposing an updated version of the sustainable development model for museums, which highlights the different relevance of the sustainability dimensions with particular regard to the UM creation and management.

The purpose of this paper is to explore how sustainability reporting managers (SRMs) institutionalise sustainability reporting within organisations.

In total, 35 semi-structured interviews with SRMs in Australia and New Zealand were analysed using an institutional work perspective.

SRMs’ institutional work can be categorised into four phases with each phase representing a different approach to sustainability reporting. Organisations transition from phase one to four as they achieve a higher level of maturity and a deeper embedding and routinisation of sustainability reporting. These include educating and advocacy work undertaken by engaging with managers (phase one), transitioning to a decentralised sustainability reporting process (phase two), transitioning to leaner, focussed, materiality driven sustainability reporting (phase three), and using sustainability key performance indicators and materiality assessment reports for planning, decision-making, goal setting, performance appraisal, and incentives (phase four). However, SRMs face challenges including their inexperience, limited time and resources, lack of management commitment to sustainability reporting and low external interest in sustainability reporting. The study identifies ten reasons why material issues are not always (adequately) disclosed.

This study recommends more training and development for SRMs, and that regulation be considered to mandate the disclosure of the materiality assessments in sustainability reports.

This research extends the existing literature examining how sustainability reports are prepared and sheds further light on how a materiality assessment is undertaken. The study identifies ten reasons for the non-disclosure of material matters, including but not limited to, legitimacy motives. Researchers can use these reasons to refine their methods for evaluating published sustainability reports. At a theoretical level, the study provides four observations that institutional researchers should consider when examining forms of institutional work.