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During the last two decades, there has been increasing emphasis on higher education institutions as agents promoting and advancing sustainability. This chapter addresses how sustainability is integrated into management education at higher education institutions. It is based on a systematic literature review that teases out governance, education, research, outreach and campus operations (GEROCO) as key elements for embedding sustainability in management education. In addition, it identifies the important role of having an overall governing strategic direction that serves to anchor sustainability. The chapter highlights that sustainability and responsible management education initiatives are interconnected and are complex to embed through the university system.

To review and understand the importance of a well-known movement among universities in Hispanic America called “university social responsibility” (USR). USR places responsible and sustainable practices in the bottom line of everyday university management processes (e.g., campus operations, teaching, research, and community outreach).

Through a selection of relevant literature in USR, the concept, origins, importance, and implementation of USR practices are discussed in three sections (corporate social responsibility, the importance of USR, and planning, developing, and evaluating USR).

Results indicate the relevance of the practice of USR in Hispanic America because it points out specific impacts and core areas that other definitions (e.g., CSR) have not considered. Practical cases from different Hispanic universities are shown as examples of the practice of USR.

This chapter does not present a complete list of all authors that have studied USR. However, it fulfills to introduce, review, and grasp the practice of USR.

It serves as a guide to all members of the university community (e.g., administrators, professors, students, researchers, and local communities) to understand the role of universities in achieving sustainable development.

USR is an emergent approach that promotes responsible everyday management. This chapter is a starting point for new reflections, theories, and discussions regarding USR around the world. It also engages in further studies regarding USR in other developing regions like Africa, Asia, or Eastern Europe.

This chapter considers the commitment of gender equality at universities and how it is expressed and measured via a gender equality scorecard. The Gender Equality Scorecard is seen as an accountability measure that seeks to build awareness of the magnitude of the problem (if it exists), interpret the meaning of the (in)equities, and move to action. It is regarded as a supportive mechanism to the development and implementation of a Gender Policy as articulated in The UWI Strategic Plan, 2012–2017. The development of a Scorecard is also seen as an example of collaborative governance in action that fosters engagement, commitment, and action across an institution. The proposed model draws upon the experiences of the Gender Equity Scorecards used by international development agencies and other higher educational institutions. The chapter proposes a framework and methodology using staff and student data from The University of the West Indies for the period 1990–1991 to 2011–2012 to build a Gender Scorecard. Finally, the Scorecard is seen as a tool to track performance related to the creation and enhancement of relevant structures and processes to institutionalize gender equality into the functions, operations, and governance of institutions.

The recent development of higher education in Africa has been spurred, in part, through a variety of cross-border higher education (CBHE) initiatives. However, this is not a new trend and this chapter traces the development of CBHE activities in Africa from the early 1900s through the current era. While the earliest forms of CBHE were largely fostered through Western nations providing advice and validation to institutions in Africa, the types of CBHE engagements are much more varied, including collaborations among African nations. The chapter also explores the push by some African nations to become educational hubs, the variability of CBHE policies across nations, and the shift of collaboration from the global north to south.

Organizational theorists and strategy scholars are both interested in how organizations deal with ambiguity, especially in relation to implementation. This chapter examines one source of ambiguity that organizations face, which is based on their efforts to implement moral mandates. These mandates, which are related to areas such as environmental sustainability and diversity, are inherently ambiguous, as they lack a shared understanding regarding their scope and associated practices. They are also often broad and systemic and may be unclearly aligned with an organization's strategy. Due to these challenges, in this chapter, we theorize that collective action at the field level is necessary for organizations to advance and concretize moral mandates. We examine this theorizing through the case of the implementation of sustainability in higher education. We hypothesize and find support for the idea that when an organization's members engage in collective action at the field level, those organizations have an increased likelihood of achieving sustainability implementation. To gain insight into this field-to-organization relationship, we qualitatively examine 18 years of conversations from an online forum to develop a process model of moral mandate implementation. We theorize that collective action functions as a field-configuring space, in which actors from a variety of organizations come together to (1) refine the scope of the mandate and (2) create an implementation repertoire that actors can draw on when seeking to bring sustainability to their own organizations. Overall, our study provides a model of how ambiguous moral mandates can be implemented by highlighting the important role of collective action across organizations in concretizing those mandates and providing actors with the tools for their implementation.

This chapter will discuss the case of Centurion University of Technology and Management (CUTM), Odisha, one of India’s leading skills universities that provides a hands-on, practice-oriented, experience-based, interactive, and learning-centered educational environment. This chapter will further argue that by designing a skill integrated interdisciplinary and multidisciplinary curriculum, CUTM has built employable and entrepreneurial-minded manpower in order to contribute meaningfully towards a sustainable future. The various courses address Sustainable Development Goals (SDGs) either directly or indirectly through a broad range of disciplines spanning from agriculture to industrial automation to governance. This chapter also highlights five social entrepreneurial initiatives under the brand name of ‘Gram Tarang’. Centurion University has established strong collaborations with industry, national and state governments, non-governmental organizations, and the local community for sustainable development, in line with SDG 17. The impact of Higher Education Institutions through their outreach activities, social entrepreneurship, and their attempts at enhancing critical thinking, creativity, and ethical values among students is also discussed. In the Indian context, these are crucial parameters that define sustainability (Agrawal & Kumar, 2018).

Based on a single case approach, this chapter empirically explores the triple helix configuration of Centurion University of Technology and Management (CUTM) and its social innovation programme. The study uses case files and web available material to consider the nature of the university’s relationship with industry and government. The findings show that triple helix social innovation has yet to be studied in an Indian context. Also, CUTM’s human and social orientation is a driver of its triple helix interaction. The university’s pursuit and trust in employers’ participation in the curriculum and campus experience is the hallmark of its social and pedagogic success. To advance the literature, this chapter draws attention to a much-overlooked Indian context and, for practitioners, it demonstrates the inner-workings of a functioning triple helix system.