Rodrigo Lozano – författare

This book is aimed at developing sustainability competences through pedagogical approaches by comparing 15 case studies from 12 countries in 4 continents (Africa, America, Australia, and Europe) analysing how Sustainable Development (SD) is being taught in their courses, which competences are being developed, and which pedagogical approaches are being used to develop the competences. The book brings together practice-based original research on the connection between developing sustainability competences and the pedagogical approaches used, utilizing a framework aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. Compared to previous works addressing SD in education, which often mostly cover tools for improving the sustainability of campus operations, this approach uses assessment tools to uniquely focus on how courses and programmes (i.e. curricula) incorporate SD. Through the case studies, readers will learn about how the 3 major groups of pedagogical approaches have been used: (1) Universal, meaning broadly applicable pedagogies that have been used in many disciplines and contexts; (2) Community and social justice, which are pedagogies developed specifically for use in addressing social justice and community-building; and (3) Environmental education, which are pedagogies emerging from environmental sciences and environmental education practices.  

The aim of this volume is to foster more sustainable business models through financial markets. To that end, it is necessary to know the main global challenges facing financial markets and their impact on creating sustainable value in business models of enterprises in the context of sustainable adaptation. The book focuses on assessing the decision criteria adopted by financial markets in the process of transaction risk valuation, in terms of the presence of Environmental, Social, and Governance (ESG) criteria, and by assessing the impact of including these criteria in the risk assessment process by financial markets in business decisions, leading as a consequence to building new value in the form of a sustainable business model.

The book presents global ESG risks facing the financial markets, and discusses how ESG risks are managed and monitored, and how financial markets can measure and operationalize extra-financial risks in its assessment process. The book alsoanalyses ESG risk implications and influences on company behavior, and the actions that companies should take considering the ESG assessment requirements of financial markets. Finally, it provides a comprehensive, structured, and systematic view of how financial markets and companies should adapt and improve their business models. The book provides unique challenges for investors, companies, financial markets, and for our society as a whole, advancing traditional risk management approaches to address global risks.

This contributed volume addresses the issue of how higher education institutions can systematically reorient themselves to help society become more sustainable. In particular, a strategic management approach is used to overcome the fragmentation of sustainability initiatives increasingly conducted by higher education institutions worldwide. In this book, eminent scholars in the field of sustainability in higher education combine their different backgrounds to propose conceptual frameworks for interpreting and measuring sustainability integration in higher education institutions. The chapters contained herein explore which processes and management tools should be used, as well the challenges to be faced, to make sustainable innovation effective. The cases present in this volume offer a guide for higher education institution management to lead the sustainability transition.

This book is aimed at providing clarity through a systemic and systematic approach to organisational change management for sustainability. Chapter 2 of the provides an overview of sustainable development and sustainability discourses, focussing on the economic, environmental, social, and time dimensions, as well as their interactions. Chapter 3 explains what organisations are, the types of organisations (civil society, corporations, education, public sector, and hybrid), the levels and system elements (individuals, groups, organisation, and system), attitudes (informational, emotional, and behavioural), the stakeholders that affect and are affected by the organisation, and the interactions between organisations (from competition to collaboration). Chapter 4 focuses on how organisations have been addressing sustainability, divided into 1) efforts to contribute to sustainability (i.e. focussing outside the organisation), and 2) engagement efforts (i.e. those focussing inside the organisation, e.g. through the use of tools, initiatives, and approaches for sustainability, and collaboration). Chapter 5 discusses change, types of change (internal vs. external, proactive vs. reactive, etc.), change strategies, change frameworks, and change for sustainability in organisations. Chapter 6 focusses on three key mechanisms for sustainability: Leadership, Governance, and Assessment and reporting (with examples from Higher Education Institutions, corporations, and public sector organisations). Chapter 7 discusses on the different drivers (internal, connecting, and external) that foster sustainability in organisations. Examples from empirical research are presented. Chapter 8 delves into resistance to change, particularly on the barriers that slow down or stop sustainability in organisations, as well as the strategies to overcome the barriers to change. Examples from empirical research are presented. The seventh chapter focuses on the different strategies that help reduce or eliminate resistance to sustainability in organisations. Examples from empirical research are presented. Chapter 9 focusses on where sustainability efforts have started (incorporation) and how have they been adopted throughout the organisation (institutionalisation). Examples from empirical research are presented. Chapter 10 presents the effects of external stimuli, such as COVID-19 on organisational change management for sustainability.

There has been considerable progress in the incorporation of sustainable development into the curricula of higher education institutions. Study on these developments has included research on competences for sustainable development and pedagogical approaches to develop such competences. However, there has been limited research on the connection between how courses are delivered (i.e. pedagogical approaches) and how they may affect sustainability competences. This book examines pedagogical approaches for developing sustainability competences through comparing 17 higher education institutions from 13 countries, analysing how students’ perception of how sustainability competences are being developed and which pedagogical approaches are being used for this purpose. This book brings together practice-based original research on the connection between developing sustainability competences and the pedagogical approaches used.