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The purpose of this paper is to evaluate the extent to which a sample of US-based higher education institution’s (HEI’s) climate targets and associated climate action planning efforts align with the definitions of and practices associated with science-based targets (SBTs) that are typically used to organize corporate climate efforts. This analysis will be used to explore similarities and tease out differences between how US-based HEIs and corporations approach sustainable target setting and organize sustainable action.

The degree of intersection between a sample of HEI climate action plans from Ivy Plus (Ivy+) schools and the current SBT initiative (SBTi) general corporate protocol was assessed by using an objective-oriented evaluative approach.

While there were some areas of overlap between HEI’s climate action planning and SBTi’s general corporate protocol – for instance, the setting of both short- and long-term targets and large-scale investments in renewable energy – significant areas of difference in sampled HEIs included scant quantitative Scope 3 targets, the use offsets to meet short-term targets and a low absolute annual reduction of Scope 1 and 2 emissions.

This paper unites diverse areas of literature on SBTs, corporate sustainability target setting and sustainability in higher education. It provides an overview of the potential benefits and disadvantages of HEIs adopting SBTs and provides recommendations for the development of sector-specific SBTi guidelines.

Sustainability performance in higher education is often evaluated at a generalized large scale. It remains unknown to what extent campus efforts address regional sustainability needs. This study begins to address this gap by evaluating trends in performance through the lens of regional environmental characteristics.

Four sustainability metrics across 300 North American institutions are analyzed between 2005 and 2014. The study applies two established regional frameworks to group and assess the institutions: Commission on Environmental Cooperation Ecoregions and WaterStat (water scarcity status). Standard t-tests were used to assess significant differences between the groupings of institutions as compared to the North American study population as a whole.

Results indicate that all institutions perform statistically uniformly for most variables when grouped at the broadest (Level I) ecoregional scale. One exception is the Marine West Coast Forest ecoregion where institutions outperformed the North American average for several variables. Only when institutions are grouped at a smaller scale of (Level III) ecoregions do the majority of significant performance patterns emerge.

This paper demonstrates an ecoregions-based analytical approach to evaluating sustainability performance that contrasts with common evaluation methods in the implementation field. This research also identifies a gap in the literature explicitly linking ecological sub-regions with their associated environmental challenges and identifies next research steps in developing defensible regional targets for applied sustainability efforts.

The practical implications of this research include the following: substantive changes to methodologies for rating sustainability leadership and performance, a framework that incentivizes institutions to frame sustainability efforts in terms of collaborative or collective impact, a framework within which institutions can meaningfully prioritize efforts, and a potential shift toward regional impact metrics rather than those focused solely on campus-based or generalized targets.

The authors believe this to be the first effort to analyze North American higher education sustainability performance using regional frameworks.

This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.

This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement).

This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university’s operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful.

Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.

The purpose of this paper is to expand on the development of university and college sustainability metrics by implementing an adaptable metric target strategy.

A combined qualitative and quantitative methodology is derived that both defines what a sustainable metric target might be and describes the path a university might take to get there. Local to global spatial scales and short to long‐term time scales are accounted for. Four popular metrics are developed: carbon emissions, water use, recycling rate, and energy use. Sustainability metric data available from Yale University are utilized to show the applicability of this metric target strategy.

Targets for sustainability metrics may be set at short, medium, and long‐term time scales. While quantitative targets may be set for sustainability metrics, these are often long‐term ideals that offer no information on the path to achieve them. If a path to achieving these targets is outlined, it is often arbitrary quantitatively, if not also qualitatively. This paper finds that sustainability metric targets can be founded upon clearly delineated, rigorously quantified targets. At the same time, the process framework for developing sustainability metric targets is adaptable to the unique situation of a particular university. This adaptable metric target strategy reflects the ideals of sustainability to be at one time both local and global in scope. The metric target strategy is globally applicably, but the sustainability metric targets produced will be unique to each institution.

The process framework for developing sustainable metric targets is only outlined for four popular metrics. Achieving these four targets alone will certainly not define a university as sustainable. Further development of other sustainability metrics utilizing the framework presented would be helpful.

The application to real metric data shows the feasibility of this approach for use at other universities and colleges. They can define their own sustainability targets using the approach outlined.

This paper highlights how sustainability metrics being collected by universities may be used to define a target path towards sustainability. The process framework presented has the potential to provide unique solutions for each institution while remaining a universal methodological approach.

The purpose of this paper is to analyze the development and implementation of how a greenhouse gas (GHG) reduction target at Yale University has resulted in broad and long‐term institutional commitment.

Interviews are conducted with key individuals representing those most directly involved in developing and implementing Yale's GHG target.

The development of an institutional GHG reduction target calls upon a recursive process. A goal starts with a vision, followed by development, endorsement and implementation, and leads to institutional change. With change, comes new perspective to define a new vision. Upfront development of an implementation plan is critical not only for successful goal implementation, but also for endorsement from institutional leadership.

A process for the development of a GHG reduction target is extrapolated from only one case study. Further case examples would be helpful.

This case study relays an experience that may help other institutions to implement their own GHG reduction targets, and other sustainability goals more generally.

This paper highlights the importance of institutional goals in creating sustainable universities. A process by which institutions can follow to achieve GHG emission reductions is suggested.

Aims to present a report of a conference held at London Metropolitan University in June 2006 that presented and discussed the findings of a two‐year research project, funded by the Higher Education European Social Fund. The project investigated the experiences of LGB workers following the introduction of the Employment Equality (Sexual Orientation) Regulation 2003 in the United Kingdom.

The research was a qualitative study carried out in 16 case study organisations, seen as representing “good practice” in the area of employment of LGB workers. The case studies involved: the analysis of company documentation and reports; interviews with 60 management, trade union and LGBT network group representatives, a short survey and in‐depth interviews with 154 LGB employees. The case studies were supplemented by a series of 25 national key informant interviews with individuals in UK organisations representing government, employers, employees, and LGB people charged with disseminating advice and promoting good practice.

Just over half (57.8 per cent) of the LGB respondents were out to everyone at work. A third (33.8 per cent) were out to some people, while 8.4 per cent said that they were out to very few people or nobody at work. The research indicated that equal opportunities and diversity policies which include sexual orientation; the establishment and promotion of same sex benefits; positive employer and trade union signals; the existence of LGBT groups, the presence of LGB colleagues and LGB senior managers can help LGB people come out. However, LGB people may be prevented from coming out by fears about career progression; lack of visible senior LGB staff; temporary employment status; previous negative experiences of discrimination and harassment; desiring privacy; “macho” or religious attitudes/behaviours of co‐workers.

Little research exists in the UK on the experiences of LGB workers, and this is one of the first studies to focus on the experiences of LGB workers following the introduction of legislation to protect workers against discrimination on grounds of sexual orientation in 2003.

This paper aims to propose a “Four-F (finding facts, fostering alternates, fulfilling implementation and feasibility testing)” action plan to global food service businesses (FSB) such as restaurants (dine-in/take away) to build resilience during times of global crises. The 2019 Coronavirus disease and FSBs apply as working examples elaborating the proposed Four-F action plan with several managerial implications for the internal and external stakeholders of FSBs.

The method involves reviewing and coding 108 articles using the PRISMA approach, then applying findings to develop the Four-F action plan integrating multiple theoretical concepts (such as stakeholder, crisis management and dynamic capabilities).

There are two key findings. First, though all four crisis phases should be considered by decision-makers as part of their contingency planning process, the pre and post-crisis stages need higher attention. Second, the Four-F action plan provides specific recommendations to FSBs stakeholders (consumers, suppliers and government) for each crisis phase (pre-crisis, crisis emergence, crisis occurrence and post-crisis).

To the best of the authors’ knowledge, this is the first paper that has incorporated multiple theoretical frameworks (stakeholder theory, crisis management and dynamic capabilities) within the FSBs context and provided the Four-F action plan for decision-makers to understand and manage crisis phases.

The purpose of this study is to understand how and why consumers engage in market-shaping activities on behalf of firms.

This study uses a combination of archival, netnographic and interview methods to examine how consumers responded to the entry of Tesla into the U.S. automotive market.

Consumers are driven to engage in supportive institutional work by the culturally resonant ideologies embodied in Tesla’s strategic orientation. This work takes both discursive and practical forms and sees consumers adopting responsibilities typically associated with other actors, including activists and sales professionals.

In developing an account of an understudied phenomenon – consumers’ firm-supportive market shaping – this research extends theorization around institutional work and cultural branding.

The purpose of this chapter is to focus on increasing the participation of students with language-based learning disabilities (LLD) in postsecondary transition planning and how the interprofessional teams that include a speech-language pathologist may work together to integrate and apply language, literacy, and related self-determinism goals in the secondary school curriculum. As students with LLD enter secondary school, the provision of needed language-literacy intervention services drastically declines, although these students often require these services to facilitate their postsecondary success. Secondary students are expected to read, write, and think at more complex levels than ever before to meet postgraduation workforce demands. The inclusion of self-determination strategies is found to be related to positive post-school outcomes and can be readily integrated into transition planning. The integration of SLPs into the interprofessional team may ideally support secondary school student language-literacy needs in transition planning by using self-determination strategies to help access the curriculum and experience postsecondary success.

The purpose of this chapter is to highlight some of the critical multiteam system (MTS) issues that are faced in healthcare by utilizing case studies that illustrate the transition of a patient through the healthcare system and suggest a possible approach to studying these issues.

The approach taken by the authors is a case study approach, which is used to illustrate the transition of a patient through several venues in a healthcare system. This approach elucidates the MTS nature of healthcare. Moreover, a methodological explanation, social network analysis (SNA), for exploring the description and analysis of MTSs in healthcare is provided.

The case study approach provides concrete examples of the complex relationship between providers caring for a single patient. The case study describes the range of shared practice in healthcare, from collaborative care within each setting to the less obvious interdependence between teams across settings. This interdependence is necessary to deliver complex care but is also a source of potential errors during care. SNA is one tool to quantify these relationships, link them to outcomes, and establish areas for future research and quality improvement efforts.

This chapter offers a unique holistic view of the transition of a patient through a healthcare system and the interdependency of care necessary to deliver care. The authors show a methodology for assessing MTSs with a discussion of utilizing SNA. This foundation may offer promise to better understand care delivery and shape programs that can lead to improvement in care.