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Purpose– The purpose of this paper is to examine the focuses, motivations and challenges of achieving campus sustainability in Chinese higher education institutions (HEIs).Design/methodology/approach– A multisite case study was conducted in Changchun City, Jilin, where eight HEIs of various types were examined. Structured interviews with school managers, students and government officials were accompanied with analysis of relevant documents.Findings– The focuses of sustainability among the studied HEIs were on water and energy conservation and on non-technical initiatives. The focuses can be explained by motivations and challenges. The HEIs are motivated by government and financial pressures and face challenges in limited accessibility to funding. The reliance of non-technical initiatives has negatively impacted student welfare and has become unpopular among students.Practical implications– The government is advised to increase funding to HEIs in relation to sustainability and to make the funding more equitable. The HEIs are advised to modify sustainability practices that severely affect the daily lives of students, to share the benefits of water and energy conservation with their students and to involve students in sustainability governance.Originality/value– This paper adds to the existing literature in two ways. First, it expands the geographical reach of the literature to developing countries, in general, and to China, in particular. Second, it adopts the multisite case study research approach to study the whole spectrum of Chinese HEIs and highlights the differences among these HEIs when it comes to sustainability.

Efforts to commercialize green vehicles by the Chinese government have been met with surprisingly subdued consumer responses and with sales targets that fall far short to targets. This paper examines the barriers to the adoption of green vehicles in China from a consumer perspective, focusing on battery-only vehicles (BEVs). A web-based survey was conducted to solicit views from Chinese residents in November 2012. The results indicated that although the majority of respondents expressed interests in BEVs and agreed that BEVs were good for the environment and were cheaper to run, many respondents expressed concerns over them being inconvenient to charge, long charging times, limited battery longevity, limited vehicle range and high price. The greatest barrier was inconvenience to charge. The results also show that the level of interest, perception, and demands are significantly influenced by gender, age, income, education, and car ownership status.

Efforts to commercialize green vehicles by the Chinese government have been met with surprisingly subdued consumer responses and with sales targets that fall far short to targets. This paper examines the barriers to the adoption of green vehicles in China from a consumer perspective, focusing on battery-only vehicles (BEVs). A web-based survey was conducted to solicit views from Chinese residents in November 2012. The results indicated that although the majority of respondents expressed interests in BEVs and agreed that BEVs were good for the environment and were cheaper to run, many respondents expressed concerns over them being inconvenient to charge, long charging times, limited battery longevity, limited vehicle range and high price. The greatest barrier was inconvenience to charge. The results also show that the level of interest, perception, and demands are significantly influenced by gender, age, income, education, and car ownership status.

With ongoing racial tensions, terms such as antiracism and diversity, equity, inclusion (DEI) are buzzwords on campuses across the United States. Yet resources, especially in management education, to teach privilege and intersectionality are limited. This article introduces four reflection exercises I have found valuable in facilitating students' different understandings (contextual and experiential) of privilege as intersectional. In addition, I present a conceptual framework for thinking about the intersection of multiple identities simultaneously given contextual and experiential understandings of privilege. In this way, this article makes both pedagogical and theoretical contributions. The sharing of these exercises, personal reflections, and teaching suggestions are geared at stimulating dialogue for how we learn and teach privilege, intersectionality, diversity, and antiracism. Instructors, regardless of their backgrounds, are invited to reflect on their intersectionality and privilege and also to consider integrating these exercises into their own DEI teaching.