Suchergebnisse

The buildings in which we teach management and decision analysis are ideal labs for advancing sustainability in management education, experiential learning, and integrated performance measurement. Utilizing building-based learning and design competition, student teams can learn about aspects of sustainability while proposing investments into the spaces we spend over 90% of our time inside of buildings. Buildings on university campuses provide an opportunity to design and deliver hands-on assignments showing how the actions taken on an existing building can improve the overall health and performance of that building and its owners and occupants. Contributions of this study include a primer on how to develop and deliver building-based learning and demonstrating ways in which to integrate a social cost of carbon in investments with a proven approach to assess and measure the return on integration of financial, environmental, and human health and productivity in a return on integration, integrated rate of return, and integrated future value. Insights and the lessons learned provide linkages to learning outcomes and assessment so that learning objectives are aligned with and advance sustainability in management education and the United Nations' Sustainable Development Goals with outcomes generalizable to any building and business.

An exciting vision of what we can aspire to whensustainability is integrated within strategic practices across enterprisefunctions, systems, supply chains, and cities. The book will enable decision makers to recognize a new era of innovative value creation

Purpose– An ongoing challenge for managers is to define and benefit from their firm's environmental management practices. Firms that seek stakeholder recognition of their practices, or face stakeholder pressure for evidence of improvement, increasingly use management standards such as ISO14001. Such standards, however, may encourage firms to use more reportable rather than embedded environmental management practices. Why some firms use environmental management standards to improve practices relative to firms that use them to deflect attention, is an important research question. As paper proposes, stakeholder pressure on firms for improved practices can interact with firms' expectations of related rewards to influence environmental management outcomes. The paper aims to discuss these issues.Design/methodology/approach– The intention was to identify significant differences in stakeholder focus and each firm's environmental management practices, between ISO14001 certified and non-certified firms. The paper explored the propositions with a sample of US manufacturers. The paper used a PLS modeling approach.Findings– The paper identified links between firms with a greater regulative stakeholder focus, to greater use of reportable practices (pollution reduction). Firms with a greater normative stakeholder focus were linked to greater use of embedded practices (policies and pollution prevention).Originality/value– This study is one of the first to assess differences that distinguish between both stakeholder type and choice of environmental management practices. Further, the paper grouped firms' practices according to their emphasis on either rewards of stakeholder recognition or internal operational benefit. As other studies have identified, firms do not necessarily adopt environmental management standards for their goals of practice improvement. The study contributes to use of stakeholder theories to understand firm level adoption of and benefit from environmental management practices.

ABSTRACTThis study offers a model for incorporating live sustainability consulting projects in an MBA curriculum to nurture cross‐functional faculty collaboration while offering students proving ground for solving contemporary challenges related to ethical management of all forms of capital. We attempt to first lay a foundation for the recent evolution of sustainability within business schools, and then provide evidence that an opportunity exists for decision science scholars to play a key role as facilitators of this wave of pedagogy. Our research is based on publicly available data that rank business schools relative to their integration of sustainability within MBA programs, our experiences with 39 project clients over a 3‐year period, an analysis of client and student feedback, and anecdotal evidence of success in the development of live project‐based consulting courses. The case study highlights the potential and scalability of this proposed pedagogy to deliver live projects as either a stand‐alone course or an integrated part of the curriculum.

ABSTRACTThis study chronicles learning from faculty who designed and delivered collaborative, problem‐based learning courses that anchor a one‐year MBA emphasizing sustainability. While cultivating the application of learning across the curriculum, the authors engaged MBA students in solving complex, real‐world sustainability challenges using a pedagogical emphasis on nurturing creativity via double‐looped learning, meaningful self‐directed assessment, and professional development coaching. While such collaborative problem solving offers tangible benefits for all stakeholders, implementing the necessary pedagogy can be challenging. However, the value for students (and faculty) includes improved skills in framing complex problems, first‐hand insight into emerging business challenges, increased cross‐discipline integration. Moreover, it offers a proving ground for applying emerging theories and analytical tools and models in the decision sciences. In addition, instructors gain new perspectives on their disciplines while exploring innovative avenues for cross‐functional research, publication, and the documentation of assurance of learning. For corporate partners, benefits include creative solutions and feasible recommendations for cutting costs, enhancing competitiveness, and applying best practices. We propose directions for integrating curriculum and for gaining institutional support and investment to overcome resistance to changing course content and delivery.

Introduction: Why Should I Think About Retrofitting My Building?- My Building Has High Performance Potential -- Where Do I Start?- The Importance of a Project Plan: Every Building Needs One -- Can I Afford This?- The Building Envelope Holds the Key -- How Real Is Zero Energy for an Old Building?- Operating Buildings for High Impact -- Case Studies -- Existing Buildings Can Save the World -- Appendix 1: Building Your Plan: Project Development Homework -- Appendix 2: Critical Resources on Existing Buildings.

PurposePrevious research tends to study various sustainable management practices (SMPs) in isolation, leading to inconsistent conclusions about the effect of SMP on firm profit. This research aims to advance the understanding of the linkage between SMP configurations and financial performance by revealing the dynamics of substitutions and complementarities among these SMPs.Design/methodology/approachThe authors conducted an exploratory study based on the theoretical lens of the practice-based view (PBV). An integrated text-mining approach is used in gathering data from 302 corporate reports of cross-sectional firms, followed by a fuzzy-set qualitative comparative analysis method to examine the configurations of SMPs in achieving high and low financial performance.FindingsThe findings show that green innovation practices (GIP) and cleaner production practices work together as complements for small firms in configurations associated with high profits. However, large companies in high-competition industries often adopt a minimalist configuration focusing on product quality and safety management (PQSM). PQSM and GIP are complements in configuration for small firms in high-competition industries, while they work together as substitutes for small firms in low-competition industries.Practical implicationsThis research provides managers with a new way of thinking to support decision-making in sustainable operations management. The complementary and substitutive view of management practice can guide operations managers to design and implement effective practice configurations to achieve synergistic effects.Originality/valueThis is among the first studies to reveal the complex relationship between various configurations of SMPs and firm performance. In addition, this research offers new insights into previously inconsistent findings from a PBV and configuration perspective.

AbstractCompanies worldwide are moving towards sustainability by focusing on its three dimensions: environmental, economic, and social sustainability. This study explores how sustainable supply chain management (SSCM) takes the changing role to affect these three dimensions. Since organizations vary in size, we post and test relationships regarding how firm size can impact the implementation of SSCM practices as a moderator. We posit an empirical research model and test this using structural equation modeling with survey data from 392 managers across various Jordanian manufacturing firms. This study assessed the link between five categories of SSCM practices and TBL performance. We found that firm size is critical and moderates the positive SSCM relationship with economic and social performances. Results shed new light on SSCM and its impacts on environmental, economic, and social performance. According to the study findings, environmental management practices and supply chain integration influenced all sustainability dimensions, whereas socially inclusive community practices influenced none. Furthermore, operations had an impact on economic sustainability. Finally, socially inclusive employee practices had a significant impact on both environmental and economic sustainability. Findings show that when implementing SSCM, larger firms perform better on multiple sustainability measures compared to smaller firms. The model's integration of firm size as a moderator provides additional insights regarding the SSCM construct and its change agent role in stimulating sustainable development.

Productive relationships between business schools and corporate organizations provide fertile ground for bringing business leaders, faculty, students, and community partners face-to-face with contemporaries abroad to foster development of responsible global leadership competencies. While well-orchestrated multicountry collaboration offers unique opportunities for many stakeholders to gain life-altering perspectives, embedding international field work and experiential pedagogy in a business curriculum is not without risk. Utilizing content analysis, this study provides evidence of the development of five specific responsible leadership competencies as a result of experiential learning through international study trips across three different academic years and student cohorts. These immersive study abroad experiences were designed to integrate cross-disciplinary course content through first-hand examination of global practices in social, financial, and environmental management in context while aligning MBA pedagogy with all six Principles for Responsible Management Education.