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AbstractIn contrast with prevailing international trends and the European Union orthodoxy, the English regional map, a prominent feature of strategic development policy during 2000–2010, has since been expunged. This paper examines 'functional' spatial coalitions and their choice as the intended surrogates for formal regions. Informed by a mixed‐method research methodology, the paper challenges the claim that this mosaic of voluntaristic public‐private coalitions represents plausible realizations of functional regions. Indeed, the research reveals a noteworthy correlation with geographical antecedents, emphasizing the importance of the legacy of past sub‐national forms of governance maintained by some enduring spatial coalitions. Flowing from this analysis, the implications for policy are discussed.

PurposeThe purpose of this paper is to describe four phases for how universities have addressed a sustainability agenda and offer specific lessons for how and where experiences on one campus, the University of Colorado Boulder, have been met with success and other challenges. The authors offer general reflections for executing university‐wide sustainability initiatives with a central intent of illuminating central barriers against, and incentives for, a coordinated and integrated approach to campus sustainability.Design/methodology/approachThe approach for arriving at four phases and a description of the University of Colorado Boulder is based on experiences from learning, teaching, and administering within universities–collectively for almost a century among the authors–and lessons from "war room" discussions.FindingsSustainability initiatives on campus may evolve through a series of phases labeled: grassroots; executive acceptance of the business case for sustainability; the visionary campus leader; and fully self‐actualized and integrated campus community. The University of Colorado Boulder, while a leader in many respects of sustainability (research, student activities, facilities management) has experienced serious challenges for coordination.Originality/valueThe four phases are a relatively novel contribution for the specific literature on sustainability education. Second, the tangible examples from University of Colorado Boulder demonstrate how coordination is difficult in these situations; these examples allow readers to better relate to and understand such challenges. Finally, the authors reflect on central issues according to three categories: self‐reflection, recommendations, and advantages.