This paper recognises sustainability’s role as a core competence of all entrepreneurs and reviews and discusses the drivers for and challenges of integrating ‘Education for Sustainable Development’ (ESD) within entrepreneurship curricula. The authors have contributed to this literature and have discussed at length the development of the field from both academic and practitioner perspectives. The paper includes reference to policy initiatives promoting the integration of ESD within Higher Education, and the competencies that all graduates are expected to achieve, and discusses the challenges faced by HE providers and Enterprise Educators in particular. Building on the contributions of Moon (2022) and Moon et al. (2022) the authors posit that a new dynamic model based on Passion for the subject, Pride in the university, Personal contribution, and Performance impact, is a novel approach for recognising some of the challenges faced but also the cross-cutting and transdisciplinary benefits of a renewed focus on Impact – using the UN Sustainable Development Goals as a framework – and building on identity as a foundation.

In February 2022 the Balearic Islands government approved a new law to introduce Circular Economy (CE) principles into the Tourism Industry (Decree Law 3/2022, of Urgent Measures for the Sustainability and Circularity of Tourism in the Balearic Islands, Mallorca Daily Bulletin, 2022a) including fines for non-compliance. As a result, the Balearic Islands could be considered as the world’s first circular tourist destination. This paper thus explores the preparedness of the Tourism Industry in the Balearics to implement the circular principles, with planned interviews of a sample of tourism businesses. The paper includes a review of the new CE principles and discusses the implications of them for the tourism industry and potential impact on tourism from a Triple-Bottom-Line perspective i.e. impact on social, environmental and economic criteria.

This keynote address builds on several papers I have written concerning ‘the university of the future’. An initial blog for the Higher Education Academy (Moon, 2017) entitled, 95 theses for reforming Higher Education. Are HEI’s catalysts for a sustainable society?, set the scene and provided the stimulus for considering how the collective identity of the university has changed since inception and still presents tensions and challenges today. Subsequent papers published by Moon (2019, 2021) build on this foundation to present an argument that societal ‘impact’ can be used to cut through the tensions in a way that galvanises staffs and students around common themes and values such as identified with the United Nations Sustainable Development Goals (SDG’s). In this keynote address I regard lecturer identity as a dynamic process which is influenced by the above tensions and challenges, and further explore how societal Impact can be used to build lecturer identity including examples from my own pedagogic practice.

This research investigates exploratory environmental initiatives in tourism companies in Mallorca over five years, with special consideration to those involving partnerships and synergies with other parties (including academic ones), in an exploration of Social Innovation (SI) approaches in the industry. The paper starts with an outline of the growing importance of sustainability within the hospitality industry and its inherent relation with SI. The study draws its empirical material from ten innovative practices on sustainability from small and medium enterprises (SMEs) and a big hotel chain in Mallorca. The data were collected by means of questionnaires and interviews. All cases incorporated SI features (partnerships, synergies, circular processes, systemic approach), developing, therefore, towards an integrated system of SI policy and practice. The study indicates that embracing environmental principles alongside social and economic concerns can lead to a systemic approach and these commitments can be regarded as a more solid model of sustainability.

Purpose This paper aims to review the progress of a sample of (n = 307) signatories in the Higher Education Sustainability Initiative which commits higher education institutions (HEIs) to make smart commitments to achieve one or more of the UN sustainable development goals (SDGs). Design/methodology/approach A preliminary survey of n = 307 HEIs via online questionnaire and database search was conducted. Findings Findings reveal a difference between HEI governance, that is “instrumental”, and governance, that is “holistic”, in relation to sustainability. Research limitations/implications Implications identified for achieving SDGs in general and for academic–business partnerships, in particular. Practical implications Practical implications for enterprise (developing a tool to measure sustainability mindset) and for enterprise education (sharing of best practices from other HEIs). Social implications Improved understanding of the sustainability mindset will inform decisions about approaches to governing and operationalising sustainability in organisations. Originality/value The survey is not original but the emphasis on sustainability mindset (compassion, empathy and connectedness to SDGs) is.

This chapter highlights the significance of creativity, innovation and collaboration in the development of sustainable solutions; and the role and mindset of the eco and social entrepreneur in enterprise and entrepreneurship education. Several research questions are posed: what is the history of CSR in Brazil? What current CSR issues are being faced in Brazil? Can tools such as the UN SDGs provide a way of bridging any gaps in CSR provision? What implications are there for ecosystem development in support of CSR? The methodology is thus based on literature review, case analysis, and conceptual overview focussing on instrumental approaches. The chapter concludes that ecosystems need to evolve to ensure that Higher Education Institutions develop and support the necessary eco and social entrepreneurial mindsets needed for sustainable innovation.

This paper studies current provision of enterprise and entrepreneurship education at one university and provides recommendations for curriculum development across several different subject areas. The paper reviews the Quality Assurance Agency for Higher Education (2012) report Enterprise and entrepreneurship education: Guidance for higher education providers; and the recent All-Party Parliamentary Action Group for Micro Businesses report (2014) An Education System fit for An Entrepreneur. The former report highlights the importance of four factors concerning the students learning experience (enterprise awareness, developing an entrepreneurial mind-set, developing entrepreneurial capability, entrepreneurial effectiveness) and relates these to graduate outcomes (behaviours, attributes, skills).The approach of this research is to map existing delivery in three subjects against the above factors and consider what gaps can be plugged and how. Thus the approach is largely a mapping exercise but includes primary interviews with four senior managers (n=4) and a sample of students (n=42) to elicit their feedback on changes in delivery. The results provide a basis for curriculum development planning applicable to the particular subjects involved. However, implications are stated for how other subject areas can innovate in three key areas of HE provision (teaching, learning, and assessment) in order to improve the effectiveness of entrepreneurs and the employability of graduates in general. The value of the report is in highlighting key aspects of current delivery that can be improved through enhanced student learning, and improved delivery, around the theme of enterprise and entrepreneurship education.

One of the most important assets any company has is its reputation -damage to a company's reputation will reduce its ability to create value. Owing partly to intense media coverage and intense public interest, and partly to market volatility and the vagaries of the clinical trials process, biotechnology companies face risks to their reputation not always faced by other industries. In this paper some of these risks are highlighted, and the best practices that can be used to manage them are discussed. Drawing upon research conducted by Andersen over a three-year period and involving 10,000 organisations, the authors provide insights into how companies in many sectors are creating value through their tangible and intangible assets. The value dynamics framework is applied to life science companies in order to demonstrate that reputation damage is a key risk that needs to be managed.

Business Ethics: A European ReviewVolume 8, Issue 2 p. 139-140 The 11th EBEN Conference, Leuven, September 9–`11, 1998: The Ethics of Participation Chris Moon, Chris Moon Danbury Business School, Anglia Polytechnic University,Search for more papers by this authorJane Collier, Jane Collier Judge Institute of Management Studies, University of CambridgeSearch for more papers by this author Chris Moon, Chris Moon Danbury Business School, Anglia Polytechnic University,Search for more papers by this authorJane Collier, Jane Collier Judge Institute of Management Studies, University of CambridgeSearch for more papers by this author First published: 16 December 2002 https://doi.org/10.1111/1467-8608.00140AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume8, Issue2April 1999Pages 139-140 RelatedInformation

(1998). Total quality management and new patterns of work: Is there life beyond empowerment? Total Quality Management: Vol. 9, No. 2-3, pp. 301-310.

“Why does the major emphasis appear to be on using telework as a cost‐cutting mechanism, rather than as an approach which treats people as valued long‐term assets?” This important study exploring the ethical ambiguities and challenges of teleworking was first presented at an Imperial College Management School Conference on Ethical Issues in Contemporary Human Resource Management in April last year, sponsored jointly by EBEN‐UK, the British Chapter of the European Business Ethics Network, and BUIRA, the British Universities Industrial Relations Association. Chris Moon is Senior Lecturer in Occupational Psychology and Human Resource Management at Anglia Business School, Anglia Polytechnic University, Danbury Park Conference Centre, Danbury, Chelmsford CM3 4AT, as well as teaching the MBA Business Ethics programmes at Imperial College Management School, University of London. Celia Stanworth is Senior Lecturer in Human Resource Management at the Business School, University of Greenwich, Riverside House, Woolwich, London SE18 6BU, and has published widely in the area of teleworking.