Authors are invited to submit their full papers to be published in an international journal. The scientific committee of the CloudEARTHi conference decided to publish an special issue in the “Sustainability Accounting, Management and Policy Journal“. The journal has impact factor of 3.964 (5-years impact is 4.695). The journal offers two ways of publishing open access publishing paths; gold open access and green open access.
Call for special issue “Interconnection between education, entrepreneurship, sustainability, and the green transition”
- Tamer Abu-Alam – UiT The Arctic University of Norway, Norway
- Vera Helene Hausner – UiT The Arctic University of Norway, Norway
- Verena Liszt-Rohlf – University of Applied Sciences of Burgenland, Austria
Submission deadline: 30 April 2023
Sustainability, climate action, green growth, and circular economy are among the key pillars of the 2030 Agenda for Sustainable Development which was adopted by all United Nations Member States (United Nations, 2015). The UN’s 2030 agenda cannot be achieved unless the education system is equipped with knowledge about these challenges and take an active role in the transformative changes necessary to attain these goals (e.g. Vasiliki and Voulvoulis, 2020; Chankseliani and McCowan, 2021). Therefore, one of the objectives of the UN’s 2030 agenda is to improve the quality of education at all levels. This means by the UN that all people should have access to life-long learning opportunities that help them to acquire knowledge and skills needed to exploit opportunities and to participate fully in society (United Nations, 2015). Participation in society also includes participation in finding solutions to preserve biodiversity and mitigate climate change. Therefore, new ideas (Wamsler, 2020) and technologies (Nowotny et al., 2018) concerning education for sustainability as a means are needed. In case of training future leaders, educators should empower them to i) recognise that social change is affected by people at all levels and through social processes and ii) understand that leadership development is about both learning new ideas and unlearning existing ones, and iii) realise that human & social capitals are more valuable than physical & financial capitals (Bendell et al., 2017). Brundiers et al. (2021) developed and studied sustainability key competencies (e.g., strategic-thinking competency, implementation competency, futures-thinking competency, integrated problem-solving, interpersonal competency) and programs at universities. There is an ongoing discussion on the right competencies and frameworks in higher education institutions to train students in sustainability competencies (Holdsworth & Sandri, 2021; Pacis & VanWynsberghe, 2020).
There is no doubt that human knowledge is the key to finding suitable solutions to these challenges (e.g., Carayannis and Campbell, 2010; Bhaskar, 2010; Carayannis et al., 2012). Besides education, the academic sector should consider improving and paving the way to create a new environmental-based economy (e.g., circular economy, economic activities that support societal change, green transition, and blue growth) by doing research and dissemination. Not only the environmental-based economy; political conflicts, climate change, and social conflicts (e.g., IPPC, 2007, UNDP, 2007, 2008) require modification of current educational/research programs or even create new ones. As a result, the academic sector represents the core helix (i.e., a driver for knowledge production and innovation) of the different innovation models. In the Triple Helix innovation model (e.g., Etzkowitz and Leydesdorff, 2000), the academic sector comes as an engine of change together with industry and governmental institutes. While in the Quadruple Helix innovation model (e.g., Carayannis and Campbell, 2009), the values of “media”, “creative industries”, “culture”, “values”, “lifestyles”, “art”, and “creative class” were added to the model as the fourth helix the ‘public’. Even when the ‘natural environment component was added to the innovation models (i.e., the Quintuple Helix model; Carayannis and Campbell, 2010), the academic sector preserves the core helix of the model. Given such complexity, interdisciplinary analysis of sustainability requires an in-depth study of interactions between different factors and stakeholders.
Moreover, the academic sector works as a hub for creating technologies that are required to implement the transformation. Monitoring biodiversity (e.g. Masaki, 2022), measuring the emission of CO2 & greenhouse gases (e.g. Maraveas et al., 2022), analysis of satellite data (e.g., Kimothi et al., 2022) and finding creative ways to store CO2 and remove pollutants are some examples of the innovative role of the academic sector to face different challenges. These new technologies should find their ways to be included in different educational programs in order to provide students with the skills and knowledge required to pursue their careers at the boundaries between science and society. Moreover, education should be a process beyond training students with basic skills and knowledge. The education processes should give students the skills required to raise public awareness around topics and challenges of sustainable development in a community.
In the present special issue, we aim to examine the role of Higher Education Institutes as a driver of transformation to sustainable futures that considers SDGs as both interconnected and contradictory. Such a debate provides a summary of the various challenges, pathways, and prospects.
We invite projects related to EIT HEI Initiative to submit contributions to highlight the role of the initiative as a changing platform that aims to bridge the gaps between the different stakeholders in society putting HEIs as an engine of such change. Similar projects and initiatives are invited to submit contributions to highlight the needs, opportunities, and challenges facing such institutional change.
Submissions are welcome from a wide range of theoretical, methodological, and empirical approaches. Possible themes include, but are not limited to:
- Governance and Higher Education Institutes mechanisms when implementing the SDGs, including for example awareness raising and education transformation.
- The identification of the challenges in the field of sustainability that are necessary to address using triple, quadruple or quintuple helix innovation models.
- The links between the drivers, barriers, and enablers of innovation and the ecosystem in a circular or green economy.
- Assessment of existing research projects in the field of sustainability concerning the actual impact on stakeholders and the existing challenges that need to be considered further.
- Analysis of the promising factors of transformative innovations that lead to beneficial impacts in the field of sustainability at companies, in politics, education and society.
- The role of academic education on the advancement of technologies and topics e.g. big data and artificial intelligence for sustainable development, blue growth, or green transition.
- The role of academic education in increasing awareness of challenges related to SDGs including environmental-related challenges.
- Ways and possibilities of communication for the involvement and integration of different stakeholders, e.g. via media coverage or via networks.
- Analysis of the impact factors in the sustainability area with regard to the measurement of the impact and with regard to the different time horizons.
Submission and review process:
Authors are invited to contact the Guest Editors should they want to suggest a theme of inquiry or validate whether a research topic falls within the scope of the call for papers. The closing for submissions to this special issue is 30 April 2023. Papers will be published online once they are accepted. It is anticipated that the full special issue will be published in September 2023.
Submitted papers will be assessed in line with SAMPJ’s objectives, originality, novelty, the amalgamation of related literature, methodology, and theoretical background. Predominantly papers will be selected based on their contributions to advancing understanding of the sustainability research field. Full papers will be subject to the SAMPJ standard double-blind review process.
All submissions should be made through the Emerald Editorial System for Sustainability Accounting, Management and Policy Journal: https://mc.manuscriptcentral.com/sampj. Submissions must adhere to the format and style guidelines of the Sustainability Accounting, Management and Policy Journal: https://www.emeraldgrouppublishing.com/journal/sampj#author-guidelines.
Submissions will be subject to an initial screening by the Guest editors of the special issue and papers which fall outside the scope of the special issue, or which are considered unlikely to be suitable for the special issue will be desk rejected. The remaining papers will then be subject to double-blind refereeing. There is no submission fee. All accepted papers must have originality in their contributions and have attained the high standards of the Sustainability Accounting, Management and Policy Journal.
Any queries or enquiries about the special issue should be directed to any of the guest editors at the following addresses:
- Tamer Abu-Alam – UiT The Arctic University of Norway, Norway (firstname.lastname@example.org)
- Vera Helene Hausner – UiT The Arctic University of Norway, Norway (email@example.com)
- Verena Liszt-Rohlf – University of Applied Sciences of Burgenland, Austria (firstname.lastname@example.org)
Bendell, J., Sutherland, N., Little, R. (2017): Beyond unsustainable leadership: critical social theory for sustainable leadership. Sustainability Accounting, Management and Policy Journal, Vol. 8, No. 4, 418-444. https://doi.org/10.1108/SAMPJ-08-2016-0048
Bhaskar, R. (2010): Context of interdisciplinarity: interdisciplinarity and climate change. In Interdisciplinarity and climate change: Transforming knowledge and practice for our global future. Edited by: Bhasakar R, Frank C, Høyer KG, Næss P, Parker J. Routledge, New York, 1–24.
Brundiers, K., Barth, M., Cebrián, G. et al. (2021): Key competencies in sustainability in higher education—toward an agreed-upon reference framework. Sustainability Science, Vol. 16, pp. 13–29. https://doi.org/10.1007/s11625-020-00838-2
Carayannis, E.G., Barth, T.D., Campbell, D.F. (2012): The Quintuple Helix innovation model: global warming as a challenge and driver for innovation. Journal of Innovation and Entrepreneursh,1, 2, https://doi.org/10.1186/2192-5372-1-2
Carayannis, E.G., Campbell, D.F.J. (2009): “Mode 3” and “Quadruple Helix”: toward a 21st century fractal innovation ecosystem. International Journal of Technology Management, Vol. 46(3/4), 201–234.
Carayannis, E.G., Campbell, D.F.J. (2010): Triple Helix, Quadruple Helix and Quintuple Helix and how do knowledge, innovation and the environment relate to each other? A proposed framework for a trans-disciplinary analysis of sustainable development and social ecology. International Journal of Social Ecology and Sustainable Development, Vol. 1(1), 41–69.
Chankseliani, M., McCowan, T. (2021): Higher education and the Sustainable Development Goals. High Educ, Vol. 81, 1–8. https://doi.org/10.1007/s10734-020-00652-w
Etzkowitz, H., Leydesdorff, L. (2000): The dynamics of innovation: from National Systems and “Mode 2” to a Triple Helix of university–industry–government relations. Research Policy, Vol. 29, Issue 2, 109-123, https://doi.org/10.1016/S0048-7333(99)00055-4.
Holdsworth, S., Sandri, O. (2021): Investigating undergraduate student learning experiences using the good practice learning and teaching for sustainability education (GPLTSE) framework. Journal of Cleaner Production, Vol. 311, https://doi.org/10.1016/j.jclepro.2021.127532
IPPC (2007): Historical overview of climate change science. In Climate Change 2007: The physical science basis – the fourth assessment report of the intergovernmental panel on climate change. Edited by: Solomon S, Qin D, Manning M, Chen Z, Marquis M, Averyt KB, Tignor M, Miller HL. Cambridge University Press, Cambridge, United Kingdom and New York, USA; 93–127.
Kimothi, S., Singh, R., Gehlot, A., Vaseem Akram, S., Malik, P.K., Gupta, A., Bilandi, N. (2022): Intelligent energy and ecosystem for real-time monitoring of glaciers. Computers and Electrical Engineering, Vol. 102, 108163. https://doi.org/10.1016/j.compeleceng.2022.108163
Maraveas C., Piromalis D., Arvanitis K.G., Bartzanas T., Loukatos D., (2022): Applications of IoT for optimized greenhouse environment and resources management. Computers and Electronics in Agriculture, 198, 106993. https://doi.org/10.1016/j.compag.2022.106993.
Masaki M., (2022): Environmental DNA Metabarcoding: A Novel Method for Biodiversity Monitoring of Marine Fish Communities. Annual Review of Marine Science, Vol. 14:1, 161-185
Nowotny, J., Dodson, J., Fiechter, S., et al. (2018): Towards global sustainability: Education on environmentally clean energy technologies. Renewable and Sustainable Energy Reviews, Vol. 81, No. 2, pp. 2541-2551. https://doi.org/10.1016/j.rser.2017.06.060
Pacis, M., VanWynsberghe, R. (2020): Key sustainability competencies for education for sustainability. International Journal of sustainability in higher education, Vol. 21, No. 3, pp. 575-592. DOI: 10.1108/IJSHE-12-2018-0234
UNDP (2007): Human Development Report 2007/2008. Fighting climate change: human solidarity in a divided world. United Nations Development Program, New York; Accessed 31 March 2012 http://hdr.undp.org/en/reports/global/hdr2007–2008
UNEP (2008): Green jobs: towards decent work in sustainable, low-carbon world. United Nations Environment Program, Washington/New York; 2008.
United Nations (2015): Transforming our world: the 2030 Agenda for Sustainable Development. Resolution adopted by the General Assembly on 25 September 2015 (A/RES/70/1), online: https://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E
Vasiliki K., Voulvoulis N., (2020): Sustainable Development Goals (SDGs): Assessing the Contribution of Higher Education Programmes. Sustainability, Vol. 12, no. 17: 6701. https://doi.org/10.3390/su12176701
Wamsler, C. (2020): Education for sustainability: Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education. Vol. 21, No. 1, pp. 112-130. DOI: 10.1108/IJSHE-04-2019-0152
Before you submit your manuscript, it’s important you read and follow the guidelines below. You will also find some useful tips in our structure your journal submission how-to guide.
|Format||Article files should be provided in Microsoft Word format While you are welcome to submit a PDF of the document alongside the Word file, PDFs alone are not acceptable. LaTeX files can also be used but only if an accompanying PDF document is provided. Acceptable figure file types are listed further below.|
|Article length / word count||Articles should be between 10000 and 12000 words in length. This includes all text, for example, the structured abstract, references, all text in tables, and figures and appendices. Please allow 280 words for each figure or table.|
|Article title||A concisely worded title should be provided.|
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|Structured abstract||All submissions must include a structured abstract, following the format outlined below. These six sub-headings and their accompanying explanations must always be included: Purpose Design/methodology/approach Findings Originality Practical implications Social implications The following sub-heading is optional and can be included, if applicable: Research limitations/implications|
You can find some useful tips in our write an article abstract how-to guide. The maximum length of your abstract should be 250 words in total, including keywords and article classification (see the sections below).
|Keywords||Your submission should include up to 12 appropriate and short keywords that capture the principal topics of the paper. Our Creating an SEO-friendly manuscript how to guide contains some practical guidance on choosing search-engine friendly keywords. Please note, while we will always try to use the keywords you’ve suggested, the in-house editorial team may replace some of them with matching terms to ensure consistency across publications and improve your article’s visibility.|
|Article classification||During the submission process, you will be asked to select a type for your paper; the options are listed below. If you don’t see an exact match, please choose the best fit: Research Paper Research Note Book Review New Item You will also be asked to select a category for your paper. The options for this are listed below. If you don’t see an exact match, please choose the best fit: Research paper. Reports on any type of research undertaken by the author(s), including: The construction or testing of a model or framework Action research Testing of data, market research or surveys Empirical, scientific or clinical research Papers with a practical focus Viewpoint. Covers any paper where content is dependent on the author’s opinion and interpretation which are supported by analysis of evidence. Technical paper. Describes and evaluates technical products, processes or services. Conceptual paper. Focuses on developing hypotheses and is usually discursive. Covers philosophical discussions and comparative studies of other authors’ work and thinking. Case study. Describes actual interventions or experiences within organizations. It can be subjective and doesn’t generally report on research. Also covers a description of a legal case or a hypothetical case study used as a teaching exercise. Literature review. This category should only be used if the main purpose of the paper is to annotate and/or critique the literature in a particular field. It could be a selective bibliography providing advice on information sources, or the paper may aim to cover the main contributors to the development of a topic and explore their different views. General review. Provides an overview or historical examination of some concept, technique or phenomenon. Papers are likely to be more descriptive or instructional (‘how to’ papers) than discursive.|
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The preferred format is for first level headings to be in bold, and subsequent sub-headings to be in medium italics.
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There are a few other important points to note: All figures should be supplied at the highest resolution/quality possible with numbers and text clearly legible. Acceptable formats are .ai, .eps, .jpeg, .bmp, and .tif. Electronic figures created in other applications should be supplied in their original formats and should also be either copied and pasted into a blank MS Word document, or submitted as a PDF file. All figures should be numbered consecutively with Arabic numerals and have clear captions. All photographs should be numbered as Plate 1, 2, 3, etc. and have clear captions.
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|References||All references in your manuscript must be formatted using one of the recognised Harvard styles. You are welcome to use the Harvard style Emerald has adopted – we’ve provided a detailed guide below. Want to use a different Harvard style? That’s fine, our typesetters will make any necessary changes to your manuscript if it is accepted. Please ensure you check all your citations for completeness, accuracy and consistency. Emerald’s Harvard referencing style References to other publications in your text should be written as follows: Single author: (Adams, 2006) Two authors: (Adams and Brown, 2006) Three or more authors: (Adams et al., 2006) Please note, ‘et al‘ should always be written in italics. A few other style points. These apply to both the main body of text and your final list of references. When referring to pages in a publication, use ‘p.(page number)’ for a single page or ‘pp.(page numbers)’ to indicate a page range. Page numbers should always be written out in full, e.g. 175-179, not 175-9. Where a colon or dash appears in the title of an article or book chapter, the letter that follows that colon or dash should always be lower case. When citing a work with multiple editors, use the abbreviation ‘Ed.s’. At the end of your paper, please supply a reference list in alphabetical order using the style guidelines below. Where a DOI is available, this should be included at the end of the reference.|
|For books||Surname, initials (year), title of book, publisher, place of publication. e.g. Harrow, R. (2005), No Place to Hide, Simon & Schuster, New York, NY.|
|For book chapters||Surname, initials (year), “chapter title”, editor’s surname, initials (Ed.), title of book, publisher, place of publication, page numbers. e.g. Calabrese, F.A. (2005), “The early pathways: theory to practice – a continuum”, Stankosky, M. (Ed.), Creating the Discipline of Knowledge Management, Elsevier, New York, NY, pp.15-20.|
|For journals||Surname, initials (year), “title of article”, journal name, volume issue, page numbers. e.g. Capizzi, M.T. and Ferguson, R. (2005), “Loyalty trends for the twenty-first century”, Journal of Consumer Marketing, Vol. 22 No. 2, pp.72-80.|
|For published |
|Surname, initials (year of publication), “title of paper”, in editor’s surname, initials (Ed.), title of published proceeding which may include place and date(s) held, publisher, place of publication, page numbers. e.g. Wilde, S. and Cox, C. (2008), “Principal factors contributing to the competitiveness of tourism destinations at varying stages of development”, in Richardson, S., Fredline, L., Patiar A., & Ternel, M. (Ed.s), CAUTHE 2008: Where the ‘bloody hell’ are we?, Griffith University, Gold Coast, Qld, pp.115-118.|
|For unpublished |
|Surname, initials (year), “title of paper”, paper presented at [name of conference], [date of conference], [place of conference], available at: URL if freely available on the internet (accessed date). e.g. Aumueller, D. (2005), “Semantic authoring and retrieval within a wiki”, paper presented at the European Semantic Web Conference (ESWC), 29 May-1 June, Heraklion, Crete, available at: http://dbs.uni-leipzig.de/file/aumueller05wiksar.pdf (accessed 20 February 2007).|
|For working papers||Surname, initials (year), “title of article”, working paper [number if available], institution or organization, place of organization, date. e.g. Moizer, P. (2003), “How published academic research can inform policy decisions: the case of mandatory rotation of audit appointments”, working paper, Leeds University Business School, University of Leeds, Leeds, 28 March.|
|For encyclopaedia entries |
(with no author or editor)
|Title of encyclopaedia (year), “title of entry”, volume, edition, title of encyclopaedia, publisher, place of publication, page numbers. e.g. Encyclopaedia Britannica (1926), “Psychology of culture contact”, Vol. 1, 13th ed., Encyclopaedia Britannica, London and New York, NY, pp.765-771. (for authored entries, please refer to book chapter guidelines above)|
|For newspaper |
|Surname, initials (year), “article title”, newspaper, date, page numbers. e.g. Smith, A. (2008), “Money for old rope”, Daily News, 21 January, pp.1, 3-4.|
|For newspaper |
|Newspaper (year), “article title”, date, page numbers. e.g. Daily News (2008), “Small change”, 2 February, p.7.|
|For archival or other unpublished sources||Surname, initials (year), “title of document”, unpublished manuscript, collection name, inventory record, name of archive, location of archive. e.g. Litman, S. (1902), “Mechanism & Technique of Commerce”, unpublished manuscript, Simon Litman Papers, Record series 9/5/29 Box 3, University of Illinois Archives, Urbana-Champaign, IL.|
|For electronic sources||If available online, the full URL should be supplied at the end of the reference, as well as the date that the resource was accessed. Surname, initials (year), “title of electronic source”, available at: persistent URL (accessed date month year). e.g. Weida, S. and Stolley, K. (2013), “Developing strong thesis statements”, available at: https://owl.english.purdue.edu/owl/resource/588/1/ (accessed 20 June 2018) Standalone URLs, i.e. those without an author or date, should be included either inside parentheses within the main text, or preferably set as a note (Roman numeral within square brackets within text followed by the full URL address at the end of the paper).|
|For data||Surname, initials (year), title of dataset, name of data repository, available at: persistent URL, (accessed date month year). e.g. Campbell, A. and Kahn, R.L. (2015), American National Election Study, 1948, ICPSR07218-v4, Inter-university Consortium for Political and Social Research (distributor), Ann Arbor, MI, available at: https://doi.org/10.3886/ICPSR07218.v4 (accessed 20 June 2018)|