In 2015, all member states that comprise the United Nations unanimously adopted the Sustainable Development Goals (SDGs), a set of ambitious and inclusive targets toward global economic, social, and environmental betterment. Nurses have a key role to play in the achievement of the SDGs. The aim of this article was to conduct a scoping review to synthesize the literature related to nursing and the SDGs. Methods: This scoping review utilized Arksey and O'Malley's five-stage framework. Several electronic databases were searched for literature published from 2015 to 2020 using the key words "nurse OR nurses OR nursing" and "Sustainable Development Goals OR SDGs". Findings: A total of 447 articles were identified through the databases searches, of which 35 articles were deemed relevant and included for final review and content analysis. Analysis of relevant literature on nursing and the SDGs revealed two distinct, yet connected, perspectives: the nurse and the profession. Conclusions: Individual nurses may feel disconnected from the SDGs and struggle to relate the goals to their clinical role, calling for an increase in awareness and education on the goals. The wider profession could also increase both research and policy with relation to the SDGs, strengthening nursing's position to have a voice in and contribute towards achievement of the goals. Clinical Relevance: Individual nurses and the wider nursing profession have opportunities to more meaningfully contribute to the SDGs, beginning with an increased awareness through education and a commitment to research and participation in local and global decision making.

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This paper considers an alternative way of gathering and evaluating information on corporate social responsibility (CSR) and the actions taken towards sustainable development. Social accounting theory is currently limited in conceptualising external accounts that sit outside the description of silent or shadow accounts. With the emergence of technological platforms that enable CSR information to be collectively located, new models of stakeholder engagement are growing using the wisdom of the crowd for information collation and analyses. This paper outlines a crowdsourced platform, WikiRate, which aims to both empower corporate transparency surrounding the Sustainable Development Goals and assist in multidimensional stakeholder participation and decision making. Existing theoretical characterisations of external accounts are used as a way of understanding the WikiRate engagement model and more broadly its relationship with social accounting. Through analysis and theoretical development, this research has implications for imagining and exploring new social accountings and social accountants that can lead to emancipatory change. 'Spotlight accounting' is introduced as a process that illuminates global organisational transparency and sustainability through crowdsourcing by independent stakeholders.

PurposeSustainability is one of the leading challenges of our age, and higher education plays a vital role in supporting the implementation of sustainability initiatives. There has been substantial progress in business schools introducing sustainability into courses with extant literature detailing case studies of sustainability education and student perceptions of their learning. The purpose of this paper is to address the gap in literature from educators' perspectives on their experiences of introducing sustainability teaching using specific teaching tools for sustainability.Design/methodology/approachThis paper presents a case study on a sustainability teaching tool, WikiRate, that was embedded into business and management courses at seven higher education institutions from across the globe. Interviews were conducted after course delivery to gain insights into the practical challenges of designing and implementing a sustainability education activity.FindingsThe findings show that educators perceive sustainability as a complex issue, presenting a challenge to teaching in university systems whose normative curricula are rooted in instrumental problem-solving. Furthermore, educators described challenges to their own learning in order to implement sustainability into curricula including the need for compromises and adaptions.Originality/valueThis empirical study reports on educators' experiences embedding sustainability into their courses through an innovative teaching tool, WikiRate. This paper has implications for reframing how we can approach sustainability education and presents discussion ways to teach complexity without reduction or simplification.

Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.