It has been found that in spite of showing concern for the environment and advocating environmentally safe activities, the Indian consumer is still not ready to accept the hard truth that it the responsibility of one and all to minimize their contribution to the overall environmental pollution. This article aims at studying socio-psychological factors which contribute in the formation of environmental attitude of consumers. It further aims at establishing the connection between environmental attitude of the consumer and his/her willingness to buy environmentally friendly products (WTB-EFPs). A conceptual model has been proposed and tested using structural equation modelling (SEM). It has been found that the dimensions, such as environmental knowledge (EK), perceived seriousness of environmental (PSE) problem, interpersonal influence (IPI), collectivism and long-term orientation (LTO), have positive relationship with consumer environmental attitude (CEA). It has also been observed that consumer with favourable environmental attitude expresses their WTB-EFPs. This is an original study conducted for the first time in India using five antecedents of CEA with the application of SEM. No demographic factors have been studied in this article in order to put more focus on their socio-psychological dimensions.

Over a period of time, sustainable development (SD) gaining momentum as international declarations is binding the whole globe through a single cord. Stockholm Conference in 1972 (UNEP, 1972, Declaration of the United Nations conference on the human environment.) witnessed the recognition of education for environmental protection and conservation. Since then more and more higher education institutions have been engaged in embedding sustainability throughout the academic cycle. This cycle starting from input (institutional frameworks, such as vision, mission and policies), processes such as (curriculum, research, outreach and collaboration, on campus experience, campus operations, assessment and reporting), output (impact on social, environmental and economic perspective). The closing of the loop ends with feedback mechanism to rectify the system at process level or input level. This review article observes the complete SD cycle for management education.

Management education is increasingly facing societal demands for becoming responsible business. Many management institutions have therefore become involved in embedding sustainable development as part of responsible management education into their academic system. This was also due to use of ‘responsible management’ as one of the important criteria in the international accreditation process and thus leading to greater acceptability amongst its target audience. The United Nations (UN)-supported Principles for Responsible Management Education (PRME) initiative is an important catalyst for the transformation of management education in this direction. The research was based on analysis of around 60 peer-reviewed articles in the field of responsible management education to understand important categories where the institution can commit for implementation of sustainable development. The next part of research focuses on studying the declarations, charters or initiatives for higher education for sustainable development. Further, the research for this article was built upon discussions on implementation of PRME in designing the student learning outcomes (SLOs) for management education. The article intends to study the case of one institute from North India that has made an attempt to adopt the six (plus one) principles of PRME into the curriculum design for its Post Graduate Diploma in Management (PGDM). The article serves as an instrument to help higher education institutions (HEIs) that are planning to adopt PRME as it explains the processes, challenges and benefits of implementing PRME throughout the system.

The term ‘Industry 4.0’ or the fourth Industrial Revolution refers to the addition of smart technology to traditional manufacturing and industrial practices. This practice was first introduced by the German government in the year 2011 to empower its economy. The trend steadily gained roots and spread to other countries across the globe. This study explores the preparedness of select Indian industries to implement Industry 4.0, or in other words, build smart factories using innovative technologies. It also throws light on the benefits, challenges, drivers and barriers to Industry 4.0 in the Indian context. Based on data from corporate executives, it also highlights issues and challenges related to investment cost, skills gap and data security in implementing Industry 4.0. The study also provides a framework for a mapping application to map the qualities, benefits and challenges faced by selected Indian industries at two levels: concept implementation and the full implementation.

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