Purpose -This article aims to consider different interpretation(s) of small to medium-sized enterprise (SME)-environment behaviour and the potential implications for intervention and change in theory and practice. Design/methodology/approach -The article is primarily a reflection on a supply-chain environmental management project and the specific and wider SME literature(s). Findings -The proposal is that if/when embracing the internal SME dimension and sense-making processes it is possible to conceive/describe a landscape of SME-environment intervention and change. Recognition of this landscape is of use to interventionists involved with the facilitation of change(s) and may support improvements in the quality of outcome(s).Research limitations/implications -The implication of the work is that there is a need to more effectively and appropriately consider the internal SME dimension and sense-making processes when investigating and describing SME-environment behaviour and interventions based on such descriptions. Practical implications -The work will be of interest to interventionists, those who sponsor their work or develop policy and intervention(s) in this area. Originality/value -This article identifies some of the impacts and implications for change that lead from the consideration of the internal SME dimension and related sense-making processes; a dimension surfaced in the case project work but not fully engaged in that work or the SMEenvironment and related literature.

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Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU's existing ESD activity and systems, was an important turning point. Activities undertaken to review and assess 'where are we now?', primarily through an institution-wide survey in 2009/10, led to important insights and supported dialogue, as well as the connection and underpinning of core administrative elements of the NTU SD framework and systems. Further recommendations are given in the final section of this paper on other drivers that can help to embed ESD within an HEI.

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