Purpose The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.

PurposeThe purpose of this paper is to explore the factors that can facilitate agility in higher education and to analyze the interrelationship between the factors.Design/methodology/approachA structured model of factors facilitating agility in higher education was developed using total interpretive structural modeling (TISM). Cross-impact matrix multiplication (MICMAC) analysis helped in classifying the factors on the basis of their driving and dependency power.FindingsAn extensive literature review and expert opinion helped in identifying eight enablers that can promote agility in higher education. The ability to sense the environment, organizational structure, adoption of ICT, organizational learning, human resource strategies, leadership, readiness to change and collaboration with the stakeholders were the eight factors identified. The structural model revealed leadership as the most crucial enabler followed by human resource strategies and organizational structure.Research limitations/implicationsThe model has incorporated and prioritized all the crucial drivers of agility that can help universities and colleges design, adopt and implement policies and practices that would facilitate agility.Originality/valueSo far, the research on agility in higher education has looked into each factor in isolation. This research provides a comprehensive list of the factors and establishes the interplay between the factors making this study new and original.

PurposeThe purpose of this paper is to explore and encapsulate the enablers that can facilitate agility in faculty members of engineering institutions. The paper also aims to conduct a prelim qualitative validation of the enablers and analyze the interplay between them using the total interpretive structural modeling (TISM) approach.Design/methodology/approachThe study adopted the TISM approach to comprehend the interactions and transitivity between the enablers. Cross-impact multiplication matrix (MICMAC) analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers.FindingsExtensive literature review and expert opinion helped identify 16 enablers that can promote workforce agility. The results indicate “management support” as the most crucial enabler. Rewards and recognition and employee empowerment were among the other enablers that have a high driving force. New capabilities, learning and innovation and the expanding role of faculty members were found to have high dependence power, which makes the enablers dependent on other enablers for activation.Practical implicationsThe results of this study would assist the management of engineering colleges and universities to design, adopt and implement policies and practices that would facilitate agility in faculty members. Faculty members shoulder the responsibility of molding the future generation, and hence, it is important that they are competent enough to impart quality education. The policymakers should focus on policies and practices that leverage human resource potential and support an innovative climate that nurtures entrepreneurial activities in engineering institutions.Originality/valueSo far research on workforce agility has predominantly focused on the manufacturing sector. Despite the workforce (refers to faculty members here) being crucial in contributing to the progress of universities and colleges, very little work is done on how faculty members can be made agile. Application of the TISM method in identifying the variables that can facilitate faculty members' agility in engineering institutions in India is a new and original contribution to the literature on workforce agility.

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Purpose The purpose of this paper is to explore and encapsulate the enablers that can facilitate education for sustainable development in higher education (HE). The study also aims to understand the interdependence between the enablers. Design/methodology/approach The study adopts the total interpretive structural modelling approach to comprehend the interaction and transitivity between the enablers. Cross-impact multiplication matrix analysis was applied to rank the enablers and classify them on the basis of the driving and dependence power into dependent, autonomous, independent and linkage enablers. Findings An extensive literature review and expert opinion helped in identifying 10 enablers that can promote sustainability in higher education. The structural model revealed government policies, media, accreditation/sustainability audit, sustainability leadership and institutional commitment as the crucial enablers that can drive sustainability and activate the enablers with high dependence and low driving power. Practical implications The results of this study will assist the policymakers and management of universities and colleges in understanding important factors that can facilitate sustainability in higher education. Universities and colleges to incorporate sustainability in their system need to transform not only the core higher education activities of learning and teaching, research and engagement, also the way the colleges operate its culture, governance, structure and how it supports the staff and students. Originality/value So far, research on sustainability in higher education has looked into each factor in isolation. This research provides a comprehensive view of the factors and has attempted to establish a multidirectional interplay between factors facilitating sustainability in higher education (SHE).