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In this paper, we develop an argument to show why we expect that multinational companies will ensure that they communicate credibly about their environmental responsibility, across all their subsidiaries. Credible environmental communication helps to increase the firm’s legitimacy and reduce its liability of foreignness on an issue that is globally relevant. We develop a measure to test if there is a standardized level of environmental communication credibility on the country-specific web sites of MNC subsidiaries around the world and find, in fact, that there is considerable variation across countries, among subsidiaries of different firms and among subsidiaries of the same multinational. We discuss the reasons for this and the implications for firm legitimacy. Copyright Springer Science+Business Media B.V. 2007credibility, environmental communication, legitimacy, multinationals, subsidiaries,

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Executive directors, senior managers, and board chairs of organizations operating in the nonprofit human service sector have different expectations regarding the characteristics and competencies needed for future organizational leaders. We asked current organizational leaders to describe the characteristics and competencies needed for a future executive director. The responses suggest that future leaders will need different skills than those of current leaders, that the most likely candidate pool for successors is not there, and that boards of directors are unaware of these realities in their (lack of) succession planning.

Business education faces shortcomings that can be mitigated through the broad perspective of interdisciplinarity, fulfilling a call for a greater orientation toward Education for Sustainable Development (ESD). Despite the relevance and urgency, current frameworks cannot embed context-related problems into their design, increasing the detachment of wicked problems and management education, and falling short of the goal-oriented prerogative. Interdisciplinarity is up to this task as an educational attitude and behaviour rather than a toolkit of cross-disciplinary classification. This paper aims to propose a framework for interdisciplinarity-based sustainability management for business education. We established the framework via a literature review analysis, and then we validated it through discussions with specialists from the United Nations Principles for Responsible Management Education (UN-PRME) to introduce a model with 49 evidence-driven, interdisciplinarity practices. We grouped results in three main dimensions of analysis connecting the 16 categories. We gave special attention to spaces of discomfort that ought to be fostered in business schools under a critical thinking perspective and the student’s role in the relevance of sustainability education. The work harbours practical implications for developing better practices for management education by blending an interdisciplinary approach to sustainability in the management education literature.