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The materiality matrix is a tool that helps companies understand how the stakeholders’ view of material issues in environmental, social, and economic/governance dimensions influences their value creation process, and creates triple bottom line impacts through shaping their strategic business model elements. Building on the multidimensional definition of materiality, we propose to use the materiality matrix as a tool to aid the transformation of a company’s existing traditional business model into a more sustainable one (inside-out approach), and to enable the identification of the most appropriate business model archetype to incorporate innovation into its sustainable business model (outside-in approach). This paper presents the materiality matrix as a new tool to enhance and transpose a company’s business model towards sustainability—as illustrated through the analysis of the Viña Concha y Toro business model case. This new tool contributes to sustainable business model literature and stakeholder theory by incorporating the materiality matrix as a gateway to business model innovation, and as a tool to explain the dynamics in the sustainable value creation process and concomitant impact on stakeholders.

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Law students face challenges when entering the employment market irrespective of where they reside. Apart from increasing competition from their peers, there is often a disconnect between theory in law courses and the realities of legal practice. The significant leap from "student" to "early career lawyer" or "graduate lawyer" requires law schools to be more proactive in incorporating practice-based legal skills. Whether experience is gained through clinical education, external work experience or pro bono programmes, the effect of practical work experience is to increase self-confidence, practice knowledge and, consequently, employability in students. Extracurricular community engagement has been widely recognised as enhancing graduate employability by combining experiential learning, coursework and community service, with teaching clinics providing suitable learning opportunities for law students. This paper focuses on the perceived benefits of experiential learning in pro bono teaching clinics with reference to three case studies of successful law faculty teaching clinics in different jurisdictions: an established law clinic in Australia; an established law clinic in South Africa; and an emerging law clinic in Chile. The results of the study indicate that students in all three jurisdictions-Australia, Chile and South Africa-will reap advantageous benefits from their clinical experience when entering the workplace.