Titel Deelnemers "Pioneering in sustainability reporting in higher education: Experiences of a Belgian business faculty" "Kim Ceulemans, Talia Stough" "Elucidating the relationship between Sustainability Reporting and Organisational Change Management for Sustainability" "Kim Ceulemans" "Sustainability assessment of higher education curricula: a critical reflection" "Talia Stough, Valérie Cappuyns, Kim Ceulemans" "Duurzaamheidsmetingen in het hoger onderwijs: case studie over de toepassing van het STARS instrument" "Talia Stough, Valérie Cappuyns, Kim Ceulemans" "Economic and Environmental Performance Indicators in Belgian GRI Reports" "Valérie Cappuyns, Kim Ceulemans" "Despite the upsurge in sustainability reporting worldwide, there is still a large gap between the reporting rates of different countries and sectors around the world. This paper analyzes how Belgian organizations report the economic and environmental performance indicators in their sustainability reports, with the aim to evaluate the quality and completeness of this information. Besides a detailed content analysis of Global Reporting Initiative (GRI) reports of Belgian organizations, synergies with new developments, such as the GRI G4 guidelines and integrated reporting are sought. Economic aspects are generally reported through disclosure of a larger number of indicators, as compared to environmental aspects, most likely because of financial reporting obligations. Nevertheless, huge differences exist between organizations (mainly between private and non-profit organizations) with respect to the amount and quality of information that is provided on these economic indicators in the GRI reports. Environmental performance indicators are often only reported on a basic level, but in a more consistent way, with limited differences between organizations. Moreover, there was no significant correlation between the use of a certified environmental management system (ISO 14001 or EMAS) and the quality of environmental reporting. There is also a clear difference with respect to the reporting behavior of service suppliers and manufacturers or distributors of goods, mostly in terms of number of indicators reported on. Finally, the possible application of existing indicators that integrate economic and environmental aspects in sustainability reporting is discussed. Including “integrated indicators” within the GRI framework may be a step forwards to integrated reporting." "Teaching organisational change management for sustainability: designing and delivering a course at the University of Leeds to better prepare future sustainability change agents" "Kim Ceulemans" "A number of universities worldwide have created new courses and degrees or modified existing ones, as a response to the increasing interest by companies to hire sustainability literate graduates. However, many of such courses have been developed with a focus on ‘hard’ technocentric or managerial issues. The examples that have been published in academic journal have tended to be descriptive, and in only a limited number of cases have they been based on theories of teaching and learning. This paper presents the process of designing and delivering a new course on organisational change management for sustainability for the BA Environment and Business degree at the University of Leeds. The course was developed based on holism and a constructivist position to help deal with the complexities of sustainability and organisational change management. The course objective was to educate students as sustainability change agents by dealing with the complexities of sustainability and ‘soft’ issues in organisational change management. The process had three key elements: (1) the learning outcomes; (2) the course delivery; and (3) the course assessment (including feedback). During the process a number of challenges had to be overcome. The paper provides a more complete, systematic, robust, and focused approach to education for sustainable development, specifically on course design and delivery, by using theories of teaching and learning and linking the course aims, delivery, and assessment. The paper integrates education for sustainability development and corporate sustainability into a relatively new discipline, organisational change management for sustainability." "A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey" "Kim Ceulemans" "During the last two decades, many higher education institutions have become involved in embedding sustainable development into their academic systems. The research for this paper was built upon discussions on declarations, charters, and other initiatives designed to commit their institutions to education for sustainable development. It analyses if such commitment leads to more sustainable development implementation within the academic institution. The research was performed using a survey, based upon a literature review of 60 peer-reviewed papers. The survey was divided into eight categories: background; institutional framework; campus operations; education; research; outreach and collaboration; on-campus experiences; and assessment and reporting. The survey was answered by 84 respondents from 70 institutions, worldwide. The responses were analysed via descriptive analysis, grounded theory, and inferential statistics. The results revealed that there were many examples of sustainable development implementation throughout the system; however, generally the efforts tended to be compartmentalised. The analyses also highlighted strong linkages between the institution's commitment to sustainability, implementation, and signing a declaration, charter, or initiative. The findings suggested that academic leadership's commitment was a leading cause for signing a declaration, charter, or initiative, and implementing sustainable development. The research team provided recommendations for higher educational leaders, including acknowledge that the higher education institution system is comprised of several inter-related elements; commit to sustainability by integrating it into policies and strategies; show the commitment by signing a declaration, charter, or initiative; establish short-, medium-, and long-term plans for its institutionalisation; and ensure that sustainable development is implemented throughout the system." "Experiences from the implementation of sustainable development in higher education institutions: Environmental Management for Sustainable Universities" "Kim Ceulemans" "Sustainability Reporting in Higher Education: Interconnecting the Reporting Process and Organisational Change Management for Sustainability" "Kim Ceulemans" "Sustainability Reporting in Higher Education: A Comprehensive Review of the Recent Literature and Paths for Further Research" "Kim Ceulemans, Ingrid Molderez, Luc Van Liedekerke" "© 2014 Elsevier Ltd. All rights reserved. Over the last decade, sustainability reporting (SR) has gained importance in both profit and non-profit environments. In spite of the slowly emerging trend of SR in higher education, it is still unclear for certain actors within this field what SR entails. This paper offers a comprehensive review of the existing literature on SR in higher education, aimed at providing guidance on the topic, uncovering gaps and inconsistencies in the literature, and finding new paths for research. The findings show that the topic of SR has been approached in a rather fragmented way in the literature, while the scientific field would benefit from more in-depth studies, preferably supplemented by empirical evidence. Important issues for future research are: the potential of SR for organisational change, the influence of stakeholder engagement processes on SR, the link between SR and general sustainability management, and the link between existing reporting indicators, tools, and management standards. Structuring and defining these topics can stimulate scholars to further study them in depth, leading to a better understanding of the dynamics of the reporting process, and in a broader sense of the process of sustainability integration in higher education."