Purpose This paper aims to analyze the main challenges faced by two business schools and a higher education institution when implementing education for sustainability (EfS). Also, it seeks to identify facilitating elements that contribute to minimizing or eliminating barriers faced by these institutions when implementing EfS. Design/methodology/approach A qualitative research approach is used of a descriptive nature and a multicase study is used as research strategy. Data were collected through interviews with the individuals responsible for EfS process in the institutions studied and were analyzed by the content analysis technique. Findings The data allowed identifying new challenges, such as those related to the governance of educational institutions, as well as divergent values of higher education institutions (HEIs) and of EfS. Research limitations/implications The number of cases here analyzed does not allow generalization of the results. Practical implications The discussion of the empirical data with the literature has provided some insights regarding good practices and recommendations for educational institutions to minimize the challenges faced in EfS process. Originality/value The identification of facilitating elements to mitigate challenges faced by business schools and HEIs provide insights for other institutions who long for implementing EfS. Also, the lack of actions aimed at mitigating resource-related challenges shows the need to improve educational public policies to help embed EfS in HEIs and business schools.
Empresas de base tecnológica (EBTs) encontram suporte no processo de incubação para auxiliá-las em suas atividades de gestão e de desenvolvimento de produtos. Este presente trabalho busca, a partir de um estudo qualitativo, descritivo e com estudo de multicasos, compreender como o processo de incubação influencia as capacidades de inovação, financeira e gerencial de EBTs incubadas. Os resultados mostraram que treinamentos e capacitações contribuem para a capacidade gerencial dos gestores das EBTs; as parcerias e relacionamentos contribuem para a capacidade de inovação das EBTs, e a capacidade financeira é a menos influenciada pelo processo de incubação.
The stakeholder approach has been, since the decade of 1980, one of the most relevant theories to understand the relationship that is established between the different groups that intertwine in everyday’s managerial practices of an organization. Such theory is relevant to comprehend school’s managerial process, since schools are constituted by stakeholders who long for their expectations to be met. This study aims at understanding how managerial practices of basic public schools, in relations with their interest groups (principal, supervisors, teachers, pedagogues, general service assistant, administrative officers, patrimonial agents, students’ parents), take place. A multicase study was carried out in four schools, data were collected from documents, direct observation and evaluated by means of the content analysis technique, based on categories from Chanlat’s (1996) participative management. Some findings were: (i) some stakeholders didn’t know or participated in school management, (ii) the need to engage the community to access resources, (iii) conflicting goals regarding stakeholders and the school, (iv) the need to strengthen the communication among stakeholders to make the control and evaluation system more effective, (v) how it’s necessary to engage stakeholders in the managerial process to obtain certain advantages.
This paper aims to characterise the relational capabilities present in the supply chain (SC) for 100% based on soybean oil biofuel usage, in the public transportation system (PTS) of Curitiba. Supply chain and relational capabilities constructs are used as theoretical foundation and a unique case study comprising the total chain of the biodiesel usage in the PTS was conducted. Data were collected from non-structured interviews with members of the upstream of the supply chain and were analysed under the perspective of each dimension and/or components of relational capabilities identified in the case. Empirical evidence from the total analysed supply chain contributes to the literature by analysing this issue from the perspective of relational capacities. The need for partners of an SC to coordinate activities, development of synergy amongst them and usage of knowledge and skills from previous experiences, demanding a joint learning consists in practical implications of this study.
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