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Purpose Starting from the experience of the University of Bologna, this paper provides an innovative framework to analyse how universities are rethinking courses and curricula, teaching, research programmes, campus operation and partnership to address the Agenda 2030. Design/methodology/approach The paper proposes a methodological approach to represent direct and indirect impacts produced by all universities’ activities. Findings The commitment to sustainability of the University of Bologna was made clear through the last Strategic Plan approach explicitly aimed at the consideration of the U.N. Sustainable Development Goals (SDGs). Parallel to the process of integration of the SDGs in strategic planning, the University has an additional tool for reporting on the extended performance, which was presented during the G7 Environment held in Bologna in June 2017. Research limitations/implications This study focussed on the University of Bologna experience, according with HEIs sustainability approach over the world. A bit too technical sometimes to explain each practical point of activity related with the commitment in SDGs. Practical implications The multi-year experience acquired by the University of Bologna through a process of reporting that combines the economic dimension with the social and environmental, has as a natural outlet questioning the priorities to be pursued in teaching, research and the third mission to contribute to the Agenda 2030. Social implications It is shown as Alma Mater promotes actively the principles of sustainability also in terms of enhancement of collectivity welfare, the economic growth, the social equity and the capability of involved people to actually work together for the common good. Originality/value On the basis of the experience of the University of Bologna, an innovative framework can be provided to analyse how universities are rethinking all their activities to address the Agenda 2030.

Purpose: In Italy, only recently education policy makers have introduced a requirement for schools to implement the processes of self-evaluation, strategic planning and results’ reporting. In this article, we aim to explore how the new leadership approach of school principals in the context of the introduction of the new accountability system is affecting the practices of teachers. Research Method: Using quantitative data from an empirical study focused on the primary and secondary schools involved in a ministerial pilot project “School Evaluation and Development,” (VALES), we employ multilevel structural equation modelling to test the relationships among principal leadership, school capacity building (represented by the variables such as teacher self-efficacy, instructional leadership of teachers, collaborative culture and supportive learning climate) and change in teachers’ professional practices as well as teaching methods. Findings: A positive indirect relationship between principal leadership and change in teachers’ practices and methods is shown. The indirect effects are mainly a result of increased teachers’ instructional leadership. Implications: The research suggests that principals have a central role in building organizational capacity for school improvement by using self-evaluation and improvement processes. Moreover, the sharing of leadership with teachers appears to be crucial in promoting change in teaching and teacher commitment to improving professional practices. Results of this study draw attention to the following aspects: the importance of promoting principals’ leadership for learning development, adoption of a balanced approach to principals’ performance evaluation, and fostering the distribution of leadership in schools.

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