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Studies of sustainable consumer profiles are mainly label‐specific and focus on Organic or Fair Trade labels. As a result, when the sustainable consumer is defined, there is a sense that only one profile exists. If each label has a different positioning strategy and has different requirements, the buyers of these products may also be different. Through the use of consumer panel data, this paper aims to deepen the understanding of the household demographic profiles of consumers of sustainable brands in order to discover if there is a single sustainable consumer profile or whether there is diversity associated with different labels. This study reveals profile differences and these provide better understanding of the complexities of sustainable consumption. It reveals that the profiles of sustainable buyers are not the same across all labels and this should be taken into account by awarding institutions when designing and evaluating their positioning strategies.

Independent single-equation models and structural equation models are used to analyze both direct and indirect impacts of education length, and of the match between education and employment, on job satisfaction after controlling for individual-specific and job-specific attributes, including health status and wages. The main results show that: (1) education/job mismatches, both in level and domain, reduce utility from work irrespective of schooling years and other individual/job characteristics; (2) the effects of education on job satisfaction are mainly indirect effects transmitted though the influence of schooling on workers’ health status, wages and other observable job characteristics; and (3) neglecting the structure of covariance among the determinants of job satisfaction results in upward bias in the estimation of the direct effect of schooling length, and in downward bias in the estimates for the effects of other personal circumstances. Copyright International Atlantic Economic Society 2007Occupational effects of education, Education and job match, Structure of covariance, C10, J21, J30,

The role of universities as drivers of good practices and learning has changed radically in recent years. The strategic plan of the Comillas Pontifical University establishes the obligation of a learning and service subject in all degree programs as a way to put what has been learned during the university years at the service of society and as a vehicle for promoting the Sustainable Development Goals set by the 2030 Agenda. In this article we will present the theoretical framework on which the project has been developed, including the university context in which it fits, to analyze the process of design and implementation of a service-learning course in engineering degrees, selecting as case studies two examples of projects in which the social impact was high. As conclusions we will present the strengths and weaknesses of the implementation process, as well as the students’ learning based on their experiences.