Influence of sustainability scholarship on competencies – an empirical evidence

Abstract

Purpose Curricula is developing from a pure knowledge-based outcome to a more skill-based outcome, with the objective of creating and advancing competencies that meet employer expectations. While the new Sustainable Development Goals (SDGs) demand organisations to change practices and adapt to sustainable goals, there is a lack of understanding in how competencies can enhance these goals. The purpose of this paper is twofold: Study 1 explores competencies related to sustainability required in a work force and examines employer perceptions on the existing literature for competencies. Study 2 empirically tests the influence of sustainability scholarship on non-technical competencies in the work force. Design/methodology/approach A mixed method approach was undertaken. A sample of managers from 39 large Australian organisations participated in the scoping study. This was followed by further interviewing executives from 12 multinational corporations in China to assess the validity of competencies and provide deeper understanding of the issues at hand. The quantitative study analysed a sample of executive responses from 229 multinationals in China using factor and regression analysis to test for the effects of mediation. Findings The research highlights that the underlying competencies regarding sustainability influences the bigger picture within firms for attaining sustainability. The affective and cognitive growth of sustainability scholarship is governed mainly by a firm’s sustainable values. Core organisational values facilitate the development of non-technical competencies. These relationships and their cumulative effect on competencies provide a theoretical framework for acquiring sustainability within organisations. Employees need sustainability scholarship for enhancing sustainability. Sustainability scholarship reflects high-level learning obtained through universities or training. The research found that non-technical competencies such as professional ethical responsibility mediate between core business competencies and sustainability scholarship. Originality/value By exploring employer’s perception of competencies, the study first makes an important contribution in addressing the need to support SDGs by bridging organisational-level competencies and sustainability literacy, which hold significant benefits for practitioners, academia and organisations at large. Second, the theoretical findings strengthen the need for embedding competencies in the curriculum. It conveys the need for sustainability literacy/scholarship to align with organisational training and learning pedagogies, in order to effectively meet industry needs. Third, it provides useful insights on employers’ estimation about workplace competencies and broadens our understanding on the contribution that competencies within organisations make to this end.

Sustainability Within the HRD Field: A Systematic Review

“…However, given the current focus on sustainability in the corporate environment, research in the HRD fields is lacking. In particular, it is noteworthy that social sustainability has begun to draw significant attention within the last 5 years (D’Souza et al, 2019; McDonald & Hite, 2018; Quartey & Wells, 2020; Vincze et al, 2021). In this respect, Cooperrider and Fry (2012) mentioned that sustainability is undoubtedly crucial to human development in the 21st century.…”

“…In this regard, recent scholars emphasized the need for vision, commitment, and leadership to integrate sustainability thinking (Williams & Turnbull, 2015). Besides this, previous studies have used several terms with sustainability in the HRD fields: sustainable innovation (Ghobakhloo et al, 2021), sustainable development (Craig & Allen, 2013), sustainable work (Islind & Norström, 2020), and competence in sustainability (D’Souza et al, 2019).…”

Does Sustainability Maturity Contribute to Sustainable Goals? A look at Resource Efficiency

“…By including sustainability in their activities, companies can contribute to the SDGs. To do so, it is not enough just to redesign their products, but rather it is necessary for companies to change their practices and adapt to the SDGs (D'Souza et al, 2019), so that the business is reconceived (Hörisch et al, 2014). Nishitani et al (2021) mention that companies with proactive attitudes incorporate SDGs into their business.…”

Together we can: enhancing key 21st-century skills with international virtual exchange

“…This is vital for students in economics, business and management, as it will assist them in developing key competencies and skills (Baird and Parayitam, 2019;Sierra, 2020;Teng et al, 2019). Furthermore, they must learn how to effectively understand the connection between key economic sectors, social needs and Sustainable Development Goals (SDGs) (D'Souza et al, 2019;Delgado et al, 2019;Marathe et al, 2020).…”

“…, 2019). Furthermore, they must learn how to effectively understand the connection between key economic sectors, social needs and Sustainable Development Goals (SDGs) (D'Souza et al. , 2019; Delgado et al.…”