The International Journal of Management Education 20 (2022) 100709
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The International Journal of Management Education
journal homepage: www.elsevier.com/locate/ijme
Recent developments on research in sustainability in higher
education management and accounting areas☆
Jucelia Appio Frizon a, b, Teresa Eugénio a, c, *
a
b
c
CARME – Centre of Applied Research in Management and Economics, Portugal
Western Paraná State University (UNIOESTE), Brazil
School of Technology and Management, Polytechnic Institute of Leiria, Portugal
A R T I C L E I N F O
A B S T R A C T
Keywords:
Higher education
Sustainable development
Research
Sustainability
Management and accounting
The purpose of this study is to investigate recent developments in sustainability in higher edu­
cation, seeking to understand what is happening in the areas of Management and Accounting.
This study seeking to identify the scientific research production for the period of 2014–2020 in
journals ranked in the Scimago Journal Rank (SJR). Bibliometric analysis was used to describe the
sample of articles and used systematic review methodology to answer the research questions. The
bibliometric network analysis allowed to identify the journals that published more and seven
clusters showed the influential authors by citation and co-citations. By systematic review, uni­
versities in different countries are well represented and the objects of analysis most focused were
Curricular content, Teachers, and Students. Most studies have a qualitative approach and employ
content analysis. This study adds to the previous literature with two main contributions: the first
lies in the reported evidence on the state of the sustainability theme in Management and Ac­
counting as a contemporary field. The second maybe a useful starting point in this area, as it offers
perspectives and reflections for future research, given that literature reviews on sustainability in
higher education are not typically situated in the context of management education. This study
provides a contribution to the development of the research area on sustainability in higher ed­
ucation as well as having potential implications for educators as it is useful for educational
purposes.
1. Introduction
The global community faces environmental, social, and economic challenges. Addressing these complex issues successfully while
promoting Sustainable Development (SD) in accordance with sustainability guidelines depends in great part on the educational system
(Aleixo, Leal, & Azeiteiro, 2018; Kolb, Fröhlich, & Schmidpeter, 2017), not only for primary and secondary education, but also for
higher education (Hallinger & Chatpinyakoop, 2019), where education today must exceed traditional curricula in order to prepare
graduates whose awareness goes beyond the confines of their academic specialization. Higher education Institutions (HEIs) are an
☆
The journals Accounting Education; Business Strategy and the Environment; Education and Training; Issues in Accounting Education;
Management in Education; Corporate Social Responsibility and Environmental Management; and Social Responsibility Journal did not publish any
articles containing the terms searched during the period of analysis and addressing the areas of Accounting and Management.
* Corresponding author.
E-mail addresses: juceliaappio@yahoo.com.br (J.A. Frizon), teresa.eugenio@ipleiria.pt (T. Eugénio).
https://doi.org/10.1016/j.ijme.2022.100709
Received 26 April 2021; Received in revised form 1 August 2022; Accepted 16 September 2022
Available online 5 October 2022
1472-8117/© 2022 Elsevier Ltd. All rights reserved.
The International Journal of Management Education 20 (2022) 100709
J.A. Frizon and T. Eugénio
influential element for promoting sustainable practices (Nave & Franco, 2019; Tasdemir & Gazo, 2020) and the theme of sustainability
in higher education has become an urgent need rather than an option, as all citizens need to be increasingly aware of the need to join
forces to make society more sustainable (Cho, Kim, Rodrigue, & Schneider, 2020).
As sources of knowledge, universities can promote synergies with the business world, sharing knowledge (Corrêa et al., 2020;
Gomes, Jorge, & Eugénio, 2020; Leal Filho, Doni et al., 2019; Nave & Franco, 2019) and preparing their students to make ethical and
responsible decisions (Figueiró & Raufflet, 2015). Qualified professionals are needed in order to enhance concrete actions in line with
the United Nations (UN) Sustainable Development Goals (SDGs) of the SD agenda for 2030 (United Nations, 2015). The SDGs have
undeniably become one of the highest profile frameworks for global action in education and sustainable development in universities in
recent years (Isenmann, Landwehr-Zloch, & Zinn, 2020). Finally, the role that universities play in knowledge creation has
wide-ranging implications for global efforts to find ‘sustainability solutions’ (Hallinger & Chatpinyakoop, 2019).
The idea of SD is founded on the literature of Business Ethics (Leys, 1961; Simon, 1967), Corporate Social Responsibility (Carroll,
1979, 1999; Sethi, 1975; Wartick & Cochran, 1985), and Environmental Sustainability (Shrivastava, 1993), and has become a leading
concept in applied social sciences and a growing field of thought and joint practices.
What is considered to be “sustainability” and “sustainability in higher education” is constantly changing. Despite the widespread
use of the sustainability concept in academia, organizations, and society, establishing a clear definition of sustainability and how to
measure it remains elusive (Herzner & Stucken, 2020; Isenmann et al., 2020), and tensions inherent in the various definitions often
arise (Stough, Ceulemans, Lambrechts, & Cappuyns, 2018). The lack of consensus on what sustainability means, and how to differ­
entiate it from other related concepts, remains a major weakness in efforts to put it into practice (Herzner & Stucken, 2020). The study
of sustainability involves issues of non-linear causality, issues that are still emerging, and limitations in understanding, even though
there are many studies engaged in mapping this field (e.g., Herzner & Stucken, 2020; Isenmann et al., 2020). In a positive way, for
academia, the plurality of conceptualizations allows for broad inclusion in the discourse on sustainability in higher education, at the
time “sustainability” is a construct that is in the process of (re)creation, and invites researchers to integrate sustainability in higher
education into their research scope.
In recent decades there has been a notable increase in the international discourse about incorporating sustainability in higher
education (Avila et al., 2017; Gomes et al., 2020), including systematic reviews to examine the research undertaken to date (Alon­
so-García, Aznar-Díaz, Cáceres-Reche, Trujillo-Torres, & Romero-Rodríguez, 2019; Bizerril, Rosa, Carvalho, & Pedrosa, 2018; Blan­
co-Portela, Benayas, Pertierra, & Lozano, 2017; Caniglia et al., 2017; Romero, Aláez, Amo, & Fonseca, 2020; Thürer, Tomašević,
Stevenson, Qu, & Huisingh, 2018). The demands placed on HEIs to integrate sustainability initiatives alongside their long-standing
social responsibility commitments have been recognized in the literature, and issues related to the insertion and integration of sus­
tainability into management education are gaining importance.
Despite considerable efforts, there are still many challenges (Blanco-Portela et al., 2017; Herzner & Stucken, 2020; Isenmann et al.,
2020). The importance of these challenges has boosted academic interest in scientific publications. Figueiró and Raufflet (2015),
emphasize that while many research articles highlight the need for curriculum change, very few specify how this change could and
would be achieved by course design or explicit educational paradigms. There have been several recent reviews of the literature on
sustainability in higher education, but these have typically not been in the context of management and accounting education. The most
specific article identified was by Figueiró and Raufflet (2015). In addition, many scholars recognize the need to develop tools to
establish and monitor sustainability practices in HEIs (Holm, Sammalisto, & Vuorisalo, 2015), while others develop models that seek to
measure sustainability literacy in higher education as a contribution to SD, such as the Sulitest – Sustainability Literacy Test (Isenmann
et al., 2020; Mousa, Massoud, Ayoubi, & Abdelgaffar, 2020) and Assessment of Sustainability Knowledge (ASK) (Akeel, Bell, &
Mitchell, 2019).
Scholars have outlined sustainability literacy in terms of the skills, attitudes, competencies, dispositions, and values that are needed
to achieve a sustainable world (Akeel et al., 2019).
The current article, a systematic review, focuses on recent developments in sustainability research in higher education, seeking to
understand what is happening in the areas of Management and Accounting, expanding to other categories not presented in the
literature such as (1) what are the object of analysis, in what context, and in what country was the study carried out? (2) what are the
methodologies used? (3) what are the sources of data? (4) what directions for future research are suggested by the authors of the
articles analysed? Answers to these questions can be a useful starting point for further studies in this emerging area.
Palmatier, Houston, and Hulland (2018) highlight that systematic reviews carefully identify and synthesize relevant literature to
evaluate a specific research question, substantive domain, theoretical approach, or methodology and thereby provide readers un­
derstanding of the research topic. Bibliometric analysis was used as a support, in order to construct and display bibliometric maps, as
well as to identify clusters and their citation networks (Ertz & Leblanc-Proulx, 2018; Li et al., 2021).
Based on these features and focusing on the dissemination of knowledge, this study employs a systematic review, with support from
a bibliometric review, to check the status of publications on the topic of sustainability in higher education in the area of Business,
Management, and Accounting, delimiting the sub-areas of Accounting and Management, for the period from 2014 to 2020. For this
purpose, academic journals ranked Q1 and Q2 in the Scimago Journal Rank (SJR) were revisited. The SJR indicator is a measure of the
scientific influence of journals that accounts for both the number of citations received by a journal and the importance for the journals
where the citations come from (Q1 indicating top journals, followed by Q2, Q3, and Q4). The paper contributes to an understanding of
the advances of this theme in higher education, especially in the areas of Accounting and Management (at their various levels), and,
points to avenues for future investigations, as it is understood that scientific journals are an important medium by which researchers
disseminate knowledge.
This article is divided into five sections. First, this introduction is presented; in Section 2 is the literature review considering the
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topic of in higher education; Section 3 sets the methodology; Section 4 presents and discusses the results and offers suggestions for
future research presented in analysed papers; and finally concluding comments and limitations of the research will be made in section
5.
2. Sustainable development and sustainability
During the 1960s and ‘70s environmental degradation, its associated risks, and unsustainable use of natural resources were
highlighted by many emerging environmental movements (Palmstierna, 1967) criticizing the development model followed by
industrialized countries and replicated by developing nations, and emphasizing the risks posed by the excessive use of natural re­
sources without considering the carrying capacity of ecosystems (Principles for Responsible Management Education [PRME], 2018).
This led to new international policies and action plans on the sustainable use of forests, water and seas, environmental conservation,
and energy, among other concerns (Baker, 2006). These concerns gave rise to the concept of SD, largely as the result of discussions in
the report of the Brundtland Commission of 1987, entitled “Our Common Future”, which identified the imperative to meet the needs
and aspirations of the present without compromising the capacity to meet the needs of the future (World Commission on Environment
and Development [WCED], 1987). The report recommended maintaining an equitable balance of the interconnected needs of the
environment, the economy, and society – both inter- and intra-generational (Leal Filho, Doni et al., 2019; Sarkar & Searcy, 2016).
In 2015 the UN contributed to the promotion of a more sustainable future by proposing the 17 Sustainable Development Goals
(SDGs), in which 169 steps were outlined to be achieved by 2030 (Corrêa et al., 2020; Gomes et al., 2020). Subsequent research
(Hallinger & Chatpinyakoop, 2019) shows that education, which is well positioned to promote sustainable values, attitudes, and
behaviours for the next generations, is the key to meeting the SDGs. According to Leal Filho, Shiel et al. (2019), the response clearly
requires action from universities. Thus, education appears to be an important driving force that aligns society with the spirit of the
SDGs. With this, citizens must be educated appropriately, developing their engagement with society.
2.1. Sustainability in higher education
Since 1992 the United Nations Educational, Scientific, and Cultural Organization (UNESCO) has been improving the general ed­
ucation initiatives for SD with the aim of changing the way people think about taking actions that can foster greater awareness of
sustainability and adoption of related attitudes and behaviours (Aleixo, Leal, & Azeiteiro, 2021). With the objective of contributing
socially, in recent years the integration of SD in higher education has been receiving more and more attention (Corrêa et al., 2020), as
HEIs are considered to be important catalysts in the implementation and maintenance of sustainable practices. Concern about sus­
tainability issues can be expressed in such institutions through education for sustainability (Singh & Segatto, 2020). According to
Jones, Trier, and Richards (2008) and Leal Filho, Shiel et al. (2019), education for sustainability consists of a learning approach (or
teaching approach) that helps future leaders to cooperate in facing challenges and uncertainties that arise from the complex and
dynamic global environment in which they will live. This learning approach should be considered as an open-minded, reflective, and
participatory process for a sustainable future (Hallinger & Chatpinyakoop, 2019).
Leal Filho, Doni et al. (2019) note that HEIs are well positioned to guide the academic community toward better management of
natural resources, but there is still much to do, as the evidence shows that economic concerns are those that prevail in many people’s
opinions. Programs need to allow students to consider the issues raised by sustainability, not only in the context of their disciplines, but
also on a more general level, because they are the citizens who will be more greatly affected and have a greater impact (Leal Filho, Shiel
et al., 2019). The education for sustainability plays a determinant role in the achievement of the 17 SDGs (Aleixo et al., 2021) by
providing today’s students (tomorrow’s citizens) with skills to think within a complex context, learn through dialogue and commu­
nication, engage in deep reflection, develop a worldview, and evaluate when activities support or undermine the achievement of the
SDGs (Leal Filho, Shiel et al., 2019).
Pertaining to the area of Business, Management, and Accounting, the PRME is a document that stands out. It is a United Nations
backed initiative launched in 2007. As a platform to raise the profile of sustainability in schools around the world, PRME seeks to equip
today’s business students with the understanding and ability to deliver change tomorrow. Its objective is to establish a continuous
process of improvement amongst business schools worldwide, urging them to form a new generation of leaders prepared to face the
complex challenges that the 21st century poses for companies and society. To make this possible, the PRME recommends that business
schools gradually add the themes of corporate social responsibility and sustainability to their curricula, research undertakings, classes,
methodologies, and institutional strategies (PRME, 2018).
The discussion of sustainability in higher education, especially in business schools, has proved to be of great importance given the
need to prepare company managers to deal with environmental and social issues in addition to financial matters. However, a decade
after the launch of PRME by the United Nations Global Compact, many challenges to implementing PRME remain (Isenmann et al.,
2020), and according to Corrêa et al. (2020), these challenges will be with us for some time. In this scenario it is widely recognized that
HEIs have the role of promoting the various actors that participate in sustainability efforts and enhancing their contributions regarding
the three pillars, namely: environmental, social, and economic (Wartick & Cochran, 1985), and that these must occur in harmony in
order to achieve SD.
2.1.1. Systematic reviews on the topic of sustainability in higher education
Bizerril et al. (2018) conducted a systematic review of the literature up to and including December 2015 on the theme of sus­
tainability in Portuguese-speaking countries. The selection of the publications was performed through a search for the keywords,
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J.A. Frizon and T. Eugénio
“sustainability” and “higher education” or “university” or “sustainable university” in the titles and abstracts of articles in the Scopus,
Ebsco, and Scielo databases. Of the publications identified, 36 were conducted by researchers from Brazil and 16 from Portugal.
Caniglia et al. (2017) examined 46 articles from the Scopus database published from 1994 to 2016. The criterion for inclusion in the
analysis was that the publication addresses the issue of transnational collaborations between universities to advance research in ed­
ucation for sustainability. Blanco-Portela et al. (2017) conducted a systematic review of articles published between 2000 and 2016
treating the theme of sustainability in HEIs. The authors identified 330 articles in the Scopus database and 28 in Thomson Reuters’ Web
of Science and selected 35 for in-depth analysis. Alonso-García et al. (2019) identified and examined 27 documents published in the
period 2008–2019 discussing good teaching practices with Information and Communication Technologies (ICT) that are being
developed in Spanish HEIs and the relationship with the SDGs.
Published studies have also focused on analysing engineering higher education. Thürer et al. (2018) presents a comprehensive
systematic review of the literature (a total of 247 articles in the Scopus database) on integrating sustainability into curricula at both an
undergraduate and postgraduate level of study in the specific subject area of engineering. Romero et al. (2020) sought to investigate
how engineering HEIs around the world are implementing the 2030 Agenda (17 SDGs). They conducted a systematic literature review
of the SDGs and engineering schools in the Scopus and Web of Science (WOS) databases, finding and exhaustively studying 22 articles
published for 2015 to 2020. Regarding management education in HEIs, the most specific study identified is that of Figueiró and
Raufflet (2015). These authors analysed 63 articles published in 11 international higher education journals between 2003 and 2013
that addressed challenges, teaching techniques, and curriculum orientation. Their search words were “Sustainability”, “Sustainable”,
and “Green”.
Academic research on sustainability in higher education, including the field of management and accounting, has been increasing.
This importance has translated into increased academic publications which denotes a positive step towards the integration of sus­
tainability in education, which is one of the strong goals of several international organizations such as the UN and the OECD. In this
context, sustainability in higher education has emerged as a field of research, and within this field the interest of this article is
demonstrated.
3. Methodology
Systematic review was the main research method applied in the current study. Using a structured approach to identify, assess, and
interpret studies published in scientific journals. The search process used in this review was informed by PRISMA (Preferred Reporting
Items for Systematic reviews and Meta-Analyses) guidelines for conducting systematic reviews of research, this guide has already been
used in other systematic review studies (Hallinger & Chatpinyakoop, 2019; Moher, Liberati, Tetzlaff, & Altman, 2009) and Cochrane
Training (Clarke & Oxman, 2000). Five steps are essential in carrying out a systematic review, and these are adhered to in this research:
step 1: formulating the questions (contemplated see section 3.1); step 2: locating the studies (search criteria presented see section 3.2);
step 3: critically evaluating the studies (refining criterion see section 3.3); step 4: Analysis and treatment the data (methods and
techniques presented in section 3.4); and step 5: describing and reporting the results (see section 4).
3.1. Objective, delimitations, and research questions
Considering the importance discussed in the literature review, especially the systematic review study conducted by Figueiró and
Raufflet (2015) this study seeks to identify focuses on recent developments in sustainability in higher education, seeking to understand
what is happening in the areas of Management and Accounting in journals ranked Q1 and Q2 in the Scimago Journal Rank (SJR) in the
Business, Management, and Accounting areas – limited to those published between the years 2014 and 2020. Other sub-areas were not
considered (e.g., Management Information Systems and Tourism, Leisure and Hotel Management). Moreover, only journal articles
were considered in this systematic review. We excluded texts that are part of a book series, conference proceedings, and trade journals.
The rationale for the option is that conferences vary widely in the quality of review procedures and that conference presentation that
generate useful knowledge often appear subsequently in journals, according to the guidelines of Hallinger and Chatpinyakoop (2019).
With the selected articles we sought to answer the following research questions:
1. What are the object of analysis and the context? In which country was the study carried out?
2. What are the methodologies used?
3. What are the sources of data?
4. What directions for future research are suggested by the authors of the articles analysed?
This is a qualitative, exploratory, and descriptive study, uses “bibliometric network analysis” to present the sample; and “systematic
review” with content analysis to present the results. The systematic review method was initially used mainly within the medical
sciences, but it has become a valuable approach that is now extended to management studies (Ceulemans, Molderez, & Liedekerke,
2015). Ceulemans et al. (2015) and Rodrigues (2002) explain that systematic reviews with qualitative approaches interpret and
describe certain categories, similarities, and differences in a number of studies in the same area and that such reviews are concep­
tualized as a descriptive process. Systematic review is a form of research that uses the literature on a given topic as a source of data,
demanding the definition of a clear and judicious search, collection, and selection (inclusion/exclusion) strategy for articles. The
process of developing this type of study includes characterizing each selected study, assessing its quality, identifying important
concepts, comparing the analyses presented, and identifying issues that need further study, thereby providing readers with a
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J.A. Frizon and T. Eugénio
state-of-the-art understanding of the research topic (Palmatier et al., 2018).
3.2. Data collection method
The research began with an exploratory analysis for the protocol and registration of articles published in journals. We accessed the
Scimago Journal Rank (SJR) – https://www.scimagojr.com/- in December 2020 to identify the journals of interest by their impact
factor (Q1 and Q2). The authors searched the Business, Management, and Accounting knowledge area for the 7-year period
2014–2020. For data processing, Microsoft Excel was used. We searched the database using the terms “Sustainability”, “Sustainable”,
“Sustainable Development”, “Environment”, “Environmental”, “Education”, “Educational”, “Social”, and “Cleaner Production” in the
journal title. These themes become from prior literature.
With this filtering process 11 journals were selected, shown in Table 1.
The data collected for the journals in the sample are qualitative in nature, including the features of interest: title, ISSN, country of
origin, SJR classification, SJR quartile (Q1 and Q2), and H index.
3.3. Screening and filtering of the studies
After determining the journals, we moved to the next phase. The electronic pages of the 11 selected journals were visited and in
each one used the refining criterion of the terms “Sustainability”, “Higher Education”, “Accounting” and/or “Management”, simul­
taneously. This approach assumed, guided by Hallinger and Chatpinyakoop (2019), that authors writing on this topic ‘self-organized’
the literature through the use of these terms. 18 articles were found with the search criteria presented in this systematic review. The 18
articles were examined in full, and the inclusion or exclusion of the article was made by consensus between two authors, as recom­
mended in the systematic review method (Jadad et al., 2000). After full examination, two articles were eliminated because, despite
having the terms “Sustainability” and “Higher Education” in the title, abstract, and/or keywords and having the keyword “Manage­
ment” in the texts, they weren’t appropriate for the purpose of our study. So, in the end only 16 were analysed further (all articles are
referenced in this paper).
Table 2 shows the final sample of articles by journal (2014–2020) and authors.
Of the selected journals, those that published more on the theme of sustainability in the area of Accounting and Management from
2014 to 2020 were the Journal of Cleaner Production (mean of citation by article: 85.80) and International Journal of Management
Education (mean of citation by article: 23.17). Citation analysis calculates the number of times a document residing in the review
database (i.e., the 16 documents) has been cited by other documents in the Dimensions app index. This review refers to citations
calculated by direct citation analysis. If the review had been based on documents collected on other bases, for example, the Scopus, the
citation results would differ since these databases each contain a different number of documents. The mean of citation counts achieved
by the cited documents (see Table 2), in the Dimensions app (https://app.dimensions.ai/) follow trends reported in other literature. In
the research carried out by Ceulemans et al. (2015) on the theme of sustainability in higher education, the Journal of Cleaner Production
had the second largest number of articles among the journals surveyed by those authors. In our sample this journal also had a high
representation of articles.
Table 1
Initial selection of journals - Scimago Journal Rank (SJR).
Title
Publisher
ISSN
Country of
origin
SJR
Q.
H
index
Accounting Education
Routledge
United Kingdom
0.520
Q2
35
Business Strategy and the Environment
John Wiley and Sons Ltd
United States
1.828
Q1
94
Corporate Social Responsibility and Environmental
Management
Education and Training
John Wiley and Sons Ltd
14684489,
09639284
10990836,
09644733
15353958,
15353966
400912
United Kingdom
0.974
Q1
66
United Kingdom
0.752
Q1
62
14728117
07393172,
15587983
7485751
09596526,
18791786
17419883,
08920206
1758857X,
17471117
20408021,
2040803X
Netherlands
United States
0.758
0.410
Q2
Q2
22
21
United Kingdom
Netherlands
0.481
1.886
Q2
Q1
32
173
United Kingdom
0.867
Q1
15
United Kingdom
0.429
Q2
27
United Kingdom
0.672
Q1
24
International Journal of Management Education
Issues in Accounting Education
Emerald Group Publishing
Ltd.
Elsevier BV
American Accounting Ass.
Journal of Accounting Education
Journal of Cleaner Production
Elsevier BV
Elsevier Ltd.
Management in Education
SAGE Publications Ltd
Social Responsibility Journal
Emerald Group Publishing
Ltd.
Emerald Group Publishing
Ltd
Sustainability Accounting, Management and Policy
Journal
Note: Information collected at December 2020.
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J.A. Frizon and T. Eugénio
Table 2
Distribution of articles by journal (2014–2020).
Source Title
Studies
Numbera
Citationsa
Citations by
article (mean)b
International Journal of
Management Education
Benito Olalla and Merino (2019), Borges, Ferreira, Borges de Oliveira,
Macini, and Caldana (2017), Herzner and Stucken (2020), Kolb et al. (2017),
Mousa et al. (2020), Warwick, Wyness, and Conway (2017)
Figueiró and Raufflet (2015), Hesselbarth and Schaltegger (2014), Nave and
Franco (2019), Singh and Segatto (2020), Stough et al. (2018), Tasdemir and
Gazo (2020)
Botes, Low, and Chapman (2014), Cho et al. (2020), Gomes et al. (2020)
6
139
23.17
5
429
85.80
3
29
9.67
Wygal (2015), Wyness and Dalton (2018)
2
16
35
17.50
Journal of Cleaner Production
Sustainability Accounting
Management and Policy
Journal
Journal of Accounting Education
Total of text
a
Note: Information collected at December 2020.
The mean of citations by article is calculated by the total number of citations of the analysed articles (2014–2020) divided by the total number of
articles in the period.
b
3.4. Data analysis
Analysis and treatment the data is conducted in two phases including a “bibliometric network analysis” and “systematic review”.
The first phase, for the presentation of the sample, involves bibliometric network analysis to identify the articles by year of publication,
the universities affiliated, and influential authors and their clusters. Social network analyses were conducted using citations of each
publication. The 16 publications were analysed, bibliometrically, with the Dimensions app and processed by software VOSviewer,
version 1.6.17. Software VOSviewer is a freely available program for constructing and viewing bibliometric maps to obtain the
temporal distribution. These maps can be constructed based co-citations (Li et al., 2021). Co-citation analysis, via VOSviewer, referred
to an author, a source or a reference that was co-cited by publications. The software package creates a matrix based on references cited
in the ‘reference lists’ of documents contained in the review database (e.g., the 16 documents).
In the second phase, content analysis was performed to present the results. We followed Bardin’s (2011) content analysis rec­
ommendations, as he outlines a technique that involves reading and interpreting the material in a progressive and systematic way so
that constructive production can emerge. Ceulemans et al. (2015) recommend the application of content analysis in systematic reviews
as a systematic way to reduce sources and analyse relevant document characteristics. This technique has been used in other studies to
explore the theme of sustainability in higher education (Aleixo et al., 2018; Avila et al., 2017; Benito Olalla & Merino, 2019; Blan­
co-Portela et al., 2017; Ceulemans et al., 2015; Gomes et al., 2020; Herzner & Stucken, 2020).
The complete review of the articles followed a two-stage procedure, as recommended by Caniglia et al. (2017). A set of categories
was established for the purpose of this study (in order to answer the research questions) such as: object of analysis; country in which the
study was carried out; methodological aspects and sources of the data; suggestions for future research based on the authors’
suggestions.
Next, the full texts of the articles were analysed, and organized in spreadsheets (second phase). The final set of categories was
independently reviewed by two authors to ensure reliability, as directed by Aleixo et al. (2018) and Caniglia et al. (2017). To minimize
subjectivity, as recommended by Thürer et al. (2018), regular meetings were held to resolve any emerging inconsistencies in the
interpretation of the results. What is intended with this is a synthesis of research based on evidence (Sandelowski & Barroso, 2007).
4. Results
This section presents the characterisation of the sample through bibliometric analysis and then the systematic review to answer the
Fig. 1. Evolution in the number of articles (2014–2020).
Source: app Dimensions, October 23, 2021.
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J.A. Frizon and T. Eugénio
research questions.
4.1. Sample description: country of origin, universities of affiliation and authors’ networks
Subsequent analyses refer to the selected articles that address the theme of sustainability in the areas of Accounting and Man­
agement that were published in the International Journal of Management Education, Journal of Accounting Education, Journal of Cleaner
Production, Sustainability Accounting, and Management and Policy Journal from 2014 to 2020. Fig. 1 shows the upward trend in the
number of publications from 2014 to 2020.
Of the total of articles identified in the survey, note the substantial concentration of publications in 2020 (five articles), compared
to 2014 (only two). These results show a growth in the number of publications, which confirm the increasing interest in this topic.
The authors, co-authors and the universities to which they were affiliated, at the time of publication, are presented in Appendix A.
Of the 43 authors and co-authors distributed among 12 countries and 24 universities, it should be noted that Lynne Wyness of Ply­
mouth University in the United Kingdom is the only one with two published articles, one as author and one as co-author: Wyness and
Dalton (2018) published in the Journal of Accounting Education and Warwick et al. (2017) in the International Journal of Management
Education, respectively. Canada is the country with the greatest number of affiliation universities (25%) and Brazil is the one with the
greatest number of authors and co-authors (18.6%).
Fig. 2 is built on information taken from VOSviewer, regarding the authors co-cited and their networks. Note that the co-citation
density for authors, i.e. the larger the label size, the more often the author is cited.
Fig. 2 shows the top authors by citation and co-citation (i.e. according to the number of citations within the publications of the
sample). The curved lines represent the links between different authors. According to cluster analysis, the authors showed a natural
grouping into seven clusters (these clusters are indicated using colors in the visualization shown in Fig. 2). The three clusters (formed
by the VOSviewer software), that most represent the most cited authors are in red, yellow and purple.
The red cluster represents a school of thought concerned with sustainability assessment tools for higher education. The authors of
the red cluster, by co-citation, most cited are: Kim Ceulemans, from Canada, was the only author co-cited, 96 times; Wim Lambrechts,
from Netherlands, was co-cited 84 times; Valérie Cappuyns, from Belgium, 66 times; Talia Stough, from Belgium, 56 times; in the
purple cluster, Emmanuel Raufflet, from Canada, 41 times.
Since co-citation analysis is based on documents listed in the reference lists, it captures a much larger and broader literature. This
capability to include documents located outside the review database, enables co-citation analysis to provide a broader perspective on
scholarly impact than is offered by direct citation analysis alone. Thus, co-citation analysis complements the insights gained through
direct citation analysis (Hallinger & Chatpinyakoop, 2019). The co-citation analyses used in this review make it possible to capture
highly cited authors. The results of the author co-citation analysis presented in Fig. 2 highlight several additional authors who were not
identified through direct citation analysis. For example, in the yellow cluster, Rodrigo Lozano, from Sweden, is neither author nor
Fig. 2. Visualization of references’ networks.
Source: VOSviewer, October 23, 2021.
7
The International Journal of Management Education 20 (2022) 100709
J.A. Frizon and T. Eugénio
co-author of the 16 articles in this systematic review, however, seem particularly impactful, was cited 56 times by the authors of this
review. Rodrigo Lozano has a considerable scientific production on the theme of sustainability in higher education, many of these
productions are published in the Journal of Cleaner Production. Authors having the same color are more likely to be cited jointly in a
given publication (Ertz & Leblanc-Proulx, 2018), this is the case of the article authored by the four main authors of the network (red
cluster): Assessing sustainability in higher education curricula: A critical reflection on validity issues, published in 2018 has been cited
66 times. Corroborating the information that the articles published in the Journal of Cleaner Production (mean of citation by article:
85.80), in general and for the period of analysis, have the best average of citations in the Dimensions base, probably because of this
specific article (Table 2).
As stressed by Fahimnia, Sarkis, and Davarzani (2015) network analysis through bibliometric tools can prove very powerful for
identify the clusters of researchers showing how the various areas of thought may have emerged based on author and institutional
characteristics.
4.2. Object of analysis and country of origin of the data
Table 3 shows the country of origin of authors and co-authors, country of origin of the data and the object of analysis, providing
answers to the first research question. The question aims to identify the object of analysis that prevails in the published articles and the
country were the study was carried out.
Although contributions to the literature have come from studies located in 10 different countries, there is a noticeable geographical
imbalance in this knowledge base (see Table 3). Most studies have been authored located in relatively few societies, more specifically,
from Germany (three documents), Portugal (2), United Kingdom (2) and United States (2). The vast majority of studies in the database
came from developed societies. Indeed, societies in Africa, Asia, Oceania, and Latin America are little conspicuous, and this seems to be
present in other studies (Hallinger & Chatpinyakoop, 2019).
The geographic dispersion of the articles did show that Europe have the greatest number of articles. Although Brazil has the most
authors and co-authors in our sample, it is not the country with the greatest number of studies that address the theme of sustainability
in the areas of Accounting and Management developed by researchers from the same country (only two – Borges et al., 2017; Singh &
Segatto, 2020). Germany is the country in our review with the greatest number of studies (three) carried out by authors affiliated with
HEIs in their own country (Herzner & Stucken, 2020; Hesselbarth & Schaltegger, 2014; Kolb et al., 2017) and with fewer authors
(average of 2.33 authors per article). Wygal (2015) is the only article produced by a single researcher (Donald E. Wygal, from Rider
University, United States).
It appears that universities in countries including Germany, Portugal, the United States, and the United Kingdom are better rep­
resented in the international discourse on sustainability in the area of Accounting and Management, considering the modes of pub­
lication and prevailing approaches in the international literature documented in this study.
Regarding the authors’, country of origin of authors and co-authors, country studies of the object of analysis (see Table 3), we see
that in most studies the authors searched for data from universities in their own country. This was the case of the following studies:
Benito Olalla and Merino (2019), Botes et al. (2014), Borges et al. (2017), Gomes et al. (2020), Hesselbarth and Schaltegger (2014),
Herzner and Stucken (2020), Kolb et al. (2017), Nave and Franco (2019), Warwick et al. (2017), Wygal (2015), and Wyness and Dalton
(2018). The authors of the article by Cho et al. (2020) are from Canada and investigated teaching researchers from Canada and the
United States; in the study by Mousa et al. (2020) the researchers were linked to universities in Estonia, the United Kingdom, and
Table 3
Country of origin of the data and object of analysis.
Reference
Country of origin of authors and coauthors
Country studied
Object of analysis
Benito Olalla and Merino
(2019)
Gomes et al. (2020)
Kolb et al. (2017)
Stough et al. (2018)
Botes et al. (2014)
Wyness and Dalton (2018)
Cho et al. (2020)
Spain
Spain
Curricular content
Portugal
Germany
Belgium, Canada and Netherland
New Zealand
United Kingdom
Canada
Mousa et al. (2020)
Wygal (2015)
Warwick et al. (2017)
Figueiró and Raufflet (2015)
Singh and Segatto (2020)
Herzner and Stucken (2020)
Hesselbarth and Schaltegger
(2014)
Nave and Franco (2019)
Estonia, Marocco and United Kingdom
United States
United Kingdom
Brazil and Canada
Brazil
Germany
Germany
Portugal
Germany
Belgium
New Zealand
United Kingdom
Canada & United
States
Egypt
United States
United Kingdom
–
–
Germany
Germany
Portugal
Portugal
Borges et al. (2017)
Brazil
Brazil
8
Students
Teachers
Students & teachers
Systematic review
Proposed indicators for making sustainability reports
Graduates’ skills (ex-post-perspective) for sustainability
University and company cooperation “University-Firm
Cooperation”
Learning for sustainability
The International Journal of Management Education 20 (2022) 100709
J.A. Frizon and T. Eugénio
Morocco and investigated professors from HEIs in Egypt; Stough et al. (2018) are researchers in Belgium, Canada, and the Netherlands
and studied a university in Belgium. Canada was the country with the largest number of authors involved in international cooperation,
that is, there is interconnectivity between authors affiliated with HEIs from more than one country for the production of scientific
knowledge. It is surprising that there are few partnerships between authors affiliated with universities in more than one country,
corroborating the findings of Casca, Rodrigues, and Eugénio (2017) and Eugénio, Lourenço, and Morais (2010).
Bizerril et al. (2018) indicates the possibility of future research on sustainability in universities with an intercultural approach that
produces new evidence and insights on the obstacles to scientific production in different socio-cultural contexts based on research
cooperation between these countries. This means advancing complex negotiation processes between national and international in­
stitutions and bodies (Caniglia et al., 2017). In general, these authors must deal with language differences between countries and
develop structured forms of communication and interaction between collaborative researchers (Stough et al., 2018).
Aside from language issues, international cooperation also faces challenges related to the use of digital technologies. Some studies
emphasize the efficiency of virtual resources for collaboration and confirm that virtual collaboration can achieve results similar to faceto-face interactions (Caniglia et al., 2017). Consequently, international researchers need to engage with local communities, thereby
contributing to social change, accelerating learning, and boosting the impact on local contexts through global connections (Barth &
Burandt, 2013).
In most of the studies under review, the focus of analysis was the curricular content, teachers, and students, followed by the
proposal of indicators to produce sustainability reports, graduates’ skills regarding sustainability (ex-post-perspective), university and
company cooperation for sustainability (“University-Firm Cooperation”), and learning for sustainability.
4.3. Methodological aspects and sources of data
Based on varying research approaches, several methods, techniques, and sources of data have been utilized to investigate sus­
tainability in higher education. Table 4 summarizes the methodological procedures used by the authors and answers the second and
third research questions.
There is a predominance of the qualitative approach among the methods, seen in the studies of Benito Olalla and Merino (2019),
Borges et al. (2017), Figueiró and Raufflet (2015), Gomes et al. (2020), Herzner and Stucken (2020), Mousa et al. (2020), Nave and
Franco (2019), Singh and Segatto (2020), Stough et al. (2018), Warwick et al. (2017), Wyness and Dalton (2018), and Wygal (2015),
compared to the quantitative approach, in the studies by Cho et al. (2020) and Hesselbarth and Schaltegger (2014). Both methods were
employed in the studies by Botes et al. (2014) and Kolb et al. (2017). The literature is dominated by empirical studies, corroborating
the trend presented in the systematic review of Figueiró and Raufflet (2015).
Among the ways of obtaining the data, the predominance is for documentary research, while there is also some application of semistructured interviews and surveys. The most used research method (one third of the articles) is the case study. To analyse the data, in
two-thirds of the articles the authors recommend the use of the content analysis technique, and some of these studies used NVivo
software as a support for analysis (Benito Olalla & Merino, 2019; Borges et al., 2017), and MaxQDA (Herzner & Stucken, 2020).
A point to be highlighted is the predominance of the use of content analysis to analyse the data collected, which is in line with the
findings of Casca et al. (2017), Eugénio et al. (2010), and Mata, Fialho, and Eugénio (2018). Nave and Franco (2019) underscore the
use of content analysis as an appropriate technique for reporting case studies, as they understand that after conducting semi-structured
personal interviews (primary data) and the various documents belonging to the company and the university (secondary data), content
analysis is necessary to present the categories of: (i) origin of cooperation, (ii) motivations and benefits, and (iii) sharing of resources
and knowledge regarding sustainability. Benito Olalla and Merino (2019) also argue that content analysis is appropriate to present the
Table 4
Methodological aspects and sources of data.
Articles
Approach
Research design
Sources of
data
Benito Olalla and Merino (2019), Borges et al. (2017), Figueiró
and Raufflet (2015), Gomes et al. (2020), Herzner and
Stucken (2020), Mousa et al. (2020), Nave and Franco
(2019), Singh and Segatto (2020), Stough et al. (2018),
Warwick et al. (2017), Wyness and Dalton (2018), Wygal
(2015)
Qualitative
(12)
Primary (5)
Secondary
(5)
Both (2)
Cho et al. (2020), Hesselbarth and Schaltegger (2014)
Quantitative
(2)
Botes et al. (2014), Kolb et al. (2017)
Both (2)
Data collection: documentary (5), semi-structured
interviews (5), focus group (2), observation (2),
unstructured interviews (1), and field notes (1)
Method: case study (5), ethnographic (1), action research
(1), and systematic review (2)
Analysis Technique: Content analysis (10), narrative
analysis (1), and interpretive analysis (1)
Supporting software: NVivo (2) and MaxQDA (1)
Data collection: online questionnaire (2)
Method: inquiry/survey (2)
Analysis Technique: statistical models
Data collection: documentary (2) and online questionnaires
(2)
Method: questionnaire/survey (2), action research (1), and
case study (1)
Analysis Technique: descriptive analysis (1) and statistical
models (1)
Legend: number of articles in parentheses.
9
Primary (2)
Both (2)
The International Journal of Management Education 20 (2022) 100709
J.A. Frizon and T. Eugénio
competence structure for sustainability and transformative learning developed in undergraduate business courses at Spanish uni­
versities. Herzner and Stucken (2020) emphasize interpretive content analysis.
With regard to the use of the quantitative approach, two articles used a questionnaire with a survey method, and an online
questionnaire with a Likert scale. To analyse the data, the authors used descriptive statistics with simple statistical models.
4.4. Avenues for future research
Following the description of the evidence garnished from the articles analysed, the fourth research question is answered, i.e.,
avenues for future research suggested by the authors of the various articles. Suggestions were indeed made and are summarized in
Table 5.
Science mapping focuses on illuminating trends in knowledge production, as recommended by Hallinger and Chatpinyakoop
(2019). Thus, readers are encouraged to interpret the results presented in this article that points scholars towards key lines of inquiry
that deserve attention in the future in set with the results in the data collection, method and analysis technique used by the authors.
5. Final considerations
Universities continue to make progress toward the inclusion of sustainability awareness in their activities (Herzner & Stucken,
2020; Isenmann et al., 2020; Stough et al., 2018), but for internalization and behavioural changes to occur, many universities still need
to modify their historically-rooted dynamics (Blanco-Portela et al., 2017). This process of change involves reconfiguring and reas­
sessing, whenever necessary, what it is that is desired of a university and its contributions to a more sustainable society. However, this
needs to be done holistically and not with isolated and independent actions (Sanches, Campos, Gaio, & Belli, 2021).
The development of a formal sustainability science (an interdisciplinary science) could help to increase the credibility of learning
sustainability in the eyes of more conservative academics, and could help to facilitate its acceptance (Leal Filho et al., 2018). This
teaching and learning process may not be implicit in the curricula, as highlighted by Borges et al. (2017) due to informal and other
demands of student learning that are not present in traditional programs. Learning could be achieved through participation in student
organizations, for example, according to the concept of “hidden curriculum”. Accordingly, Boström et al. (2018) show that researchers
have referred to higher education for sustainability not only as a new thematic approach in the educational curriculum, but also as a
form of transformative learning in search of social change.
The incorporation of sustainability education in academic activities, promoted specifically through a better understanding of
various global issues related to SD (such as extreme poverty, human rights, globalization, equality issues, and professional and
environmental ethics) can provide benefits, linking theory with practice.
This review points out at least four possible directions for future research on sustainability in the area of Accounting and Man­
agement based on the indications of the authors reviewed:
(1) formal Curricular Content, seeking to present a more accurate image of the direction given by the programs for the theme of
sustainability, at its different levels – undergraduate, specialization, master’s and doctorate;
(2) investigating what takes place in a formal process, for example a training process that is implicit in the curricular content, but
also informal learning that takes advantage of the student’s predisposition to practical actions (personal and professional) that
favour sustainability. Such informal learning is coined by some authors, e.g., Salovaara, Pietikainen, and Cantell (2021) as
theory of interconnected learning (pedagogy of interconnected learning) to study students’ approaches to achieve a trans­
formative sustainability education based on a holistic approach.
Table 5
Avenues for future research suggested by the authors.
Article
Suggestion
Benito Olalla and Merino
(2019)
Botes et al. (2014)
Recommend a critical review of the curricula of undergraduate and postgraduate courses in Administration to provide a more
accurate picture of Business Ethics, Social Education, and Corporate Sustainability in the Spanish context
Suggest investigating in depth the content of accounting courses in New Zealand universities, as well as comparisons with other
countries in sustainability education.
Problems such as carbon emissions, climate change, and social inequalities are important research topics to be pursued in order to
achieve sustainable development.
Research must advance students’ perceptions of SD and analyse their opinions on the contribution to their personal and professional
lives.
Given the importance of sustainability reporting in HEIs, the research must advance and determine the effectiveness of measurement
models.
Investigating the perceptions of managers (deans and heads of academic departments) in the Egyptian business schools in
sustainability education.
Studies should investigate the “University-Business Relationship” toward sustainability. Such experiences/partnerships in other
geographic regions and in countries with different cultures and social and economic situations must be further explored in the
literature.
Suggest that it is useful to distinguish between “inputs” (for example, curriculum content) and “results” (for example, acquired skills
or learning objectives).
Cho et al. (2020)
Gomes et al. (2020)
Herzner and Stucken
(2020)
Mousa et al. (2020)
Nave and Franco (2019)
Stough et al. (2018)
10
The International Journal of Management Education 20 (2022) 100709
J.A. Frizon and T. Eugénio
(3) advancing the proposal of indicators to prepare universities’ sustainability reports;
(4) describing the practical experiences involving projects developed by universities and applied by organizations (Theory and
Practices), emphasizing the reporting of examples of cooperative relationships (University and Firm cooperation relationship),
with a view to implementing sustainable practices. Real projects implemented by organizations help students to make con­
nections with the real world and contextualize the theory taught (Leal Filho et al., 2018). The university is given the opportunity
to make explicit certain areas of tacit knowledge, and the company (eager to access this knowledge) is a field that is wide open to
applicability. Accordingly, Leal Filho et al. (2018) emphasize that universities should pay more attention to the integration of
theory and practice, as well as learning through synergistic action between the faculty, students, and organizations. In this area,
students and teachers can greatly benefit from cooperation with the community in the integration of SD. Moreover, the
interaction between university and enterprises is an important element to ensure that the “supply” of future business leaders is
aligned with the actual demand. In this context, the perception of the concept of sustainability that managers and business
leaders have must be consistent with the perceptions of the students, who will become leaders in the future (Singh & Segatto,
2020).
It is noted that this review provides a synthesized overview of the current state of knowledge on the subject of sustainability in
higher education in the areas of accounting and management (2014–2020), having as secondary sources journals with the quality
indicators Q1 and Q2 recognized in the SJR, especially the International Journal of Management Education and Journal of Cleaner
Production, which have 11 published articles between them. We believe that our work is a valuable follow-up to that of Figueiró and
Raufflet (2015).
As highlighted by Palmatier et al. (2018), we also point out the importance of systematic reviews to identify existing gaps and offer
suggestions for future research, and as such, in addition to synthesizing research to date, we also identify areas to potentially expand
the contributions that journals can make to the dissemination of sustainability in higher education, especially in the areas of Ac­
counting and Management. Indeed, this result is consistent with findings reported in recent bibliometric research on higher education
for sustainable development by Hallinger and Chatpinyakoop (2019). The review evidence a rapidly growing knowledge base, mostly
authored by scholars located in developed societies. However, identified a trend of limited but increasing research production outside
of Anglo-American–European societies. Thus, one could expect a positive response to international efforts aimed at further stimulating
interest, developing capacity, and supporting empirical studies on sustainability on higher education in developing societies.
5.1. Limitations and suggestions for future research
Opting for some journals over others may have led us to overlook the research in certain countries. The keywords employed for
selecting the articles in this review may have omitted some publications. For example, if the terms “Sustainable Development” and
“Environmental Education” were included, other articles would probably have been identified and the number of articles related to the
theme of sustainability in the area of Accounting and Management would have been greater. Thus, it is suggested that future research
that is similar to ours should cover a greater number of studies.
This review also reveals that empirical investigations are still scarce in the international literature, and this seems to confirm that
while the theme of sustainability in higher education has been recognized, the need exists for further study. The empirical review of the
literature shows that our knowledge about this field of research is still limited. Nevertheless, it must be considered that the texts
selected are qualitatively important and show the development of this theme and its contributions to the international discourse. As
justified by Hallinger and Chatpinyakoop (2019), because it is based upon specific findings, this review reinforces the growing
recognition that education plays a key role in the global effort to achieve the UN’s Sustainable Development Goals. The accelerating
trend in the international literature on sustainability in higher education is an excellent indication of this.
Author statement
Teresa Eugénio: Conceptualization, Methodology, Validation, Writing- Reviewing and Editing, Supervision. Jucelia Frizon:
Conceptualization, Methodology, Software, Validation, Writing – original draft preparation.
Acknowledgements
This research is financed by National Funds of the FCT—Portuguese Foundation for Science and Technology within the project
UIDB/04928/2020 and under the Scientific Employment Stimulus – Institutional Call CEECINST/00051/2018.
Appendix A
University
Author and co-author
Cardiff Metropolitan University, United Kingdom
Cardiff Metropolitan University, United Kingdom
Hiba K. Massoud**
Rami M. Ayoubi**
(continued on next page)
11
The International Journal of Management Education 20 (2022) 100709
J.A. Frizon and T. Eugénio
(continued )
University
Author and co-author
Cologne Business School, Germany
Cologne Business School, Germany
Cologne Business School, Germany
Estonia Business School, Estonia
Federal University of Parana, Brazil
Federal University of Parana, Brazil
Federal University of Rio Grande do Sul, Brazil
HEC Montréal, Canada
International University of Rabat, Morocco
Katholieke Universiteit Leuven, Belgium
Katholieke Universiteit Leuven, Belgium
Leuphana University Lüneburg, Germany
Leuphana University Lüneburg, Germany
McGill University, Canada
Open University of the Netherlands, Netherlands
Ostbayerisch Technische Hochschule, Germany
Ostbayerisch Technische Hochschule, Germany
Plymouth University, United Kingdom
Plymouth University, United Kingdom
Plymouth University, United Kingdom
Plymouth University, United Kingdom
Polytechnic of Leiria, Portugal
Polytechnic of Leiria, Portugal
Rider University, United States
Ryerson University, Canada
Universidad Pontificia Comillas, Spain
Universidad Pontificia Comillas, Spain
Université Laval, Canada
University of Beira Interior, Portugal
University of Beira Interior, Portugal
University of Coimbra, Portugal
University of São Paulo, Brazil
University of São Paulo, Brazil
University of São Paulo, Brazil
University of São Paulo, Brazil
University of São Paulo, Brazil
University of Victoria, Canada
University of Waikato, New Zealand
University of Waikato, New Zealand
University of Waikato, New Zealand
York University, Canada
Lisa Frohlich**
Monika Kolb*
Ren Schmidpeter**
Hala A. Abdelgaffar**
Ananda Silva Singh*
Andréa Paula Segatto**
Paola Schmitt Figueiró*
Emmanuel Raufflet**
Mohamed Mousa*
Talia Stough*
Valérie Cappuyns**
Charlotte Hesselbarth*
Stefan Schaltegger**
Anna Kim**
Wim Lambrechts**
Alexander Herzner*
Katharina Stucken**
Hugh Conway**
Lynne Wyness* e **
Paul Warwick*
Fiona Dalton**
Teresa Pereira Eugénio**
Sonia Ferreira Gomes*
Donald E. Wygal*
Thomas Schneider**
Amparo Merino**
Consuelo Benito Olalla*
Michelle Rodrigue**
Ana Nave*
Mário Franco**
Susana Jorge**
Adriana Cristina Ferreira Caldana**
Julio Cesar Borges*
Marcelo Silveira Borges de Oliveira**
Nayele Macini**
Tamiris Capellaro Ferreira**
Kim Ceulemans**
James Chapman**
Mary Low**
Vida Botes*
Charles H. Cho*
Notes: *author, ** co-author.
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