The emergence of voluntary corporate codes of conduct since the early 1990s is both a manifestation of and a response to the process of globalization. They have been part of a more general shift away from state regulation of transnational corporations towards and emphasis on corporate self-regulation in the areas of labour and environmental standards and human rights. This work provides a critical perspective on the growth and significance of corporate codes with a particular focus on working conditions and labour rights. It brings together work by academics, practitioners and activists.

This book is a comprehensive guide on how to teach sustainable consumption in higher education. Teaching and Learning Sustainable Consumption: A Guidebook systematizes the themes, objectives and theories that characterize sustainable consumption as an educational field. The first part of the book discusses approaches to teaching and learning sustainable consumption in higher education, including reflections on how learning occurs, to more practical considerations like how to set objectives or assess learning outcomes. The second part of the book is a dive into inspiring examples of what this looks like in a range of contexts and towards different aims - involving 57 diverse contributions by teachers and practitioners. Building on the momentum of a steady increase in courses addressing sustainable consumption over the past decade, this guidebook supports innovative approaches to teaching and learning, while also bringing to the fore conceptual debates around higher education and sustainability. Overall, this book will be a seminal resource for educators teaching about sustainability and consumption. It will help them to navigate the specifics of sustainable consumption as a field of scholarship, and design their teaching approaches in a more informed, competent, creative way.

This book is a comprehensive guide on how to teach sustainable consumption in higher education. Teaching and Learning Sustainable Consumption: A Guidebook systematizes the themes, objectives and theories that characterize sustainable consumption as an educational field. The first part of the book discusses approaches to teaching and learning sustainable consumption in higher education, including reflections on how learning occurs, to more practical considerations like how to set objectives or assess learning outcomes. The second part of the book is a dive into inspiring examples of what this looks like in a range of contexts and towards different aims - involving 57 diverse contributions by teachers and practitioners. Building on the momentum of a steady increase in courses addressing sustainable consumption over the past decade, this guidebook supports innovative approaches to teaching and learning, while also bringing to the fore conceptual debates around higher education and sustainability. Overall, this book will be a seminal resource for educators teaching about sustainability and consumption. It will help them to navigate the specifics of sustainable consumption as a field of scholarship, and design their teaching approaches in a more informed, competent, creative way.