This Handbook illustrates that universities per se and higher education in general are essential to catalyze and action the transformative change needed for sustainability and delivery of the Sustainable Development Goals. Part One shows how sustainability can be adopted as a driver of change within higher education institutions (HEIs), as they react and respond to influencing factors outside the academy. Part Two examines how a university working with and for sustainability can influence, effect and amplify change beyond the institution, working with and through others. International contributors explore regional, national and international perspectives, presenting a variety of critically assessed accounts case studies that reflect different local and national contexts, institutional archetypes and academic missions. Frameworks of sustainability-led transformation are illustrated at the level of the institution (executive/administrative), organization, culture, place-based (anchor) and student in various countries including Aruba, Belgium, Brazil, Canada, Hong Kong, Japan, Lebanon, Nepal, New Zealand, Nigeria, South Africa, Spain, Uganda, United Kingdom and the United States of America. The book concludes with a manifesto for change and a call to action. It identifies that the sustainability journey of a HEI is influenced by context and place, with mission, leadership and strategy playing a vital role and change agency by students a key ingredient. Recognizing the patience and resolve to effect change, communication, dialogue and inclusion were central to community building and partnership.

Sustainability is a complex concept, and the challenge of understanding it and applying it to a diverse, multi-agent, organisational setting with its potentially conflicting priorities cannot be underestimated. Leadership for Sustainability in Higher Education provides key learning from the authors' extensive academic, leadership and professional experience in this area, supplemented with reference to key learning from other leaders and institutions. Janet Fraser-Haddock, Peter Rands and Stephen Scoffham bring together the wide range of influences and considerations to succeed, including: * an understanding of the core constructs of leadership theory and sustainability * the range of perspectives through which to view and value sustainability * successful activities and actions undertaken by sustainability leaders in the higher education sector * models and methods to successfully implement sustainability that are new to the sector * influencers on the sustainability agenda, whether policy- or demand-led, external or internal * barriers to and enablers of success for leaders at individual, institutional and sector levels These factors all combine to provide a framework for the reader within which to consider leadership for sustainability, both at an individual level and within the higher education culture and organisational norms. The authors provide a theoretical underpinning of key concepts, supplemented by examples of practice across the sector, both within the UK and internationally. Case studies from the UK, Australia, North America and India all bring to life the key opportunities and challenges of leading the sustainability agenda across a range of higher education institutions.

'This well-written and highly readable book makes a major contribution to advancing our understanding of the contribution that economics can make to analysing the impact of international trade policies for environmental risks ... Regardless of the likelihood that the current WTO dispute settlement procedures can be changed in the way suggested by the authors of this book, it is essential reading for those interested in the contribution that economics can make to advancing our understanding of the implications of international trade law for environmental issues.'Journal of Agricultural EconomicsWe live in a world that is increasingly dependent on international trade in a context of substantial regional/national political tensions. Adding to this is an emerging understanding and concern about the social impact of biosecurity and ecosystem services risks associated with such trade. As the key international trade 'arbiter', the World Trade Organization (WTO) has never before faced such complexity within its decision-making remit.With increasing numbers of bilateral and regional agreements, as well as new developments emerging such as the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) initiated by multi-national corporations in 2018, the WTO needs to implement ways of reinforcing its legitimacy and enhancing its relevance.This book provides an original analysis of these linked developments and delivers a timely contribution to resolving environment-related international trade disputes. It provides a clear roadmap for improving WTO trade dispute resolution procedures so both biosecurity and ecosystem services risks are considered in evaluating the social, economic and environmental impacts of international trade proposals. In so doing, the WTO should deliver enhanced multilateral social welfare.

Sustainability is a complex concept, and the challenge of understanding it and applying it to a diverse, multi-agent, organisational setting with its potentially conflicting priorities cannot be underestimated. Leadership for Sustainability in Higher Education provides key learning from the authors' extensive academic, leadership and professional experience in this area, supplemented with reference to key learning from other leaders and institutions. Janet Fraser-Haddock, Peter Rands and Stephen Scoffham bring together the wide range of influences and considerations to succeed, including: * an understanding of the core constructs of leadership theory and sustainability * the range of perspectives through which to view and value sustainability * successful activities and actions undertaken by sustainability leaders in the higher education sector * models and methods to successfully implement sustainability that are new to the sector * influencers on the sustainability agenda, whether policy- or demand-led, external or internal * barriers to and enablers of success for leaders at individual, institutional and sector levels These factors all combine to provide a framework for the reader within which to consider leadership for sustainability, both at an individual level and within the higher education culture and organisational norms. The authors provide a theoretical underpinning of key concepts, supplemented by examples of practice across the sector, both within the UK and internationally. Case studies from the UK, Australia, North America and India all bring to life the key opportunities and challenges of leading the sustainability agenda across a range of higher education institutions.