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This paper aims to explore what is known in the body of literature on sustainability professionals in the architecture, engineering and construction (AEC) industry to support the formulation of research questions for future studies.

This was done through a systematic literature review in Scopus and Web of Science. In the literature search, 22 journal papers were selected to be included in the review because of their relevance to sustainability professionals, professional roles and environmental practices in the AEC industry.

Key characteristics of the papers such as methodology and theory are mapped, followed by main findings on how the sustainability profession and sustainability professionals’ roles are studied within the body of literature. The review shows that the topic of sustainability professionals in the AEC industry is currently under-researched and under-theorised. Specifically, there is a lack of in-depth studies on sustainability professionals’ roles and agency.

By providing an overview of the current literature on sustainability professionals in the AEC industry, it is possible to identify research gaps to formulate research questions for future studies.

This is important as collaboration between professions, including sustainability professionals, is believed to be the key for a successful shift towards sustainability; furthering the understanding of sustainability professionals’ role is, therefore, central.

This paper is the first systematic literature review on sustainability professionals in the AEC industry.

The purpose of this study is to explore the potential for technical accounting resources to help professional accountants exercise their performative agency.

The authors combine the integrative learning theory of truth and the concept of performativity, including two approaches to sustainability education and interventions, to construct a grid for coding the technical resources provided by the UK's Institute of Chartered Accountants in England and Wales, a pioneer in sustainability advocacy.

The findings suggest the dominance of the “predetermined and expert-determined” approach. They also reveal the emergence of three levels of performative topoi based on the relative presence of the “predetermined and expert-determined” and “process-of-seeking” approaches to professional interventions toward sustainability. The results show the profession's evolving contribution to the construction of actionable knowledge.

The main limitation of this research is that it draws on a limited corpus. In addition, the use of a binary code to represent the presence/absence of a code does not convey the code's quantitative importance.

The results are useful for those wanting to produce technical accounting resources that are more likely to help professionals build actionable knowledge and contribute to accountants' interventions toward sustainability.

Findings suggest the need for reflection on how the accounting profession can best contribute to implementing sustainability in organizations.

Few studies deconstruct professional technical resources to see how a profession can contribute to a process of societal change.

The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers.

The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework.

A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conveyed using position-based materials and various complexes of competency.

The authors suggest that boundary theory informs well the emergence of the professional field of sustainability, and the utilisation of a practice theory furthers the understanding of sustainability professionalism and its education.

The authors’ suggest that practice theory could thus provide deeper insights on how sustainability science alumni use their education after graduation, how they practice their profession and in return offer applicable reflections to sustainability education.

Research using practice theory in reflection on sustainability education and the professional practice of sustainability has not been widely conducted and in the authors’ opinion brings value to the education and practice of sustainability and to the research of sustainability education.

The purpose of this paper is to examine the professionalism and professionalization of sustainability assurance providers based on the experiences and perceptions of auditors involved in this activity.

The empirical study was based on 38 semi-directed interviews conducted with assurance providers from accounting and consulting firms.

The findings highlight the division of this professional activity between accounting and consulting firms, each of which question the professionalism of the other. The main standards in this area tend to be used as legitimizing tools to enhance the credibility of the assurance process rather than effective guidelines to improve the quality of the verification process. Finally, the complex and multifaceted skills required to conduct sound sustainability assurance and the virtual absence of recognized and substantial training programs in this area undermine the professionalization of assurance providers.

This work has important practical implications for standardization bodies, assurance providers and stakeholders concerned by the quality and the reliability of sustainability disclosure.

This study shows how practitioners in this area construct and legitimize their professional activity in terms of identity, standardization and competences. The work contributes to the literatures on the assurance of sustainability reports, self-regulation through standardization and professionalization.

This investigation builds on two domains. First, professional service providers, such as dentists and veterinarians, represent an understudied link in the distribution channel. Their recommendation of products, such as toothpaste and pet food, are impactful to their clientele. Second, for consumers, sustainability is growing as a motivating factor in product consideration. Consequently, brands committed to sustainability want to promote their products accordingly to connect with the consumer. The purpose of this study is to determine how to trust in sustainable brands is built in the mind of professional service providers, as they are influential in their clients’ decision process.

Structural equation modeling was used to test the conceptual model that predicted how brand trust of sustainable products is built in the mind of the professional service provider using a sample of 457 veterinarians.

Results revealed that trust in sustainable brands is built via professionals’ expertise in sustainability and their perception of the importance of sustainability. Additionally, the perception of altruistic motivations had a positive impact on brand trust while the perception of strategic motivations had no influence on trust in sustainable brands.

Previous studies typically examine sustainability in an organizational context or as a brand consideration factor for consumers. This research focuses on professional service providers, who operate independently of the organization, alongside the formal distribution channel. The study examines how their perception of sustainability importance and their perceived motives of brands engaging in sustainability activities impacts their trust in sustainable brands.

This study seeks to identify how professional accountants in France are educated in sustainability; we examine the French accounting programs in regard to sustainability accounting education recommendations.

We analyze a variety of documents to ascertain what comprises the typical accounting education program in France. Additionally, we conduct five interviews of various stakeholders to understand the importance of sustainability accounting and education in the French context.

We note an interesting paradox in the French context: while the government requires the reporting and auditing of corporate sustainability information, we find that sustainability is not greatly present in the government-funded French accounting education program. We determine that the government’s power in setting the education agenda combined with its budget restrictions and ability to defer responsibility to other parties has resulted in this paradox in the French setting.

This research draws attention to the consequences of society ignoring sustainability education for professional accountants.

This paper contributes to the discussion on how to educate responsible professional accountants and the implications for the planet if accountants are not trained in sustainability.

This research contributes to the important domain of sustainability accounting education. We also explore additional implications for the accounting profession and the general public.

Public administration, or the implementation of public policies by civil servants, will be central to implementing the Agenda 2030 Sustainable Development Goals. And yet, few American master of public administration (MPA) programs explicitly focus on sustainable development or sustainability literacy. This study asks whether it is possible to build professional sustainability literacy within a general MPA course, specifically in a course on quantitative methods.

Through a natural experiment conducted in three sections of the graduate course Quantitative Methods in Public Administration at UNC Wilmington, the study explores the relationship between student growth in professional sustainability literacy and a student’s level of foundational sustainability literacy, pro-environmental behavior, background knowledge in statistics and their interest in sustainable development within public administration.

The study finds that there is a statistically significant relationship between growth in a student’s professional sustainability literacy and two variables: above average foundational sustainability literacy and a high level of interest in sustainability policies and programs.

This study is the first to consider an embedded approach to sustainability education in the field of public administration.

With recent extreme weather change from global warming, the ever-increasing volume of waste, and the unsustainable use of natural resources, there is the need to evolve a new way by which building construction projects are constructed to reduce carbon emissions, environmental degradation and excessive resource consumption. It is based on this premise that this paper presents the level of implementation of sustainability practices during building construction projects in Nigeria.

This study adopted the mixed methods research approach that involves collecting quantitative and qualitative data through the use of questionnaire and interviews. The numeric data were analysed using descriptive and inferential statistics such average percentages, mean item score, Kruskal–Wallis and Mann–Whitney U tests whereas the textual data were analysed thematically.

From the questionnaire survey, the result shows that the awareness level of sustainability practices by construction professionals is high in the study area. Also, the findings indicate that “choosing the right construction method for resource conservation and consideration of the client’s satisfaction” is the major sustainability practices that construction professionals implement in the construction phase of building projects in the study area. Insights from the interviews align with the findings from the questionnaire survey.

This study concluded that the awareness level of sustainability practices is high in the study area and “choosing the right construction method for resource conservation” and “consideration of the client's satisfaction” are the major sustainability practices that construction professionals are aware of and is being implemented in the study area. Based on these findings and conclusions reached, it is recommended that construction professionals should improve their knowledge of sustainability to enhance their competence for the effective implementation of sustainability practices during building construction projects in Nigeria.

The purpose of this paper is to highlight both the need for measurement of graduate capabilities post-degree completion and the challenges posed by such a task. Higher education institutions provide an important site of learning that can equip future professionals with capabilities to manage and respond to complex sustainability challenges in their careers. Measurement of graduate uptake and application of sustainability capabilities is an important part of advancing sustainability curriculum and pedagogy to educate the twenty-first century sustainability capable graduates.

This paper explores the nature of capabilities and reviews existing approaches to capability assessment.

The nature of capabilities and their assessment post-degree completion pose a number of challenges for the development of assessment and measurement tools, which is why sustainability capability assessment methods are deserving of specific research attention.

The assessment and application of capability in graduates’ professional contexts are an important part of closing the loop between learning and teaching in higher education and professional application of this learning. It is imperative that more research be undertaken on the methodology of graduate assessment, given the need to understand graduate learning outcomes as they apply in professional settings for graduate employability, promoting sustainability and developing effective sustainability pedagogy.

Given that there is significant overlap between employability skills, generic graduate attributes and sustainability capabilities, this paper has relevance beyond the measurement of sustainability capability to the measurement of uptake and professional application of generic capabilities more broadly.

The measurement of graduate capability offers potential to enhance learning for sustainability. Measurement of graduate capabilities is a critical part of closing the loop between workplace expectations, graduate learning outcomes, learning and teaching and curriculum development during degree programs.

The review provided in this paper highlights a critical gap in research on methodologies to undertake measurement of workplace application of graduate capability. The paper explores considerations for measurement of graduate learning outcomes, specifically the difference between measuring competencies, skills and capability and the necessity for the measurement of the latter in the context of sustainability education for future professionals.

The main purpose of this paper is to illustrate the role of accounting and accounting professionals in sustainability by conducting an in-depth literature review.

This is a review-based article that does not contain empirical research. A comprehensive literature research was conducted by using online databases of selected scientific publishers and using keywords such as accounting, accounting professionals, sustainability, sustainability reporting and sustainability accounting. In addition to that, web pages of the accounting regulatory bodies and four big audit companies were also investigated.

Based upon the literature survey, it can be said that there is a lack of defining the relationship between the sustainability concept and accounting and also potential solutions to overcome the problems which create challenges for accounting and accounting professionals.

The only limitation of the study can be explained as it being a literature survey.

It is expected that the results of the paper will appear in several applications among accounting professionals, the firm that they work in, the association of professional accountants, education institutions and all the stakeholders of accounting, especially in countries with the relatively early stage of sustainability practices. The paper may give insight into aforementioned stakeholders of accounting in reformation of accounting toward sustainability.

The main contribution of this paper is to fulfill the gap in the accounting and sustainability literature by suggesting “certified sustainability accountant” credential that is equipped with core knowledge of environmental engineering as a specialized profession to handle the technical accounting problems that are related to sustainability.