The intellectual structure of the literature on sustainability leadership in higher education: an author co-citation analysis

Abstract

Purpose: This review aims to identify the intellectual structure or key theoretical themes that comprise the emerging field of sustainability leadership in higher education. Design/methodology/approach: The Scopus index was used to identify 180 documents published sustainable leadership in higher education published between 1998 and 2021. Author co-citation analysis in VOSviewer software was used to address the research question driving this inquiry. Findings: This review found that the intellectual structure of scholarship on sustainability leadership in higher education is composed of four dominant “schools of thought”. These included sustainability leadership, managing campus greening, managing change and system integration, and education for sustainable development. Research limitations/implications: The findings suggest a need for more theorizing and empirical studies that explore the nature and effects of sustainability leadership in higher education. Particular attention should be given to how features of universities as organizations shape the requirements for and constraints on leadership. From a practical perspective, the findings highlight key domains of policy and practice that higher education leaders can target in efforts to enhance sustainability in their universities and societies. Originality/value: The bibliometric review offers empirically-based insights into the evolution and current status of the literature on sustainability leadership in higher education. The findings can be used as a benchmark against which future developments in this knowledge base can be assessed.