Sooksan KantabutraMolraudee SaratunMahidol University2018-10-192018-10-192013-05-01International Journal of Educational Management. Vol.27, No.4 (2013), 356-3760951354X2-s2.0-84878253935https://repository.li.mahidol.ac.th/handle/20.500.14594/31438Purpose: The aim of this paper is to adopt Avery and Bergsteiner's 23 sustainable leadership practices derived from sustainable organizations as a framework to examine the leadership practices of Thailand's oldest university. Design/methodology/approach: Avery and Bergsteiner's principles were grouped into six categories for analysis: long-term perspective, staff development, organizational culture, innovation, social responsibility, and ethical behavior, providing the framework for analysis of the university. Adopting a multi-data collection approach, research teams supplemented case study data with participant observations, and reference to documentation and information supplied by, or published about the university. Semi-structured interviews were held with multiple stakeholders. Findings: Six core sets of practices consistent with 21 sustainable leadership practices are identified: a focus on a long-term perspective, staff development, a strong organizational culture, innovation, social and environmental responsibility and ethical behavior. Practical implications: Since sustainable leadership principles link to enhanced brand and reputation, customer and staff satisfaction, and financial performance, the Sustainable Leadership Grid provides educational leaders with a useful checklist for this purpose. Originality/value: This paper contains the first examination of sustainable leadership in the higher education sector. It shows that even a public service organization can adopt the long-term, socially responsible principles of sustainable leadership. © Emerald Group Publishing Limited.Mahidol UniversityBusiness, Management and AccountingSocial SciencesArticleSCOPUS10.1108/09513541311316304