Merce Bernardo

Environmental challenges demand urgent and strategic responses from firms. Eco‐product innovation (EPI) is a key approach to reducing environmental impact while preserving competitiveness. This research analyses the relationship between EPI and the internalization of management system (MS) certifications, focusing on ISO 9001, ISO 14001, and ISO 45001, whether adopted individually or in combination. Using secondary panel data from 2769 firms in Europe and Asia from 2006‐2019, a panel logit analysis was conducted, supported by multiple robustness checks. The results reveal that only ISO 14001, individually and in combination, is positively related to EPI, while ISO 9001 and ISO 45001 show no direct effect unless combined with ISO 14001. Furthermore, certification duration shows an inverted U‐shaped relationship with EPI, highlighting the dynamic nature of EPI capability development linked to the internalization of MSs and the risk of erosion over time. Grounded in the dynamic resource‐based view, this paper emphasizes the dynamic nature of capabilities associated with the internalization of MSs and its consequences for EPI and as such has several implications for academia and practitioners.

This study examines the haute cuisine chefs’ education and training in order to identify a common pattern of training. Specifically, this study investigates the education and training received during the careers of a sample of 60 Michelin-starred chefs in Catalonia, a Spanish region recognized for its gastronomy. To conduct the study, a qualitative methodology was adopted and a semi-structured questionnaire was used to interview the professionals. The results show that the studies in hospitality schools are important to cement the basis of knowledge, but internships and work experience are also relevant ways to acquire explicit and tacit knowledge to succeed in this sector. These findings have allowed the identification of three different clusters of haute cuisine chefs also considering age and experience. This paper contributes to the research by analyzing the education of a group of professionals and identifying a common pattern of training in a growing sector that contributes significantly to national economies.

This study explores how integrated management systems (IMS) as business tools relate to organisations’ capability of achieving sustainable development, and what knowledge gaps are still existing. Further, it discusses if IMS is only an antecedent of sustainability, or if there is a vice-versa relationship. Therefore, a systematic literature review (SLR) is performed to provide a summary of existing literature. In addition, an exploratory review adds to the discussion of a vice-versa relationship. The work reveals that the research topic is characterised by multiple constraints, thus demanding more in-detail studies. The proposed research agenda entails eight future research questions directed at unfolding models in practice, producing large-scale and cross-regional empirical analyses, exploring more IMS components, and investigating how IMS helps organisations to incorporate sustainability concepts at the economic level. An overview on the connections between IMS and sustainability has been absent in the literature in such detail. The work implicates that in practice managers should consider implementing IMS for fostering corporate sustainability, and in academia future research should be directed at the identified knowledge gaps. Thereby, the justification of a vice-versa relationship adds a new viewpoint to academics’ understanding of the topic and the formulated research agenda sets the path for future studies.

Introducció. La situació d’emergència declarada el març del 2020 va provocar un canvi immediat en la metodologia de la docència presencial, que es va estendre a la manera de fer les valoracions. Es va substituir el sistema presencial pel sistema en línia, incloent-hi tant la docència com l’avaluació (contínua i única). Mètode. L’objectiu d’aquest article és doble. Primer, estudiar les innovacions metodològiques tant reactives com proactives per part de l’àrea acadèmica, i segon, analitzar-ne els efectes en el rendiment acadèmic universitari. Per això, s’analitzen i s’estudien els canvis metodològics introduïts a les assignatures del grau en ADE de la Universitat de Barcelona, com a exemple d’un grau relatiu a les ciències socials, i el rendiment acadèmic de cadascuna. Resultats i discussió. En primer lloc, s’han pogut distingir tres períodes de docència: docència d’emergència remota, docència en línia, i model de docència híbrid. En segon lloc, l’estudi del rendiment de les assignatures i de l’anàlisi de les addendes dels plans docents permet concloure que s’han incorporat eines virtuals docents, però que no hi ha hagut modificacions metodològiques significatives, un repte pendent d’implementar per provocar canvis en tot el procés.