Unleashing intrapreneurial capabilities of educators: transforming sustainability education in higher education

Purpose There is a lack of decision support models to assess sustainability education (SE) challenges in universities and educators’ intrapreneurial capabilities. The purpose of this study is to develop a decision support model using the dynamic capability view to assess and choose an appropriate configuration based on data collected from Australia, China and Mexico. Design/methodology/approach This research design first identifies SE challenges and educators’ intrapreneurial capabilities via a systematic literature review. Next, the most important SE challenges and intrapreneurial capabilities are determined by adopting the quality function deployment tool. Fuzzy set qualitative comparative analysis is used to establish the best pattern of intrapreneurial capabilities to address the SE challenges and thus enhance the sustainability educational practices of universities. Findings The findings show SE challenges and educators’ intrapreneurial capabilities vary across universities and countries. These variations play a crucial role in determining the performance of universities. This performance is shaped by the unique interactions amongst resources, processes, people-related SE challenges and the intrapreneurial capabilities associated with new venture behaviour, innovativeness, self-renewal and the proactiveness of educators. Originality/value This study offers important theoretical and managerial implications of how educators’ intrapreneurial capabilities can address the challenges in resources, processes and people that influence SE, despite country-based heterogeneity.