Natural resource consumption and industrial green transformation: Does the digital economy matter?

Natural resource dependence and the Dutch disease: Evidence from Sub-Saharan Africa

Environmental, Social and Governance (ESG) has become a critical indicator of sustainability performance. There is a compelling business case for ESG acceptance and integration; however, it is challenging to integrate ESG because there is no decision support tool for integrating ESG into the natural resource exploiting industry. This study applies the Ordinal Priority Approach (OPA) multicriteria decision-making method (MCDM) to develop a hierarchical decision support framework for integrating ESG into the natural resource industry. Twenty-five experts selected from multiple stakeholder groups in the natural resource industry evaluated a total of 3 main criteria and 25 sub-criteria identified through literature reviews and company sustainability reports. The results showed that "E" is the most important factor, followed by "S" and "G." The overall top five sub-criteria include, Governance structure (G2), Emission (E1), Health and Safety (S1), the composition of the highest governance body and its committee (G6), and Risk Governance (G3). The results imply that managers should seek to integrate ESG into the natural resource industry for sustainable supply chain management because it has a strong potential to improve the credibility of their sustainability performance reporting. Again, managers and practitioners in the natural resource exploiting industry should sustain their environmental efforts, especially regarding emissions but should also consider energy issues and spills to improve the overall sustainability performance of the industry. Policymakers can consider implementing reporting and disclosure requirements that mandate natural resource extraction companies to provide transparent and comprehensive information on their ESG performance. 

Designing a decision support tool for integrating ESG into the natural resource extraction industry for sustainable development using the ordinal priority approach

Based on data for 48 African countries for the period 2000–2020, we analyse the effects of natural resources on renewable energy development and the mediating effects of governance on that relationship. For this purpose, the Ordinary Least Squares method was used to develop a baseline regression model, and the Generalized Method of Moments (GMM) approach was used for the dynamic model regression. Quantile regression was used for robustness checking across the various distributions of renewable energy. First, we find that natural resources enhance renewable energy development in Africa and that the results are robust across alternative specifications of natural resources and governance, except for forest resources, which have a negative effect on renewable energy development. When robustness is checked through a quantile regression analysis, the results show that the positive effect depends on the conditional distribution of natural resources and the type of natural resource under consideration. The negative effect of total natural resources becomes weaker as we move towards higher quantiles. Second, governance interacts with natural resource rents to generate positive effects across different governance specifications and natural resources, except for coal rent. We thereby derive some relevant implications for renewable energy financing in the Global South. 

Natural resources, renewable energy, and governance: A path towards sustainable development

Natural resource curse: A literature survey and comparative assessment of regional groupings of oil-rich countries

Natural resource dependence and institutional quality: Evidence from Sub-Saharan Africa

All over the world, there are growing concerns about the significant impact played by faculty members in their quest to actively involve their students in the teaching and learning process coupled with administrative processes. Relating to universities in Ghana and in most of the world’s universities, the major criteria for faculty promotion are the quantity and quality of research papers in reputable journals. This has triggered the popular dictum “publish or perish”. Therefore, most faculty members, desirous not to perish (stagnate in their career) and in their quest to be elevated higher on the academic ladder, spend substantial amount of their time working on their research interests to the neglect of integrating these researches into their teaching and administrative practices. This has been attributed to several confounding factors of which this study seeks to unearth. Using the sequential explanatory research design of the mixed methods, the study sought to espouse the determinants of faculty’s ability to effectively integrate research into teaching and administrative practices for purposes of corroboration and expansion. By adopting the census method, all 162 Business Education faculty members were engaged from the public universities in Ghana that offered Business Education. Questionnaires and interview protocols were used for data collection. The questionnaires were validated through the conduct of Principal Component Analysis (PCA). It was therefore, concluded that the determinants of the research-teaching nexus are more curriculum-related. Thus, the nexus highly affects the curriculum than any other aspect of university processes and administrative practices. Nevertheless, it is worthy of note to acknowledge that it does not mean that any researchactive faculty member would automatically integrate their research experience into teaching and administrative practices because such activities require conscious, intentional and intensive efforts. It emanated from the study that the determinants of the research-teaching integration include research productivity stimulation factor, empirically-based teaching factor, research active curriculum factor, time-oriented factor, and responsive curriculum factors. Responsive curriculum is the dominant factor among all the factors affecting the compatibility between research and teaching. It is therefore recommended that universities should draft discipline-specific research-teaching nexus policy documents to cater for subject-specific differences in terms of implementing the nexus. Faculty members should also be sensitised on how to balance their limited time between research and teaching in order to optimise the benefits associated with the research-teaching-administrative nexus to inform both their teaching and administrative practices.

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Determinants of research integration into teaching and administrative practices in higher education: the tales of business education faculty members

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Natural resource dependence and institutional quality: Evidence from Sub-Saharan Africa

Determinants of research integration into teaching and administrative practices in higher education: the tales of business education faculty members