References
- Adomßent, M., & Michelsen, G. (2006). German Academia heading for sustainability? Reflections on policy and practice in teaching, research and institutional innovations. Environmental Education Research, 12(1), 85-99.
- Barth, M. (2013). Many roads lead to sustainability: A process oriented analysis of change in higher education. International Journal of Sustainability in Higher Education, 14(2), 160-175.
- Barth, M., Fischer, D., Michelsen, G., Nemnich, C., & Rode, H. (2012). Tackling the knowledge-action gap in sustainable consumption: Insights from a participatory school programme. Journal of Education for Sustainable Development, 6(2), 135-146.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
- Breiting, S., Mayer, M., & Mogensen, F. (2005). Quality criteria for ESD-schools. Guidelines to enhance the quality of education for sustainable development. Vienna.
- Ceulemans, K., Molderez, I., & van Liedekerke, L. (2015). Sustainability Reporting in Higher Education. A comprehensive review of the recent literature and paths for further research. Journal of Cleaner Production, 106(0), 127-143.
- Christ, C., & Dobbins, M. (2016). Increasing school autonomy in Western Europe. A comparative analysis of its causes and forms. European Societies, 18(4), 359-388.
- Cincera, J., & Krajhanzl, J. (2013). Eco-Schools: What factors influence pupils’ action competence for pro-environmental behaviour? Journal of Cleaner Production, 61, 117-121.
- Deutsche UNESCO-Kommission (DUK) & Kultusministerkonferenz (KMK). (2007). Empfehlungen zur “Bildung für nachhaltige Entwicklung in der Schule”, Bonn.
- Disterheft, A., Caeiro, S., Azeiteiro, U. M., & Filho, W. L. (2015). Sustainable universities - A study of critical success factors for participatory approaches. Journal of Cleaner Production, 106, 11- 21.
- Dumay, J., Guthrie, J., & Farneti, F. (2010). GRI sustainability reporting guidelines for public and third sector organizations. Public Management Review, 12(4), 531-548.
- Fischer, D., Jenssen, S., & Tappeser, V. (2015). Getting an empirical hold of the sustainable university: a comparative analysis of evaluation frameworks across 12 contemporary sustainability assessment tools. Assessment & Evaluation in Higher Education, 40(6), 785-800.
- Haan, G. de. (2006). The BLK ‘21’ programme in Germany: a ‘Gestaltungskompetenz’based model for Education for Sustainable Development. Environmental Education Research, 12(1), 19-32.
- Iliško, D., & Badjanova, Y. (2014). A case study of ESD implementation: Signs of sustainable leadership. Discourse and Communication for Sustainable Education, 5, 38-48.
- Kalaitzidis, D. (2013). Sustainable school indicators: Approaching the vision through the sustainable school award. Journal of Teacher Education for Sustainability, 14(2), 168-180.
- Kolk, A. (2003). Trends in sustainability reporting by the Fortune Global 250. Business Strategy and the Environment, 12(5), 279-291.
- Kolleck, N. (2015). Uncovering influence through Social Network Analysis. The role of schools in Education for Sustainable Development. Journal of Education Policy, 31(3), 308-329.
- Kools, S., McCarthy, M., Durham, R., & Robrecht, L. (1996). Dimensional analysis. Broadening the conception of grounded theory. Qualitative Health Research, 6(3), 312-330.
- Lozano, R. (2006). Incorporation and institutionalization of SD into universities: Breaking through barriers to change. Journal of Cleaner Production, 14(9-11), 787-796.
- Lukk, K., Veisson, M., & Ots, L. (2008). Characteristics of sustainable changes for schools. Journal of Teacher Education for Sustainability, 9, 35-44.
- Lysgaard, J. G., Larsen, N., & Læssøe, J. (2015). Green flag eco-schools and the challenge of moving forward. In V. W. Thoresen, D. Doyle, J. Klein & R. J. Didham (Eds.), Responsible Living. Concepts, Education and Future Perspectives (pp. 135-150). Dordrecht: Springer.
- Mayring, P. (2004). Qualitative Content Analysis. In U. Flick, E. von Kardorff, & I. Steinke (Eds.), A Companion to Qualitative Research (pp. 266-269). London: SAGE.
- Meuser, M., & Nagel, U. (2009). The expert interview and changes in knowledge production. In A. Bogner, B. Littig & W. Menz (Eds.), Interviewing Experts (Research methods series, pp. 17-42). Basingstoke: Palgrave Macmillan.
- Million, A., Heinrich, A. J., & Coelen, T. (2015). Educational landscapes and urban development. contextual and spatial interfaces and linkages. Planning Practice & Research, 30(5), 587-601.
- Prexl, A. (2010). Nachhaltigkeit kommunizieren - nachhaltig kommunizieren. Analyse des Potenzials der Public Relations für eine nachhaltige Unternehmens- und Gesellschaftsentwicklung. Wiesbaden: VS Verlag.
- Rickinson, M., Hall, M., & Reid, A. (2015). Sustainable schools programmes. What influence on schools and how do we know? Environmental Education Research, 22(3), 360-389.
- Salter, Z. (2015). Impact of whole-school education for sustainability on upper-primary tudents and their families. Environmental Education Research, 22(3), 436-437.
- Schellenbach-Zell, J., & Gräsel, C. (2010). Teacher motivation for participating in school innovations - supporting factors. Journal for Educational Research Online, 2(2), 34-54.
- Seawright, J., & Gerring, J. (2008). Case selection techniques in case study research. A menu of qualitative and quantitative options. Political Research Quarterly, 61(2), 294-308.
- Sterling, S. & Thomas, I. (2006), Education for sustainability: the role of capabilities in guiding university curricula, International Journal of Innovation and Sustainable Development, 1(4), 349-370.
- Thijssens, T., Bollen, L., & Hassink, H. (2016). Managing sustainability reporting. Many ways to publish exemplary reports. Journal of Cleaner Production, 136, 86-101.
- Transfer-21 ‘Quality and Competencies’ Working Group. (2007). Developing Quality at “ESD Schools” Quality Areas, Principles & Criteria, Berlin.
- UNESCO. (2014). Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Paris: UNESCO.
- Wals, A. E. J. (2012). Shaping the Education of Tomorrow. 2012 Full-length Report on the UN Decade of Education for Sustainable Development. Paris: UNESCO.