Environmental management systems (EMS) and sustainability performance in higher education institutions: a capability-based conceptual model

Abstract

Purpose This paper aims to develop a theoretically grounded model explaining how environmental management systems (EMS) contribute to sustainability performance in higher education institutions. Drawing on the natural resource–based view, this study seeks to explain the organizational mechanisms through which EMS practices translate into sustainability outcomes, thereby addressing the limited theorization of EMS effectiveness in higher education sustainability research. Design/methodology/approach This study adopts a model-based conceptual research design. A systematic literature review guided by the PRISMA protocol is conducted to identify and synthesize relevant research on EMS, sustainability capabilities and sustainability performance in higher education. Insights from the reviewed literature are analytically integrated using the natural resource–based view to develop a conceptual framework and theoretically derived propositions. Findings This paper proposes a conceptual model where four EMS dimensions, i.e. top management environmental commitment, stakeholder integration, environmental training and learning systems and environmental performance monitoring and reporting, enhance sustainability performance through sustainability-oriented organizational capabilities. The model explains why EMS adoption alone is insufficient and highlights capability development as the key mechanism linking EMS to sustainability outcomes. Originality/value This study advances sustainability research in higher education by theorizing EMS as capability-building systems rather than merely as technical, administrative or compliance tools. It extends existing EMS performance discussions by explaining why similar EMS structures lead to different sustainability outcomes across HEIs. The model identifies sustainability-oriented organizational capabilities as the internal mechanism that links leadership commitment, stakeholder integration, organizational learning and monitoring practices to environmental, educational and societal sustainability performance.