The increased competition in the higher education sector has resulted in a need for faster and improved decision-making at all levels of an institution (Stocker, 2010). Higher education institutions (HEIs) globally have realised that the effective analysis of sustainability information can improve sustainability management can be used as a tool to measure sustainability efforts and manage long-term risks and opportunities (Posner and Stuart, 2013). Improved sustainability management includes the process of sustainability reporting. The increased awareness of sustainability is emphasised by the number of sustainability reporting frameworks being implemented (Institute of Directors, 2009; Pina, 2011). These frameworks provide institutions with guidelines on how to report on sustainability, and examples are the Global Reporting Initiative (GRI), ISO 14000 series; the Triple Bottom Line; and the Sustainability Tracking, Assessment and Rating System (STARS). STARS is a reporting framework specifically designed for HEIs in North America [Association for the Advancement of Sustainability in Higher Education (AASHE), 2011], and although the GRI reporting framework was designed for companies, it does have modifications for HEIs with an additional category for education. One of the biggest challenges institutions face with managing sustainability is the collection, integration and reporting of sustainability information (Frost et al., 2012). Compared with corporations, HEIs are still in the early stages of sustainability reporting, both in the number of HEIs reporting and the level of reporting (Alonso-Almeida et al., 2014; Lozano and Huisingh, 2011). The majority of sustainability reporting efforts in HEIs have been restricted to institutions in developed countries, and those in the developing countries are falling behind. Two possible causes for this are the lack of access to data and accurate information (Haupt et al., 2015; Pina, 2011; Velazquez et al., 2005). In spite of the provision of several sustainability reporting frameworks, there has been limited progress to identify appropriate methods to support sustainability reporting efforts by HEIs in developing countries. Recent regulations for South African HEIs requiring mandatory sustainability reporting could assist in improving the future quality of sustainability data and information in the country [Department of Higher Education and Training (DHET, 2014)]. Bosire (2014) verified that governance practices are a key factor for effective sustainability management (including reporting), and these are outlined in the King III report, which is seen as the foundation for South African governance practices (Institute of Directors, 2009). Many HEIs in South Africa have realised the benefit of the STARS reporting framework (Pina, 2011). For strategic management at HEIs to effectively manage and report on sustainability information, a tool is required that can effectively analyse data and provide management with the information required for decision-making (Goni et al., 2013).