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Purpose This study aims to investigate the main areas in which researchers are focusing their efforts in terms of sustainability in higher education (curriculum, campus greening, research, governance or outreach), the format in which this research is performed (in terms of individual or combined efforts) and the primary research focus (in terms of local or global issues). Design/methodology/approach Trends on sustainability research were investigated by means of an online survey – the World Survey on Sustainability Publishing and Research in Higher Education, which was disseminated among members of the European School of Sustainability Science and Research and the Inter-University Sustainable Development Research Programme. Findings The survey collected responses from 103 researchers across over 40 countries. Three trends emerged: in spite of the intrinsic value of sustainability research in higher education, this area is not as mature as one could expect; the range of themes covered is wide and addresses a variety of areas; and individuals working alone is the most common means of doing research, whereas research at the university, department and faculty level appears to be less common. Originality/value The paper outlines some measures via which higher education institutions may be able to take more advantage of the many opportunities sustainability research offers to them.

Gender issues, and gender equality in particular, can be regarded as cross-cutting issues in the implementation of the Sustainable Development Goals (SDGs), even though it is unclear how they are taken into account. This study addresses this information gap by performing an assessment of the emphasis on gender issues across all the other 16 SDGs, in addition to SDG5, through a literature review and case study analysis, the basis for the newly developed framework, highlighting specific actions associated to each SDG. The 13 countries addressed in the 16 case studies include China, India, or Australia and illustrate the inclusion of SDG5 into the SDGs. Using an SDG matrix, the SDG targets are analysed. Those where an emphasis on gender equality is important in allowing them to be achieved are listed. The novelty of our approach resides in offering an in-depth analysis of how gender issues interact with the other SDGs, proposing a new analysis framework clearly identifying SDGs 1, 4, 11, 12, 14 and 16 demanding further attention for successful SD gender implementation and illustrating specific areas where further actions may be necessary, which may be used by policy-makers, raising further awareness on gender equality contribution to achieve the SDGs. A set of recommendations aimed at placing gender matters more centrally in the SDGs delivery are presented as a final contribution. These focus on the need for greater awareness and attention to good practices, to achieve successful implementation initiatives., peer-reviewed

This paper presents a review of the literature and trends related to social values and sustainable development and describes a set of case studies from a variety of community-based projects which illustrate the advantages that social values bring about as part of efforts to promote sustainability. Three approaches were used to develop this study: a bibliometric analysis of the topic "social values and sustainable development", an analysis of case studies that concretely present community projects addressing social values and sustainability, and the development of a framework linking up bibliometric clusters and the cases studies.While the bibliometric analysis revealed clusters where social values are strongly connected with sustainable development, the case studies indicated the lack of a common terminology and understanding of the relation between social values, sustainable development, and community-based projects.The study concludes by suggesting a set of measures that could be deployed to better take social values into account when planning policies or making decisions related to community projects.

The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in research, on individual SDGs, as well as in pursuing their "third mission" linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation. This paper was prepared by a team of the Inter-University Sustainable Development Research Programme with national funds through FCT – Foundation for Science and Technology in the scope of the project UID/GES/04630/2013. info:eu-repo/semantics/acceptedVersion

The field of sustainability has evolved considerably since the report “Our Common Future” was published in 1987. Whereas matters related to sustainable development used to be of marginal interest in the 1980s, it has substantially evolved since, and have become mainstream. As a result, there is a plethora of research on different aspects, whose focus has also been influenced by societal developments. This line of thinking also applies to sustainability research in higher education, a special and central field. Unfortunately, the variety of research on matters of sustainable development in universities makes it difficult to obtain an insight into its current status, and to ascertain how it has evolved since 1987. Based on the perceived need to fill this gap, a study focusing on the evolution of university-based sustainability research literature has been undertaken. The study entailed approximately 1700 papers published between 1987 and 2019, being one of the most comprehensive studies on this field ever undertaken. Apart from performing a bibliometric analysis using science mapping software tools, the research clustered the research into some key areas. The results suggest that, whereas impressive, the evolution of university-based sustainability research has been uneven, and calls for a more balanced emphasis to as to cover some research areas which have so far been neglected. The implications of this work are twofold: it will support the further development of the university-based sustainability research literature, and will help to address some thematic gaps, which are seen today, and to which greater attention is needed.

In response to ongoing rapid urbanisation in Ghana, research has emerged to improve understanding of the urbanisation process. However, empirical evidence on the interactions between urbanisation and sustainability from the perspective of the public in Africa is limited. This study, through a face-to-face survey, comparatively explores the perceptions and attitudes of the public in two urban areas (Kumasi and Obuasi) in Ghana towards dimensions representing urban sustainability. This is important for improving understanding of the impacts of urbanisation in the context of sustainability. The results confirm both similar and diverging perceptions that are held by the public in Kumasi and Obuasi based on their priorities, values, and diversity; and also, the results show that the perceptions of the public are mainly influenced by socio-economic considerations compared with environmental concerns. Furthermore, the results highlight how the public is likely to adopt pro-sustainability practices under the right conditions (e.g., well-resourced recycling schemes). Overall, this study provides authentic insights into urban sustainability in Ghana and by extension, Africa, based on the experiential knowledge of the public, and it highlights the exigency of sufficiently engaging urban residents and incorporating their values and preferences into sustainability policy-making and planning.

This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies as well as interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where here both inhibiting and exclusionary barriers are examined in focus group discussions in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and ‘gamesmanship’ (a masculinised term); these being themes raised in the focus group discussions as representing blocks and challenges to women’s academic careers.

Amidst opportunities for universities to consider international academic staff in supporting internationalisation and innovation in academic practice, there is very little research to provide insights into their attitudes towards institutional approaches and frameworks in place to enable this. This paper focuses on this research gap, suggesting that this academic community might enhance the development of internationally-informed and innovative pedagogic practice. The research reported within the paper constitutes a preliminary study, set within a UK Higher Education (HE) case study setting. Methods included focus groups and themed in-depth interviews with a sample of 34 international academic staff from over 15 countries. The findings and discussion provide insights into the perspectives and experiences of international academic staff in relation to the Postgraduate Certificate in Teaching and Learning and other institutional practice. Innovative pedagogic practice as enabled by international academic staff is discussed, as are approaches to the internationalisation of the curricula. The findings are relevant to the UK H.E. context but also for the global context: academic institutions need to consider whether curriculum and processes are limited and limiting in favour of a narrow cultural lens.

Evidence suggests that while many universities promote their green credentials, fully embedding sustainability across the university (campus, curriculum and community) and securing the full engagement of academic staff, is not without challenge. This paper argues that the Sustainable Development Goals may provide an opportunity to revitalise institutional efforts in relation to education for sustainable development. A case study is presented of an institution that is well-regarded for its green credentials yet continues to struggle to ensure that education for sustainable development permeates the curriculum, despite institutional strategy and policy drivers. The potential of the Sustainable Development Goals to catalyse further engagement within the institution is explored; examples are provided of how they are being used both within the curriculum, and also influencing strategy change. The conclusion suggests that while there is potential in a change of focus, substantial efforts are required to reinforce the responsibilities of higher education in relation to the goals. This paper will be useful to anyone interested in embedding sustainable development within universities and developing a strategy to address the global goals.

Genetically modified (GM) foods provide many advantages to modern agriculture, such as increased yields due to insect and pathogen resistance, productivity improvements, and offer a potential solution to address world hunger. However, GM foods have the potential to cause serious environmental harm, triggering public attitudes towards them to be divided. People are often suspicious of genetic modification, which may inhibit future development and adoption. This study considers GM foods, and aims to explore attitudes towards them, testing the hypotheses that people who are concerned about the environment are less likely to favour GM foods. Data collected through an online questionnaire, yielding 214 responses, is used to correlate environmental concern with attitudes towards GM foods, represented by a GM score. The data shows that total green score correlated against GM score showed a significant, but weak correlation. However, there were clear signs of heteroscedasticity in the data, showing that more environmentally concerned individuals show a greater variation in their attitude towards GM foods. Age also affected attitudes towards GM foods, with individuals between 46 and 60 being more likely to be against GM foods. The data shows that respondents’ main hesitations towards GM foods resulted from insufficient knowledge on the subject, concern over corporations using them for personal gain, and the uncertainty of the long-term effects on human and environmental health. If GM is to be used as part of the solution to sustainable food production, more emphasis is required on educating individuals on GM foods, their uses and future impacts.

Higher education institutions across the world are increasingly placing an emphasis on students' acquisition of a broader range of skills or attributes within the taught curriculum, which should lead to a widening of their chances of academic success, in particular in the employment market. Among other issues, matters related to sustainable development are playing a key role, but many universities do not yet cater for integrative approaches, which may help them to approach sustainability issues in a transformative way. It is therefore necessary to develop new approaches and methods, which may address this gap. Based on the importance of meeting this perceived research need, this paper defines the role of project-oriented learning, also designated as Project Based Learning, as a tool to support integrative approaches to sustainability in a higher education context. The scientific value of the paper lies in the provision of some examples of successful approaches to Project Based Learning and the identification of some of the trends that characterise it. The paper makes clear why project-oriented learning should be more widely used in support of integrative approaches to sustainability, and why it needs to become part of the routine of higher education institutions. The outline of some of the initiatives recently and currently being undertaken may inspire others and assist in the implementation of Project Based Learning.

Energy saving on campus is an increasingly important part of universities' responses to climate change, but can only be fully realised through a partnership between institutions and students. This study explores similarities and differences between students' energy-related attitudes and reported behaviours, as well as their perceptions of their institution's energy saving efforts using data from two universities in the United Kingdom (UK) and one in Portugal. The results indicate that there are differences between the students' responses at the selected universities which appear to reflect the national context and diverse institutional priorities. Key differences include the variation between students' perceptions of individual agency and their university's environmental practices (stronger in the UK) and students' sense of collective agency and trust in the government and business (stronger in Portugal). The study is the first to attempt a comparison between students from institutions in different countries in relation to energy saving. It provides a foundation to extend the comparison to other institutions and other countries, and to expand the research to encompass actual energy use, in relation to perceived energy use.

The process behind people´s decisions to buy green products is a complex one, and the factors that influence purchase behaviours are still not fully understood. This paper is an attempt to contribute to the state of knowledge in this field, by providing an analysis of the measurement of the construct buying behaviour in green marketing. In particular, it reports on the results of a study involving a sample of 1175 university students from four countries using a survey approach to test a green behavioural model. The method of data collection took the form of a self-administered questionnaire. The results gathered in the research have shown that the Straughan and Roberts’ scale of green buying behaviour studied presents a high level of reliability, above other commonly used scales and is a useful measure of green buying behaviour; some of the findings may help to improve the effectiveness of green marketing.

This paper adopts a case-study approach describing how one institution has sought to maintain an integrative approach to sustainable development, in an institutional context that has served to fragment holistic ways of working. The paper sets out the institutional context before outlining the interventions, designed to achieve a step-change and to take engagement with sustainable development to a further level. It is suggested that achieving awards such as ‘EcoCampus Platinum’ are important to demonstrate environmental credentials however, securing the support of a university’s senior educational committee is vital, if all students are to experience education for sustainable development (ESD). Working across the institution, particularly in partnership with academic groups and the Students Union is a further way to increase engagement and momentum. The paper argues for the importance of integrative approaches but suggests that maintaining integration poses challenges; initial successes should not be taken for-granted; maintaining momentum across all fronts requires substantial effort from academics and environmental managers. An evaluation will be provided of the strategies adopted to achieve both an award and the support of a broader group of academics engaging with ESD. A summary of the lessons learned from the experience will be of value to others.

Gender discrimination in the academy globally is widely recognized in terms of faculty ranking and career progression rates. U.K. national data notes the lower research recognition of women scholars as well as gendered pay gaps. This article reports on a qualitative study of women academics across discipline groups at a British post-1992 corporate university. Focus group discussion findings suggest that gendered career pathways are implicated in hindering the career progression of women academics. Participants perceive themselves to be regularly channeled into feminized teaching and administrative roles considered to be less advantageous routes to progression than elite and masculinized research routes. This together with the affective intensity of academic tasks that perform as emotional labour in relation to pastoral care are critically examined as examples of both essential and essentialized roles, where key “mothering” duties and “housekeeping” academic roles are allocated primarily to women academics. However, although regarded as vital, gendered roles and tasks are insufficiently recognized and rewarded by the bureaucratic processes that exploit them for institutional ends.

Research on the background of green behaviour has indicated that the relationship between its antecedents and behavioural consequences is complex and constitutes a challenge for both academics and marketers. Thus, this study aims to explore the link between environmental values, attitudes and behaviours, as well as to develop and test a model that could be valid and applicable to a set of consumers living in different countries. The research examines the perceptions of a sample of 1175 consumers from England, Germany, Portugal and Spain. A model was developed to test the relationships between concepts such as man–nature orientation, generativity, environmental concern, conserving behaviour and environmentally friendly buying behaviour. Structural equation modelling was performed to assess the significance of those linkages. The results obtained confirm the relationship between attitudes and behaviours as the construct conserving behaviour appears to influence buying behaviour, and suggests some measures which may be implemented in simultaneously testing education concepts across audiences in different countries.

Shiel and Jones, drawing on research which argues that higher education needs to adopt new approaches to internationalisation and sustainable development, consider the potential for universities to play a transformative role in securing a sustainable world. They examine why few universities have embraced such a radical role, identify ways of prompting and enabling universities to engage strategically with this existential challenge, and explore the kinds of leadership styles and behaviours that would facilitate such engagement.

Universities have the potential to play a leading role in enabling communities to develop more sustainable ways of living and working however, sustainable communities may only emerge with facilitation, community learning and continual efforts to build their capacities. Elements of programme planning and evaluation on the one hand, and capacity building on the other, are needed. The latter entails approaches and processes that may contribute to community empowerment; universities may either lead such approaches, or be key partners in an endeavour to empower communities to address the challenges posed by the need for sustainable development. Although capacity building and the promotion of sustainable development locally, are on the agenda for universities who take seriously regional engagement, very little is published that illustrates or describes the various forms of activities that take place. Further, there is a paucity of studies that have evaluated the work performed by universities in building capacity for sustainable development at the local level. This paper is an attempt to address this need, and entails an empirical study based on a sample of universities in the United Kingdom, Germany, Portugal and Brazil. The paper examines the extent to which capacity building for sustainable development is being undertaken, suggests the forms that this might take and evaluates some of the benefits for local communities. The paper concludes by reinforcing that universities have a critical role to play in community development; that role has to prioritise the sustainability agenda.

Campus greening is an important element in implementing sustainability at the university level. It is not a new issue and has been practiced for decades. However, recent developments powered partly by concerns over issues such as global warming—and also the costs associated with universities’ operations—have catalyzed new thinking about infrastructure development, research programs, investment decisions, and learning regarding the green campus. Since the 1970s, students and staff have been participating, in varying amounts, in greening campus processes. Their efforts have focused primarily on areas such as increased recycling, waste reduction, water conservation, and purchasing (e.g., recycled paper). Others have included issues such as sustainable transport or sustainable energy use. These actions have both served the purpose of allowing money and resources to be saved, and also motivated wider community engagement in the sustainability of campus operations as a whole. Although many higher education institutions across the world are engaging in campus greening initiatives, it is as yet unclear how campus greening can be used as tool toward institutional sustainability efforts. This chapter fills in the gap with respect to scientific works focusing on campus greening programs on the one hand, but with a focus on the role of institutionalized approaches on the other. This chapter provides examples of good practice of campus greening, and assesses what may be necessary to encourage higher education institutions to move beyond campus greening at the institutional level toward a more holistic approach to sustainability.

A holistic and transformational approach to Sustainable Development within a university requires systemic change and embraces new ways of working. Champions must challenge silo mentalities, develop new processes to encourage synergies across university functions, and strive to re-align systems and goals towards the common endeavour of sustainability. But how easy is this to achieve? It is well documented that working across disciplines presents challenges but forging a synergistic relationship between the environmental management function of Estates and an academic champion for ESD is not only logical but might be an easier place to explore how two roles can work together to achieve change. This paper provides a reflective account of such an alliance, outlining a joint endeavour to address sustainable development. An analysis is provided of those factors which impede such working and the different role tensions that make working together challenging. It will also consider the benefits of collaboration, as the perspectives from the operational and academic domains provide a broader context for understandings, access to different forums, an ability to tackle conflicting agendas together and an opportunity to genuinely effect change, providing mutual support through shared perseverance. The paper will conclude by questioning the extent to which progress made will endure, if the benefits of this synergy are not acknowledged by university leadership.

The evaluation of sustainable development in higher education is an important tool in quality assurance, and allows goals to be checked against results. Yet, despite the key role that evaluation of...