Search

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. • The implementation of the Sustainable Development Goals (SDGs) at universities is still on its infancy. • The SDGs may assist universities to better relate with external stakeholders and society. • A greater involvement of students may be achieved by the integration of the SDGs in teaching. • More systematic efforts are needed to increase the presence of the SDGs in higher education institutions. [ABSTRACT FROM AUTHOR]

Abstract Much literature discusses higher education as an agent for sustainable development, but the extent to which higher education contributes to unsustainable economic and social systems receives less attention. This paper examines the environmental impacts of international student mobility in higher education. Combining several datasets, the paper presents a model of greenhouse gas emissions associated with international student mobility. Estimates suggest that these emissions are substantial and are rising faster than overall global emissions, but the emissions per student are slowly decreasing, largely due to changes in the patterns of mobility. The paper concludes that although international exchange is increasingly important, a meaningful consideration of higher education for sustainable development should take account of environmental costs of international mobility alongside its benefits. Highlights • Estimates emissions from international student mobility in higher education. • Considers emissions from travel and changes in consumption. • Estimates at least 14 megatons of CO 2 per year associated with student mobility. • Emissions per mobile student are decreasing as mobility patterns change. [ABSTRACT FROM AUTHOR]

Sustainability assessment tools are currently influencing sustainability strategies and activities in higher educational institutions. Thus, in this paper a short overview of sustainability in universities will be provided, which will then be followed by a study of different existing approaches to assess this issue. The paper will also include previous analyses that theoretically compare these tools. A practical case study in which different tools are applied is the main goal of this article. A sustainability diagnosis and a proposal to analyze the results in order to create an action plan, based on cost-efficient measures, will be developed considering different tool's approaches. Advantages and differences between tools are highlighted according to the results. Finally, this article will conclude that an absolute improvement between 20% and 40% in the overall sustainability score can be reached in the medium term. [ABSTRACT FROM AUTHOR]

Universities are central players and important economic actors in many regions, and many of them are, in general, nationally and internationally active in respect of matters related to sustainable development. But there is a paucity of research which examines their contributions towards sustainability efforts at the local level, i.e. in the places they are situated. This paper addresses this need, by reporting on a qualitative study deploying a Matrix, which allows an analysis and reporting of regional sustainable development initiatives of a set of 22 universities in industrialised and developing countries. Recommendations to enhance their role are provided, including the importance of pursuing partnerships and joint initiatives, understanding the need of local communities, and making their know-how more widely available. The scientific value of this research is related to the understanding of how the interaction between universities and local communities happens and by shedding light to this topic, it supports universities to improve their own actions. Its implications are two-fold: it demonstrates the potential of universities as local players and outlines the range of activities they may engage with, and which may allow them to act as pillars to local sustainability initiatives. • Universities are central players and important economic actors in many regions. • Their contributions towards sustainability efforts at the local level may be substantial. • An analysis and reporting of regional sustainable development initiatives shows some deficiencies. • Understanding the potential role that universities can play on sustainability could help address global challenges. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

In recent decades, smart technology has been one of the major thought-provoking research subjects in the quest to meet the needs of society in ways that do not damage or deplete the environment and that conserve natural resources. Augmented reality is an emerging technology that blends three-dimensional virtual objects with reality. Technologies such as Augmented Reality can be useful tools to promote sustainable development in higher education in terms of various economic, social and environmental considerations. This paper aims to investigate faculty members' awareness of the potential benefits of incorporating Augmented Reality technology in Saudi Arabian universities in terms of its economic and environmental sustainability. For this study, quantitative data was collected by means of a survey questionnaire where participants responded to statements on a five-point Likert scale that ranged from "totally agree" to "totally disagree". The study was conducted with a sample comprising 228 academic and e-learning department staff from Saudi universities. The exploratory factor analysis technique was utilised to identify factors related to awareness of advantages of using Augmented Reality in education, particularly in relation to sustainability. Two factors were identified, namely environmental and economic factors. Study findings indicated that academic and e-learning department staff believe that the use of Augmented Reality in higher education has positional environmental and economic sustainability benefits. The findings from this study provide insights that will assist further studies regarding AR in the Gulf Cooperation Council countries. Image 10 [ABSTRACT FROM AUTHOR]

This paper is based on a discussion developed by one of the thematic working groups at the Biennial International Workshop Advances in Energy Studies (BIWAES) 2017 hold in Naples, Italy. The topic was the role of technology in energy transition and global problems. Owing to the heterogeneity of the participants in the working group, different viewpoints were put together, leading to some shared conclusions. In particular, the role played by the different narratives used in discussing the role of technology in facing global problems was pointed out as the origin of cognitive dissonance. The presented reflections address some conceptual weaknesses in the current debate on technology and global issues, framed in global policies that appear incapable to obtain tangible results. The technology optimism seems, in fact, to be based on the elusive use of both the concepts of technology and sustainability, that are put together for narrative purposes without an explicit conceptual assessment. On one hand, the factual role of technology and its beneficiary are almost never clearly addressed in the debate. On the other hand, the fact that any new technology will serve the cause of sustainability is not questioned whatsoever, without taking into account the social, political and ethical framework in which technology is supposed to be operated. • Thematic working groups at the BIWAES 2017 Conference. • Conceptual weaknesses in the current debate on technology are addressed. • The questions "Technology for what?" and "Technology for whom?" are mandatory. • There is a strong need for a correct contextualization of technology debate. • A shared and openly-described narrative is mandatory. [ABSTRACT FROM AUTHOR]

With the wave of digitisation sweeping through the higher education sector, end-of-life outcomes for decommissioned computers will pose a serious sustainability challenge for higher education institutions. This challenge presents an opportunity for universities to implement and demonstrate best practice in sustainability; in this case, computer re-use schemes. The paper addresses the practical realisation of sustainability innovation in a social and institutional context via an examination of the first computer re-use scheme implemented within an Australian university. It also contributes a unique, institutional and social perspective to the study of a sustainability innovation, computer re-use schemes. The key factors that contributed to the successful implementation of the Scheme are derived and presented as a social and institutional model for implementing sustainability initiatives. A summary of the model is presented in the graphical abstract. Given the complex organisational structure of universities, these learnings can be relevant to a wide range of institutions and the implementation of other sustainability initiatives. Image 1 • A social and institutional model for sustainability innovation is presented. • Student leadership and initiative was the catalyst for the re-use scheme. • A common language and stated objective for sustainability and social impact supported the scheme. • Partnerships led to new organisational and delivery set-ups for sustainability innovation. [ABSTRACT FROM AUTHOR]

The UN Decade of Education for Sustainable Development (DESD, 2005–2014) was an important framework and catalyst for increasing Sustainable Development (SD) efforts within academic institutions, worldwide. Tertiary institutions began to embed sustainability into the curriculum, although the extent has varied within and between institutions with many adopting an ad hoc approach. Previous studies of student learning outcomes were generally limited in scope and reported mixed results. Few studies systematically investigated the influence of sustainability education (SE) on student views, attitudes and behaviour across a range of contexts. This study adds to the field by using a common instrument that explored how SE contributed to student learning across multiple disciplines, institutions and countries. A quasi-experimental approach was adopted with tertiary students in ‘intervention’ and ‘control’ units. Data was collected using an online two-stage pre-post survey and included the Inclusion of Nature in Self (INS) and New Ecological Paradigm (NEP) scales and measures of selfreported behaviour. A series of snapshots of pre-test and post-test perspectives were taken across various terms of study during 2013–2015. Students' initial sustainability perspectives were found to be influenced by personal and educational factors such as gender, age, “culture” and discipline of study. Environmental worldviews were characterised by jointly strong ecocentric and anthropocentric orientations that represented a “utilitarian” view of human-nature relations. After controlling for pre-test scores, SE significantly increased post-test scores for several NEP dimensions compared to the control group however, the effect was weak and moderated by students' personal and educational context. Students exposed to SE also reported a cognitive shift in their attitudes/perceptions to sustainability that was linked to an increased INS score. The ad hoc approach to SE, combined with students' strong utilitarian worldview and mixed effects of SE indicated learning outcomes were far from certain and probably weak. The paper argued for a rethink of current educational approaches towards a more coherent and targeted educational strategy and concluded with recommendations for policy and praxis to enhance student learning for sustainability in higher education. [ABSTRACT FROM AUTHOR]

Higher education plays an important role in furthering the sustainability agenda, as reflected in a growing body of literature. While there have been several recent reviews of this work, these have been limited in scope and do not explicitly discuss implementations of sustainability in higher education curricula. In response, this paper presents a comprehensive, systematic review of the literature on integrating sustainability into curricula at both an undergraduate and postgraduate level of study in one particular subject area – engineering. A total of 247 articles, of which 70 were case reports, have been analyzed. Twelve future research questions emerged from the analysis, including: the exploration of the knowledge and value frameworks of students and teachers; the exploration of stakeholder influence, including by accreditation institutions, industry partners, parents, and society; and, the use of competencies to evaluate implementations. It is hoped that answering these questions will help to enhance education such that engineers are prepared, engaged, and empowered to confront the environmental, social, and economic challenges of the 21st century. [ABSTRACT FROM AUTHOR]

While higher education usually focuses on curriculum development and research to advance sustainability, an alternative approach is to collaborate with business. Collegiate green teams were formed to offer an innovative means to effectively promote business action on sustainability. This paper (a) describes a pilot multidisciplinary student/business internship program, and (b) uses program outcomes and surveys to discern benefits and refine a collaborative approach to taking action on sustainability. Evidence was gathered from participant surveys, administrator's observations, and the managerial assessments of green team reports and presentations to assess the collaborative model. Substantive evidence for effective team building was indicated by high scores among student team participants on measures of team cohesion, viability, satisfaction, and performance. Post-program observations by supervisors further indicated significant team learning and performance on tasks among teams. Collaborative training clearly boosted and broadened engagement among business employees and this spurred action on sustainability. The internship provided students with real-world experience and helped link managers to their local communities. [ABSTRACT FROM AUTHOR]

Higher Education Institutions play an important role in the promotion of sustainability and an increasing number of stakeholders expect them to be sustainable organizations. However, this can only be achieved when barriers are faced and challenges overcome. This exploratory study aims to investigate how the main stakeholders (leaders, faculty, staff, students, and external stakeholders) of Portuguese Public Higher Education Institutions perceive: the concepts of sustainability and sustainable higher education institutions, the role of higher education for sustainable development, and the barriers, challenges and obstacles to implementing sustainable initiatives in Portuguese Public Higher Education Institutions. Through a qualitative approach, using semi-structured interviews and content analysis procedures, this article explore the perspectives of twenty stakeholders from four Portuguese Public Higher Education Institutions. The results suggest that, although aware of the concept of sustainability, the different stakeholders are not familiar with the concept of sustainable higher education institutions. The lack of financial resources due to the decline in funding for higher education and falling numbers of Portuguese university students is perceived as the main barrier to sustainable development in higher education (i.e. practices are still associated with spending financial resources). This research highlights the importance of a conceptual and organizational change in higher education institutions, notably through identifying new sources of financing, more flexible organizational forms, more comprehensive mission statements, more tailored educational offers, life-long learning and commitment to internationalization, and more strategic human resource management. The paper contributes to the literature by reflecting on how higher education institutions can promote sustainability, how higher education for sustainable development is understood and can be improved in Portuguese Higher Education Institutions. [ABSTRACT FROM AUTHOR]

While curricular assessments can give insight as to the extent sustainability is integrated into higher education study programs, issues remain regarding how assessments are conducted. Previous research has identified and compared various sustainability assessment tools for higher education, but there is a gap in the literature studying issues arising from measurement. This paper highlights the need for discussions on this topic by exploring validity issues arising from a case study and discusses the potential of utilizing a supplementary course file during curricular assessments. To achieve this objective, a KU Leuven Faculty of Economics and Business program has been assessed using two different approaches, namely 1) a scan of a European Credit Transfer and Accumulation System (ECTS) file and 2) an instructor self-assessment via a supplementary course file. Based on this research, these two approaches to curricular assessment yield substantially different results, which gives rise to the need to further consider the validity of such assessments. While utilizing an instructor self-assessment (e.g., a supplementary course file) during assessments can help overcome some potential shortcomings and biases of ECTS file scans, both approaches are flawed in assessing true sustainability integration into a program. The varying conceptualizations of sustainability and the lack of uniformly adopted assessment approaches has the potential to create validity issues with the assessment of sustainability in higher education. Acknowledging sustainable development as a contested concept, and developing a faculty-specific conceptualization, can help in approaching assessments in a meaningful way. [ABSTRACT FROM AUTHOR]

To achieve a sustainable future, a variety of societal systems need to be transformed and new ways of social collaboration created. Higher education institutions play an important role in guiding these changes, through education, research, and outreach. In this paper, we study a lab-based learning environment, the Challenge Lab, where master’s degree students engage in, and create value in support of, the transition to a sustainable society. Three student cases are analyzed in-depth to understand how the Lab functions as an expansive learning process and provides space for transformative and integrative value creation. The Lab’s guiding methodology is based on backcasting from principles, combined with clarifying the students’ core values and drivers. The role of the teacher in such a learning environment is to provide the basis for the process by facilitating and guiding. Provided with the right conditions, these students have the ability to challenge underlying assumptions about how systems work and to build trust by facilitating dialogue among actors in society. The students perceived the opportunity to engage in real-world challenges as meaningful, drew valuable lessons for their future, and got to know themselves better. In this transitional period of achieving ambitious sustainability goals and targets, students’ ability to be a source of change – maybe the most important source inside higher education institutions – deserves much more attention. [ABSTRACT FROM AUTHOR]

The Portuguese-speaking countries (PSC) have a population of close to 250 million and occupy an area of about 10.7 million square kilometers across four continents. Most of these countries are rich in biodiversity and at the same time have a human development Index below the global average. This network of countries has a great potential to promote sustainability in higher education, due to cultural similarity and existing formal cooperation in other sectors. This is the first study to present a systematic review of the literature on this topic produced by PSC. Of the 50 publications selected for analysis in this paper, 36 were conducted by researchers in Brazil and 16 from Portugal, with only two partnerships occurring between authors of different PSC. The main contributions to the subject are in the areas of education, research, and assessment and reporting. Sustainability in operations and institutional frameworks were less represented in the analyzed sample, and therefore these are issues that need to be better exploited by PSC. Other contributions included strategies to reduce the gap between university and society and the political-emancipatory perspective as a pedagogical basis to support sustainability education in colleges and universities. Possibilities for future research on the topic of sustainability at universities are suggested considering the PSC context. [ABSTRACT FROM AUTHOR]

Pervasive misinformation about climate change might be reduced if colleges were to include the topic within general education curriculum. This paper analyzes the general education (or “core”) curriculum in the top 100 universities and liberal-arts colleges in the U.S. to assess the proportion of core courses that highlight climate change or climate science. The probability that a student takes at least one climate-change course via the core curriculum is estimated at 0.17 across all schools. The probability is higher at research universities than at liberal arts colleges, in core programs that have more science and social science courses, and at public universities in states with a Democrat-controlled legislature than in states with a Republican-controlled or split legislature. Drawing on cases of best practices in the U.S. identified from the data set, the authors discuss strategies that could ensure a higher likelihood that the core curriculum includes education on climate science and climate change. The study advances the broader research literature on sustainability in higher education programs by bringing it into conversation with research on the college core curriculum and by focusing both on the specific issue of climate-change education. [ABSTRACT FROM AUTHOR]

In recent years, there have been a considerable number of efforts to integrate sustainability into Higher Education Institutions (HEIs); however, there are still challenges that need to be overcome. A process that has received an increasing attention has been the Organisational Change Management for Sustainability. This article is aimed at reviewing the main drivers of the integration of sustainable practices and the barriers to change slowing or stopping it. A systematic literature review was carried out using Web of Science de Thomson Reuters and in Scopus databases focusing on retrieving all papers on sustainability in HEIs published between 2000 and 2016. The drivers of and barriers found for the integration of sustainability in HEIs were compared to those previously described for companies. The similarities on drivers to change found in HEIs and companies were greater for external ones. A lower number of barriers to change were reported in the literature for HEIs than those reported for corporations, nonetheless, it was found that HEIs and companies have several common barriers to change. The article proposes a list of main drivers of and barriers to change, some general and others context specific. The findings on the drivers of the integration of sustainable practices in HEIs can serve to identify additional good practices at companies and vice versa. The barriers to change detected for the process of integration can help into anticipating, preventing and overcoming them. This knowledge can help institutions better plan and use their resources in working to becoming more sustainable. [ABSTRACT FROM AUTHOR]

This paper explores the link between innovation and sustainability in the context of higher education, with the purpose of investigating the fundamental barriers for innovation and sustainable development in universities around the world. The method used involves both a quantitative and a qualitative approach, gathering the views of 301 experts from 172 universities across all continents. The results show that there are similar barriers across different geographical regions that require greater support from university administrations and management. In particular, the willingness of leaders, policy makers and decision-makers to envisage a sustainable future inside universities is often missing. Yet, without the support of senior management within a university, bottom-up sustainable initiatives seem destined to fail in the longer term due to a lack of investment and administrative support. This study also identifies that in order to yield the anticipated benefits, the challenges listed should be taken seriously. [ABSTRACT FROM AUTHOR]

Education for sustainable development (ESD) is transformative education aiming at developing participants’ understanding of sustainability issues and transforming their attitudes and behaviours regarding environment, society and economy. Sustainability consciousness, an expected outcome of ESD, is a complex of cognitive and affective learning. Development of sustainability consciousness requires transformative learning experiences. The study presented in this paper employed action research to enhance sustainability consciousness of the preservice teachers through inquiry based learning. The study was done in the Institute of Education, Lahore College for Women University, Pakistan. The study integrated sustainability education in an existing course entitled ‘Research Methods in Education’. The course is included in the final year of B.Ed. (Honours) programme. Outcome of the ESD-integration was measured in terms of change in the sustainability consciousness of the preservice teachers. The Action Research project engaged 27 preservice teachers in inquiry-based learning (empirical investigations and research based discussions) for a period of 11 weeks. The participants investigated sustainability issues collaboratively. To investigate the change in participants’ sustainability consciousness through inquiry based learning, researchers collected through pre- and post-tests, interviews and observation. Quantitative data were analyzed through paired t -test while qualitative data through thematic coding. The data indicate that empirical investigations into sustainability issues by the presevice teachers and research-based discussions enhanced preservice teachers’ sustainability consciousness. This highlights the transformative potential of inquiry based learning. Moreover, it indicates that sustainability education can be successfully integrated in the course of ‘research methods in education’. The findings suggest that teacher education programmes and other university programmes may employ inquiry based learning as a vehicle to enhance sustainability consciousness of the undergraduate students. [ABSTRACT FROM AUTHOR]

Universities have the vision, the knowledge and the power to lead the change towards a more sustainable world. However, there is a lack of studies investigating how universities can systematically reorient themselves to help society become more sustainable. In general, a research gap exists in the implementation of the business model innovation process, in the tools that should be used to pass from the design stage to implementation and in the identification of the main challenges that may hinder this process. This paper adopts the concept of a sustainable business model for interpreting the core logic through which universities create value for themselves, society and the environment. In the first stage of research, a theoretical framework was proposed for diagnosis of the integration of sustainability in the business models of universities. This framework was applied in the context of Italian state universities to identify business models with different degrees of strategic orientation towards sustainability. Now the research aim is to examine the processes and tools used and challenges faced by Italian state universities when implementing sustainable innovation. A multiple-case study is carried out on four Italian state universities showing a high level of integration of sustainability in all elements of the business model. The combination of both quantitative and qualitative data, and the patterns observed across cases, led to the presentation of five theoretical propositions, which were summarized in a preliminary model of the processes, tools and challenges involved when implementing sustainable innovation in higher education. The main theoretical contributions of this study are the advancement of knowledge regarding the dynamics (process) and the elements (tools) for the implementation of sustainability strategies in state universities, and the provision of a new causal map of the relationships among the variables that affect sustainable innovation in higher education. • Financial support for sustainable innovation is low for Italian state universities. • Sustainable innovation for Italian state universities is an incremental process. • Sustainable innovation is based on core competences and increased relationships. • Drivers and aims determine strategies and degrees of business model innovation. • A set of tools are needed to implement sustainable innovation and overcome barriers. [ABSTRACT FROM AUTHOR]

The positive results of manufacturing companies adopting lean production practices certainly impacted the adaptation of Lean Manufacturing principles to the service sector, culminating in what we know today as Lean Office. Based on this approach, many Universities have adopted lean principles and practices to improve their administrative processes and thus add value to their students, faculty and staff. From this perspective, but going further, the present research has the general objective of raising the main sustainable impacts generated by a University through the application of Lean Office in its administrative processes. Methodologically, the research is supported by a case study at a Federal Public University in Brazil, where two service processes will be analyzed, one aimed at students and the other at employees (teachers and technicians). The work is conducted according to the phases and steps recommended by the LEFI Method (Lean Evaluation and Future Improvement), with a significant part of the results obtained by the steps related to Value Stream Mapping. As the main results, it is observed that the elimination of waste in administrative processes at the University target of the present study culminated, only in the year 2021, in the saving of 444,754 sheets of printed paper that, due to all its consequences, indirectly impacted the economy of 1,380,000 L of water, in the non-emission of 43.82 kg of CO2 and the preservation of 67 trees. • The Lean philosophy has been gaining relevance in service processes • There is a synergy between Lean principles and Business Sustainability • The Lean office contributes to the users' satisfaction with university services • Value Stream Mapping is an excellent starting point for eliminating waste • The application of Lean Office in Universities contributes to Sustainable results [ABSTRACT FROM AUTHOR]

Many higher education institutions (HEIs) around the world are involved in a variety of sustainability initiatives. These are acknowledged to be important elements in fostering the cause of sustainability in HEIs, in further developing the organizations' culture and in acting as enablers in the institutional embedding of sustainability. But despite the relevance of sustainability initiatives, there is a lack of systematic international efforts in how best to map them, especially in Latin America. On the basis of the need to address this gap, this paper reports on the results of an empirical study, aimed at analyzing the current status of sustainability initiatives among Latin American HEIs. Apart from a review of the latest literature, an international survey was performed to design a model using principal component analysis to identify the main descriptors of sustainability initiatives among Latin American HEIs and also the major drivers and challenges. The study sheds some light on the ways universities perceive and handle sustainability-related initiatives. The results show that sustainability is being incorporated in more than 80% of the sampled universities, and that a special emphasis is being given to campus operations. The value of the paper resides on the fact that it one of the few papers that have holistically investigated trends in sustainable development across universities in Latin America. The implications of the study are twofold. It maps for the first time how sustainable development initiatives are being practiced in 157 universities in 13 countries, being one of the most comprehensive studies of its kind, and it also outlines some of the main challenges that universities in the region face. The central message of this paper is that the different levels of emphasis given to SD in Latin American universities need to be better understood in order to catalyze continued and long-term actions. • Many Latin American universities are striving to pursue sustainable development. • The implementation of SD at universities in the region is hindered by some logistical problems. • Universities current deploy different approaches to cater for SD. • Current deficiencies suggest that a more systematic approach to SD in HEIs is needed. [ABSTRACT FROM AUTHOR]

Sustainability curriculum in higher education is a crucial lever for building capabilities and knowledge for graduates to address the interconnected social, ecological and economic challenges of the 21st century in their professional, and personal lives. A body of theory exists describing elements of good practice learning and teaching for sustainability in higher education which is accompanied by a small range of case studies reporting on sustainability courses and educational initiatives being undertaken in universities around the world. Often, such studies of practice are informed by post-hoc measures of effectiveness, rather than thorough evaluation frameworks informed by theories of good practice sustainability education and educational research methods. This paper aims to explore the lived experience of the theory of good practice learning and teaching for Sustainability Education using a holistic methodological framework. This paper firstly presents the theory of good practice learning and teaching for sustainability and summarises this in the Good Practice Learning and Teaching for Sustainability Education (GPLTSE) framework. This framework is then applied to the learning and teaching practices and student experiences of one undergraduate course in the built environment discipline that seeks to apply best practice educational approaches in course design and delivery. Using qualitative data collected from a mixed-methods case study of the course, along with the GPLTS framework, this paper highlights key factors enabling student engagement and positive learning experiences in this first-year undergraduate course. The findings have implications for pedagogy and also course evaluation approaches that aim to understand learning outcomes. • The Good Practice Learning and Teaching for Sustainability Education (GPLTSE) framework is presented. • The GPLTSE framework is used to explore an undergraduate built environment course with a focus on sustainability. • Key factors enabling student engagement and positive learning experiences are highlighted. • Implications for pedagogy and course evaluation approaches are discussed in the context of sustainability education. [ABSTRACT FROM AUTHOR]

It is widely acknowledged that research and publications in peer reviewed journals offer important metrics in describing the academic outputs of higher education institutions on one hand, and their societal impacts on the other. Peer review is a well-tested method for quality control and has been successfully deployed over many decades in academic journals worldwide. But despite the fact that publications on matters related to sustainable development offer solid evidence of academic activity and excellence, there is a dearth of literature in this field. In order to address this need, the European School of Sustainability Science and Research (ESSSR) and the Inter-University Sustainable Development Research Programme (IUSDRP) have undertaken the World Survey on Sustainability Publishing and Research in Higher Education (WSSSP-HEI). The paper has two main aims. The first is to document and showcase trends in scientific publishing on matters related to sustainable development. The second aim is to contribute to a greater understanding of this rapidly growing field, by describing the latest developments and the role played by some of the journals active in this area. Consistent with these aims, this paper focuses on publications on sustainability in higher education, describes the methods used in the study and some of its results. It can be seen that despite the intrinsic value of research on sustainable development in higher education as a whole, and of publications in this field in particular, such practices are not as widely developed as one could expect. This paper discusses the possible reasons and also outlines some measures via which higher education institutions may be able to take more advantage of the many opportunities that publishing on sustainability offers to them. • This study identified some important trends, from reasons to publish to preferred journals and types of publications. • It addresses the deficiency in studies on published research on matters related to sustainable development. • A framework to increase publications on Sustainability in Higher Education is proposed. [ABSTRACT FROM AUTHOR]

Reorienting teacher education should be placed at the heart of reorienting education towards sustainable development. This requires that teacher education institutes reorient and redefine their outcome standards as well as redesign their training programs accordingly to incorporate and implement Education for Sustainable Development (ESD). Although many efforts have been made to promote ESD in teacher training, little information is available regarding to what extent ESD is integrated in teacher training programs or curricula. This study examines how ESD is incorporated in teacher training programs in terms of learning content, learning outcomes and didactic approach, through analyzing 429 course syllabi offered by the Hanoi National University of Education (HNUE) in Vietnam. HNUE training programs were found to contain some elements of ESD but they lack coherence or systematic inclusion. The results suggest needed strategic changes at organizational (university) and individual (instructor) levels to improve ESD in teacher education. This paper contributes to the discussion on the implementation of a holistic curricular assessment approach for three aspects of ESD (learning content, learning outcomes and didactic approach) and highlights the ongoing need for improving curricular assessment strategies for sustainability. [ABSTRACT FROM AUTHOR]

Sustainability in Higher Education has been investigated mainly through examining institutional approaches, curricula content, or students' and teachers' perceptions of sustainability in practice. However, a deep characterisation of the foundations of this phenomenon is lacking. This article aims to address the existing lack of depth and comprehensiveness by identifying and categorising the critical attributes of Sustainability in Higher Education. Categories are the basic levels for knowledge classification, and critical attributes relate to the main perceived characteristics within categories. Both were structured through a literature review and a systematic analysis using the Proknow-C method. A set of 2513 studies on sustainability in education and related fields, published between 2000 and 2015, enabled the identification of 259 as appropriate for devising four categories: foundations, knowledge, personal, and integrative assets with 4, 4, 4, and 3 attributes respectively. From these, 129 papers presented at least four relationships among attributes of all categories. An assessment between the attributes identified for the selected studies delivered 85 analyses, with the following findings: (i) epistemologies of Sustainability in Higher Education develop in learning context; (ii) creativity should better link foundational and personal assets; (iii) transdisciplinarity is an epistemic transgression; (iv) resilience of active learners emerges in knowledge and personal assets relationships; (v) knowledge deconstruction and affectiveness form active learning; (vi) personal assets need to fit to complex dynamics of reality. Our analysis provides a means of benchmarking existing practice for Sustainability in Higher Education, and can be used as the basis for building capacity in a systematic way. [ABSTRACT FROM AUTHOR]

The implementation of sustainability in higher education has been advanced over at least the last two decades and brought sustainability assessment on the research agenda of Education for Sustainable Development (ESD) and sustainability science. Participatory approaches have gained increasing attention in these endeavours, but remain often vague and less addressed in sustainability assessment procedures. To fill in this gap, an indicator-based model, INDICARE, was developed that can assist in assessing participatory processes within higher education's sustainability initiatives. The objective of this paper is to introduce and discuss the model's theoretical background, its structure, applicability, and how it can broaden the perspectives on participation and sustainability assessment in the university context. Embedded in a cross-sectional qualitative research design, the model was developed in iterative stages and was presented and adjusted along six feedback loops, having been presented to 98 persons during conferences, workshops and university meetings. Inspired by biophilic ideas, transformative learning theories and participatory evaluation, INDICARE follows an ecocentric and integrative perspective that places the earth and its community at the centre of attention. A preliminary set of thirty indicators and practices, grouped in three categories of context, process, and transformation, is proposed. The assessment process itself is considered as a thought-provoking exercise rather than as a control tool and emphasizes the interplay of personal reflection and action-oriented outreach. INDICARE intends to invigorate the sustainability debate in higher education, in particular by proposing a more holistic approach to assessment that underlines experiencing the interconnectedness of human–nature relationships, combined with reflective exercises that can respond better to the call for transformation on individual and institutional level. [ABSTRACT FROM AUTHOR]

The issue of how to assess sustainability in universities has produced a growing body of literature with meta-analyses on methods in national, regional or local settings. Yet, there is relatively little on global campus sustainability rankings in higher education. This paper addresses that need. It presents a critical review of GreenMetric World University Ranking. The considerations and ranking systems that influenced its original design are given, as well as a framework to allow comparison with these. The ranking is critiqued in relation to the varying concepts of sustainability, challenges to university ranking, and the trade-off between scientific and practical concerns. The article shows how methodological choices in the ranking are explained by the intended users, goals and mission of the ranking. The analysis focuses on conceptual issues surrounding the meaning of sustainability and helps to enhance understanding of the term. Considerations for global campus sustainability rankings are highlighted. [ABSTRACT FROM AUTHOR]

Many universities have started to measure sustainability, and many tools have been developed to assist them in this process. For universities at an early stage of sustainability implementation, choosing a tool that fits their specific context is an important step in their assessment process. The goal of this paper is to introduce an Adaptable Model for Assessing Sustainability into higher education institutions that enable the assessment of sustainability within different implementation stages and data availability scenarios. The model's design was based on previous experiences in the field of sustainability in higher education, and takes into account international declarations and other assessment models. The result is a model based on a four tiered hierarchy, with three main criteria: institutional commitment, example setting, and advancing sustainability. In order to establish the weight assigned to each tier of the proposed hierarchy, the analytic hierarchy process was applied. The results of this process showed a preference for institutional commitment and example setting/leadership criteria, with weights of 36.1% and 38.2% respectively, and less preference for the advancing sustainability criterion, with a weight of 25.7% . The resulting model enables the assessment of sustainability within different contexts while maintaining a universal methodological approach; this allows for comparison within a cluster of institutions with similar contexts. The assessment model could be used to improve other assessment tools by following the same process used to build the model, facilitating the participation of stakeholders and experts. [ABSTRACT FROM AUTHOR]

The key factors affecting the sustainability of our society are research, conversion, delivery and the efficient use of energy resources. The expertise, attitudes and sustainability awareness of decision-makers determine far-reaching political decisions made regarding whole energy systems as well as the choices available for individual consumers. Despite the significance of education with respect to renewable energy and sustainability, the position of these topics remains unclear in degree programmes. Measuring the relevance of these subjects can be considered a central issue in terms of promoting a more sustainability-oriented perspective on education strategy formation. Therefore, this paper presents a new curriculum development method for stimulating discussions about the learning outcomes of the degree programmes. This method has been used to calculate a proposed relevance ratio (RR) index, which indicated the relative weight of renewable energy and sustainability topics for energy studies in Aalto University's energy degree programme. The benefits of this RR index include the ability to reveal the strengths and weaknesses of selected contents in the curricula. However, more research is needed to integrate wider working life skills with the students' learning path as a means of promoting student expertise. This new tool will be universally applicable and quantify the desired contents of learning outcomes in degree programmes at universities. [ABSTRACT FROM AUTHOR]

Sustainability issues in higher educational institutions have attracted increasing levels of attention from both the public and policy makers in recent decades. A number of previous studies have called for a more comprehensive integration of sustainable development into mainstream university operations and curricula. However, there is a lack of sufficient studies that investigate sustainable development in higher education in Spain. Therefore, the present paper has two goals: First, the study analyses the extent to which Spanish universities have implemented sustainability practices in their institutions. To accomplish this task, data were collected using a survey distributed to rectors and senior management at Spanish higher education institutions. The second goal is to examine the main factors that might explain the implementation of sustainability practices in Spanish universities. For this purpose, Pearson chi-square tests were used to analyse the data collected in the survey. Key findings show the slow rate of progress of many Spanish universities with regard to implementing sustainability practices, a fact which could indicate that there are clearly a number of obstacles to overcome. Additionally, there were no factors influencing the implementation of sustainability practices. [ABSTRACT FROM AUTHOR]

Sustainability has received increasing attention in management education over the past ten years. This article reviews a decade's worth of research in a systematic analysis of 63 articles published in international higher education and management education journals between 2003 and 2013. The purpose of this article is to map and review the publications based on the analysis according to the following four categories: (1) Types of papers, (2) Challenges, (3) Teaching techniques, and (4) Curriculum orientation. The scientific value of this article focuses on three main contributions to management education. First, while most articles are descriptive, focusing on specific, unique experiences in a given institution or with a particular teaching method or tool, few situate themselves within the broader philosophy and design of management education. The second contribution is an evaluation of the status of sustainability in management education as a field of study. This systematic review highlights the lack of consistency in the concepts used: no stable categories emerge from these articles and very few studies integrate the three levels of educational philosophy – teaching, program design, and learning. Third, this review highlights future directions for sustainability in management education institution-wide. While all articles highlight the need for curriculum change, very few specify how this change could and would be achieved by course design or explicit educational paradigms. [ABSTRACT FROM AUTHOR]

As education providers, universities play a pivotal role in developing and delivering quality education that contributes to the achievement of the "2030 Agenda for Sustainable Development" and the related "Sustainable Development Goals". Given the large impact of the built environment industry on global emissions and climate change, integrating environmental sustainability principles and architectural education is of paramount importance for the achievement of such targets. Through a systematic and comprehensive literature review, this article explores how and to what extent environmental sustainability considerations have been integrated within architecture curricula in tertiary education providers across North and South America, Europe, Asia, Africa, and Oceania, highlighting common approaches, future directions and areas that still need further development. Over 500 published refereed research outputs were analysed and 111 selected for inclusion and discussion in this article, with attention given to understanding course structures, pedagogy, relationship with design studios, types of assessment, teaching and learning technologies, and engagement of the wider architecture profession across undergraduate and graduate architecture programmes. 68% of the documents use case study methodologies to evaluate the impact of sustainability education, while theory only papers represent 15% of the total. Studies using a combination of theoretical discussions and applicative evidence are the 17% of the total. Among the case studies category, it is to be noted that the work done at course level (26%) almost equals that done at curriculum level (29%), signalling that attention has been paid to both the macro and micro scale. The research shows that more attention in the past was given to the 'what' (content and structure of courses and programmes), while more recent studies focus on the 'how' (pedagogies and implementation processes for teaching and curriculum development purposes). The latest works, on the other hand, start to be more focussed on assessing students' learning and increase active engagement, in an attempt to shape the profile of future graduates and make them ready to produce the substantial market transformation still needed to achieve environmental sustainability goals worldwide. [Display omitted] • The integration of environmental sustainability within architecture curricula. • A systematic and comprehensive literature review is conducted across continents. • Common approaches, areas to develop and future directions are highlighted. • In the past, attention in architecture curricula was given to the what and the how. • Nowadays, more attention is given to assessing students' learning and engagement. [ABSTRACT FROM AUTHOR]

It is crucial to understand which conditions or elements are relevant to the development of more holistic and integrative models for implementing sustainability into Higher Education Institutions (HEIs). It is observed in the literature that there is a mismatch between the highlighted importance of education for sustainability and the actual implementation of its integration in HEIs due to its multifaceted characteristics and complexity. The proposition of analytical models can serve as a very useful tool for successful practical experiences. Therefore, the paper aims to develop a conceptual and analytical framework based on four interdependent dimensions—contextual, organizational, curricular, and pedagogical– that can be used as a guide to integrate sustainability into critical areas in HEIs. We considered four crucial areas: university management, teaching, research, and community outreach. To validate and expand these areas and identify the elements composing them, we conducted a qualitative research based on systematic literature review and semi-structured interviews with experts in the field of higher and management education. We explored this integration of sustainability in the context of an emergent country, and for this we performed documental research and interviews with local experts. This study contributes to the field by presenting a multi-analytical model and their specific elements that can guide HEIs to effectively integrate sustainability into management education related to planning and action. Although the results focus on management courses, these elements, if properly adapted, can be used to map and analyze other courses in all types of HEI. [ABSTRACT FROM AUTHOR]

Given the increasing concern about sustainability issues in society, graduates and postgraduates going into the labour market benefit from the inclusion of sustainability contents in university studies. Visibility of these contents is gained towards a potential employer if they are explicitly mentioned in the university degree title. This is the first paper to explore this trend. More precisely, the purpose of this study is to find explanatory causal combinations of factors for this trend in the Spanish setting. The methodological approach of this paper is based on fuzzy sets. More precisely, it follows fuzzy-sets Qualitative Comparative Analysis, which is an innovative approach in the field of Higher Education yet a consolidated method in Sociology, Marketing or Management studies. This new methodology is well suited for rather limited sample sizes. The findings obtained reveal several causal combinations of internal and strategic factors leading to innovation in university degree catalogues by means of making visible the sustainable focus in the title of the university degrees. According to the results obtained, the public status, prestige and the sustainable profile adequately combined with some other characteristics (for instance large size or age) explain this phenomenon. This article uses an innovative methodological approach and makes a valuable contribution as it identifies the factors behind the early adopters, i.e. universities covering this "green niche" in education. [ABSTRACT FROM AUTHOR]

Although the leadership role of higher education in creating a sustainable development has been widely recognized, there is a paucity of studies following a strategic perspective to explain how universities integrate sustainability in the different areas of their activity to gain a competitive advantage and contribute to the sustainable development of a broad range of stakeholders. More empirical research on the design and implementation of strategies and operations developed by universities to re-orient themselves towards sustainability has also been required, as well as systemic frameworks for evaluating sustainability performance in higher education. This paper addresses these gaps by proposing a conceptual framework for diagnosis of the integration of sustainability in universities from a strategic perspective. In particular, the concept of a sustainable business model is first contextualized to higher education and then used for interpreting the core logic through which universities create value for themselves, society and the environment. In order to assess the applicability and usefulness of this framework, a cluster analysis of all the 61 Italian state universities is used to identify business models with different degrees of strategic orientation towards sustainability and to start discussing the relationships between sustainable business models and university size, geographic location and performance. • Higher education has a key role in creating sustainable development. • A conceptual framework of university sustainable business models is developed. • Universities are grouped on the basis of their shared-value creation processes. • Analysis revealed six models reflecting a different approach to sustainability. [ABSTRACT FROM AUTHOR]

Education has long been praised for its economic benefits, which stem from the developed technical skills and improved health conditions it promotes. Nonetheless, improving the quality of education, including sustainability, has become a policy focus since the Tbilisi Declaration and, more recently, in the Sustainable Development Goals. How to increase the contribution of higher education to sustainability is the subject of a robust debate, not only in terms of graduates' competencies but also in its linkages to society at large. The objective of the paper is to identify the main concerns and proposed strategies in recent literature on this topic to elucidate how to overcome the gap between the actions and desires of international institutions and stakeholders. A systematic review of the literature in the last five years supported with the PRISMA workflow and a check of natural processing language was undertaken. Five main topics were identified, including economic effects from higher education, social impacts, pedagogical-related issues, higher education institutions' environmental behaviour, and their structural challenges when implementing sustainability. The analysis indicated that institutions have focused on environmental measures but have paid scant attention to society, their communities, collaboration with other institutions, changes in the training of managers and lecturers and the proper assessment of internal structures that drive the commitment of institutions and education to embrace sustainability. Drawing from the literature, a set of five strategies is recommended to lessen the reported problems and further embrace sustainability in higher education. Hence, innovation in management, planning, openness, training of stakeholders in sustainability, negotiation, and building multipartner networks seem to be the key drivers for adopting sustainability. • Sustainability in higher education institutions should follow a variety of avenues. • A systematic review aided by AI and following PRISMA guidelines is undertaken. • The results show some environmental measures but a lack of connection to society. • Five strategies to enhance actions have been recently highlighted in the literature. • Innovation in management, planning, openness, training, and networking are key. [ABSTRACT FROM AUTHOR]

Over the last thirty years, sustainability has become an increasing concern for academics, students and policy makers. In this scenario, universities may play a pivotal role in the building of a more sustainable society in two different ways. On one hand, by reducing the negative impacts of their activities on the economy, society and environment; on the other hand, by fostering sustainable practices in curricula and research programs. More precisely, a "green university" implements sustainability in all different dimensions of its activity (i.e., institutional framework, campus operations, teaching, research, community engagement, accountability and reporting). Literature has so far focused on specific aspects of sustainability in the higher education sector, without taking into consideration the simultaneous incorporation of green issues in all abovementioned dimensions. Therefore, the aim of this study is to fill this literature gap by exploring the path toward sustainability of the University of Florence. The results show that the University has defined clear strategies and well-structured initiatives to actually implement sustainable practices; moreover, the current Rector seems to strongly support the journey toward a greener institution. At the campus level, the main projects are related to green buildings, waste management and sustainable mobility, despite financial restrictions. The issues of sustainability are also widely spread both in the educational offer and in the research activity, but systematic coordination between these dimensions and sustainability still lacks. Furthermore, despite the efforts for increasing community engagement, also this dimension needs to be improved. A similar conclusion is possible for accountability and reporting dimension, where one of the weak points is precisely the limited engagement of external stakeholders. • The purpose of the article is to investigate the path toward sustainability in university. • The paper analyzes the six dimensions of sustainability in higher education. • The research analyzes the case of the University of Florence. • The results show the sustainable activities of the University in each dimension. [ABSTRACT FROM AUTHOR]

Research on sustainability education has neglected to integrate entrepreneurial skills into other relevant competences such as foresight, complex problem-solving, and interdisciplinarity. Previous research highlights possible convergences between sustainability education and entrepreneurship education; however, it does not address how to achieve this integration in practice. To address the gap between the literature and practice, this paper tackles the question: How can entrepreneurial competences be taught in sustainability education programs in higher education? We introduce a teaching framework based on a bibliometric method that combines topic-modeling with a content-analysis of selected articles. The focus of the analysis is the commonalities of both educational fields. Our results introduce a program for entrepreneurial-oriented sustainability education, providing a description of the educational focus, teaching-learning approaches, main themes, and external collaboration. The framework proposes educational for sustainable development across educational programs while implicitly addressing complex community problems through the development of solutions that can change the ways business and consumers relate with sustainability issues. These results contribute to the sustainability education literature by integrating the development of entrepreneurship competences into interdisciplinary programs. The framework could also be used as a practical guide for designing courses, at both the undergraduate and graduate level, that integrate both sustainability and entrepreneurship. Image 1 • Bibliometric and content analysis of entrepreneurship and sustainability education. • Entrepreneurship as a competence within sustainability education. • Teaching framework for entrepreneurial-oriented sustainability education. • Holistic discussion of sustainability education within entrepreneurship. • Heuristic device for planning in sustainability and entrepreneurship education. [ABSTRACT FROM AUTHOR]

Sustainability in higher education aims to educate learners, as both citizens and future professionals , to build capacity to bring about a more sustainable future. As such, sustainability education can be seen as part of enabling work-ready graduates. Many universities, globally, have begun to embed sustainability capabilities into their degree programs. However, there is a gap in existing methods for assessing graduate application of the associated learning outcomes, post degree-completion. The Theory of Planned Behaviour (TPB) has been suggested and applied in the development of an assessment tool to address this limitation. The TPB considers human behaviour is influenced by a number of factors, the measurement of which allows one to understand the likelihood of a person executing a particular behaviour. This paper presents an overview and explanation of how TPB could be applied to graduate sustainability capability assessment, thereby, offering insight into how graduate learning is applied in professional settings. • TPB is a valid theoretical foundation to assess graduate sustainability attributes. • Graduate attribute assessment beyond self-assessment is achieved. • Insight into the professional application of sustainability graduate learning. • TPB has the potential to provide graduate data to inform curriculum renewal. [ABSTRACT FROM AUTHOR]