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Purpose: The purpose of this paper is to explore and analyze the context and concept of higher education for sustainable development (HESD) in Nepalese higher educational institutions (HEIs). Design/methodology/approach: The research gathers facts and information both from primary and secondary sources. Five open-ended questions were developed to interview university high-ranking officials, such as VCs, registrars, deans and the chief of the planning division. Findings: The inclusion of 17 sustainable development goals in the country's Fifteenth Plan, national policy documents, and the University Grants Commission-led higher education reform programme provides sufficient context for HESD. In the absence of HESD literacy and a persuasive strategy, university leadership is less active in lobbying for SDG 4.7 with the government and funding agencies, university faculties and trade unions. In fact, both insights and initiatives to conceptualize HESD are lacking. Research limitations/implications: This study's setting is distinct and the interpretation of the HESD concept is based on a small sample size. Thus, the generalization of its findings is intrinsically limited in the context of a country in the geographic region. However, the findings of this research provide practical insights to implement HESD in Nepalese HEIs. Practical implications: This study is intended to inform and prepare the Nepalese academic community, urging HEIs to implement HESD with a well-defined plan of action. It contributes to the literature by considering how the current context and concept of HESD suites to promote sustainability in Nepalese HEIs, transforming the traditional academic structure and making academic leaders aware that HESD is only a means to an end. Originality/value: This research is Nepal's first study of its type with a broad understanding of the context and concept of HESD. It also provides information for HEI leaders on how to initiate the HESD acceleration process. [ABSTRACT FROM AUTHOR]

This paper shows how the leading Higher Education Institutions (HEIs) in the UI GreenMetric World University Ranking communicate their environmental sustainability policies through their websites. Specifically, this paper analyses the presence of sustainability‐related sustainable development goals on the websites of the top 100 universities in the UI GreenMetric World University Ranking (2021). In the area of university social responsibility, sustainability is less commonly communicated, hence the need to delve deeper into the presence of these messages, carrying out a descriptive study using content analysis as a form of data extraction. The conclusion is that neither position in the ranking nor geographic area are decisive for developing better communication about sustainability. In terms of content, sustainability features on the websites are in three key dimensions of the communication of HEIs worldwide (Climate change, Efficiency of sustainable cities and communities and Striving for peace and justice). Thus, the areas for improvement are around the positioning of this sustainability‐related content on their home pages, improving location and format (especially video). Moreover, reinforcing reputational messages, through plans or programmes, as well as improving engagement working on the multi‐directionality to other social media, is required. [ABSTRACT FROM AUTHOR]

Universities are rethinking their teaching and research programs and their whole third mission in response to the framework provided by the Sustainable Development Goals (SDGs). But how do universities walk the talk? What are the main strategies and activities undertaken by universities to implement the 2030 Agenda? While the higher education literature has documented the growing number of practices and strategies around SDGs, there have been few attempts to synthesize these scholarly resources. Moreover, the knowledge base revolves around an array of activities, which makes the literature seem fragmented. To fill this gap, the present paper conducts a systematic literature review and derives a method of categorizing activities that can support further knowledge growth. We classified 130 selected papers based on the type of university activities considered (research, teaching, third mission, and managing operations) and the level of the implemented action (macro, meso, and micro). Subsequently, we identified the main gaps in the literature and discussed future research avenues for addressing higher education's role in accomplishing SDGs. [ABSTRACT FROM AUTHOR]

Purpose: Less than eight years remain to achieve the Sustainable Development Goals (SDGs). Numerous authors underlined the importance of language in achieving the SDGs; however, its role in the process remains overlooked. This paper aims to investigate the sustainability understanding among Tanzanian students and graduates, their translation approaches and the awareness of people living outside of universities regarding sustainability and the SDGs. The importance of including language in implementing the SDGs is highlighted, and further research regarding local languages to enhance sustainability awareness is suggested. Design/methodology/approach: This study builds upon an extensive review of the current language of instruction conundrum present in many African countries and embeds the SDGs in this complex situation. Using a Tanzanian University as a case study, a questionnaire was administered to Tanzanian students and graduates, and follow-up interviews were conducted. Findings: Findings suggest that Tanzanian higher education students and graduates are knowledgeable about both sustainability and the SDGs, with most of them integrating at least one goal into their respective research. However, in the interviews conducted, interviewees stated that in their experience, only a minority of people outside of universities are aware of both concepts. The findings indicate that the aim of target 4.7 and, ultimately, the pledge to leave no one behind remain void when African languages continue to be neglected. Research limitations/implications: A case study is characterized by a lack of generalizability. Findings from this study should, therefore, be transferred cautiously to other African countries and universities. Furthermore, university students and graduates represent highly educated participants, which does not allow deductions to other parts of society. Originality/value: The authors are not aware of other studies investigating the views of Tanzanian students and graduates regarding sustainability and language and how they handle emerging translation challenges in their research. Furthermore, to the best of the authors' knowledge, this research is the first to highlight the importance of language in achieving target 4.7 of the SDGs and, ultimately, the pledge to leave no one behind. It, therefore, represents a valuable contribution to the scientific body of knowledge regarding education for sustainable development and language. [ABSTRACT FROM AUTHOR]

Purpose: Recognising the importance of universities in the achievement of social and global objectives, this paper aims to study the relevance of the global reporting initiative (GRI) methodology for reporting University Social Responsibility (USR) activities, taking into account the specificity of higher education institutions (HEI). Design/methodology/approach: After a review of the literature and background, the European HEI reports prepared according to the latest version of GRI standards are selected and a comparative study is carried out. The analysis focusses on comparing to what extent the standards are responding to the information needs generated in the field of higher education. Findings: General issues, common to all types of organisations, are adequately reported by HEIs, but difficulties are encountered in integrating a vision that incorporates the role of their missions in standards related to economic, social and environmental aspects. Research limitations/implications: There are few GRI reports with this format and further research is encouraged as the number of reports increase. So far, major limitations have been found by HEIs to account for their societal missions when using the GRI. Practical implications: The debates on USR are promoting an increase in the number of reports on sustainability. This paper provides some examples of the use of disclosures that can be adapted in this context, to move towards the systematisation of these practices. Originality/value: This is, to the authors' knowledge, the first comparative study on the application of GRI to sustainability reports at a European level, focussing on the adequacy between disclosures and missions. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs' sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries' commitments to achieving the SDGs. Design/methodology/approach: This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings: Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications: This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications: HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value: The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to assess the state of the art of quality of education, research and governance to incorporate sustainable development goal 4 (SDG 4) in Nepalese higher education institutions (HEIs). In particular, it raises questions to initiate a discourse on HEIs to achieve SDG 4. Design/methodology/approach: The idea of undertaking this research is heavily borrowed from scientific literature and policy documents. It is an exploratory study that assesses the current status of quality of education, research and governance and suggests policy measures to inculcate SDGs culture in Nepalese HEIs. This study follows a qualitative approach. The analysis is based on the opinions of 113 HEIs stakeholders and high-ranked university officials. Discussions among stakeholders have been organized using online facilities such as Zoom and Team. Findings: Nepalese universities had not incorporated SDGs in their policy, planning, budget and curriculum. The research finds that even after the government's commitment to SDGs, HEIs are not honestly involved in academic discourse on these goals. From the conversation with university officials, it appears that Universities have understood it as a government policy for development, rather than incorporating it as their sectoral responsibility to ensure the quality of education for future generations. Practical implications: This paper prescribes policies to inculcate SDGs culture practically throughout the university structure and operations and opens the floor to discourse on the sectoral role to reach SDG 4. Second, this research suggests activities and policies integrated toward the common good agenda. Originality/value: The paper is the first of its type in the context of a least developed country, Nepal, to raise the issue of HEIs for SDGs. This paper also represents the situation of HEIs for SDGs of similar countries. [ABSTRACT FROM AUTHOR]

Purpose: The achievement of the sustainable development goals (SDGs) for all communities and jurisdictions require a comprehensive roadmap that encompasses all dimensions of data infrastructure, social, economic, environmental and governance ecosystems. With this in mind, this paper aims to establish the link between the curriculum and intended learning outcomes of undergraduate and postgraduate subjects offered by the University and sustainability. This study is a part of a wider university strategy to embed sustainability knowledge and values in the university curricula. The 17 SDGs developed as a part of the 2030 Agenda for Sustainability Development was used as tool to measure and map how the subjects are linked with sustainability. Design/methodology/approach: To incorporate sustainability into the curriculum, this paper developed an interdisciplinary approach for analysing the interconnection between the SDGs, the expected subject learning points and the relevant aspects of sustainability (geospatial information, the legal, policies and institutional components). As part of the approach, in the first phase of the study, qualitative data were collected through a review of published information on the SDGs and the content of the subjects available in the subject handbook. Subject codes were assigned to the keywords and key phrases extracted from the SDGs and the subject content, and then compared and matched to establish the link between the subjects and the SDGs. Six university schools offering over 2,157 subjects were investigated. In the second phase, a survey was conducted involving subject coordinators with the purpose of validating the findings of the first phase and determining the strength of the linkages between the subjects and the SDGs. In the third phase, a plugin was designed to be used in the digital twin platform developed in the UoM, allowing visualisation of the research outcomes. Findings: Based on the interim findings, it was found that some subjects within the schools are linked to more than one SDG. However, not all of the subjects within the schools can be linked to the SDGs. There is a scope of improvement for embedding sustainability in more subjects within the schools. Some of the schools were also found to have weak linkages with sustainability, which demonstrate the challenge in technical subjects in linking their subject contents with sustainability. Originality/value: This study provides a methodology which enables the integration of sustainability into current state of the curricula at the university to be established. Further, with the advancement of geospatial technology and new visualisation opportunities through the use of the digital twin platform provides capabilities to communicate the outcomes of sustainability and involvement of each faculties and departments more effectively to the university community and wider stakeholders. [ABSTRACT FROM AUTHOR]

Purpose: There is a growing trend in higher education institutions to develop multi-disciplinary approaches to education for sustainable development and to implement student-centered and problem-based methodologies to increase student engagement and satisfaction. This paper aims to present an innovative methodology to increase student awareness about the effects of economic decisions on sustainability. Design/methodology/approach: This method uses a videogame and two board games to simulate three spheres of economic interaction, namely, local, national and international. For every sphere, three key economic sectors and their relationships with fundamental sustainable development goals (SDGs) are addressed. This study uses pre- and post-simulation data to analyze the students' perceptions regarding the usefulness of the simulations and their awareness about the effects of economic decisions on sustainability. Findings: The implementation of this teaching and learning method demonstrated not only that active learning can effectively increase student awareness about the potential social and environmental consequences of economic decisions but also that students perceive games and simulations as useful teaching and learning tools. Social implications: Students in these areas need to learn not only how to transform original ideas into successful projects but also to align financial results with social and environmental objectives. The methodology presented in this research allows to enhance learning from a multi-disciplinary perspective, helping the students to analyze different economic sectors and their connection with a number of SDGs through the lens of public economics. Originality/value: The outbreak of the COVID-19 virus has shown the effects of a global pandemic at the economic, social and environmental levels. This paper presents an innovative active learning framework to increase sustainability awareness among students of economics, business and management. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach: This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes. Findings: The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal. Research limitations/implications: Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work. Practical implications: By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run. Social implications: With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society. Originality/value: This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to study the development of the Liverpool Knowledge Quarter Sustainability Network (KQSN). It outlines the sectors included in the collaborative knowledge-sharing, the nature of the work it facilitates, and considers how the network can transform its existing objectives around the shared vision of the United Nations sustainable development goals (SDGs). Design/methodology/approach: The KQSN operates in a collaborative cross-sectoral forum to support, facilitate or coordinate projects around sustainability, with core leads sitting in higher education and health care. Findings: The KQSN supports projects through collaborative activity and enables members to access specialist advice available through the network. Through its membership, the KQSN is primed to develop metrics for demonstrating Knowledge Quarter SDG-aligned activity. The KQSN has scope to increase its level of implementation arising from its shared values, with a renewed focus around the SDGs. Practical implications: This paper contributes to the 2018 EAUC Annual Conference theme of "Collaborations for Change" and the need for transformative partnerships that are prepared to align their mission to the SDGs. Originality/value: Unlike discipline- or sector-specific networks, the KQSN has an inclusive membership, making it an original multi-disciplinary sustainability platform for neighbouring organisations in and around Liverpool's Knowledge Quarter. This case study can support other knowledge cluster communities to replicate its model. This case study also presents a diverse range of small projects, which are easily replicable and hopefully will inspire others to do something similar. [ABSTRACT FROM AUTHOR]

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]

Purpose: The purpose of this paper is to investigate custom-made apparel manufacturing micro-enterprise (CMME) owners' perspectives of sustainability within their business practices throughout the entire product development process and determine how educational initiatives can promote a more environmentally conscious product development process. Design/methodology/approach: A qualitative case study, using face-to-face interviews and observations of CMMEs at an incubation hub presents evidence of owners' sustainability perspectives. Findings: Although CMME owners disregard sustainability as a pro-environmental approach within the business context, attempts at pro-environmental subconscious behaviour and a deliberate non-environmental consciousness are evident in sourcing and manufacturing during the product development process. Research limitations/implications: Because of the case study approach of four CMMEs in an IH, the findings may not be applicable to other small and micro-businesses. Despite this limitation, valuable insights emerged that show the current inaptness of the CMMEs to manage an environmentally sustainable business practice. Social implications: To promote sustainable development goal 12, related to the clothing and textile industry, it is postulated that CMMEs should be supported to minimise their use of resources, thereby promoting environmental sustainability. Originality/value: The findings of this study direct the development of higher education educational programmes featuring learning content on pro-environmental design and business practices for CMMEs. [ABSTRACT FROM AUTHOR]

Purpose: Although the value of community capacity building is widely accepted within scholarly literature, these initiatives thus far appear to have achieved very little impact in the achievement of community development aspirations. This paper aims to increase knowledge regarding specific priority areas which when targeted will result in more effective pathways towards sustainable development. Design/methodology/approach: This study was performed through utilization of a qualitative strategy, which involved the combination of a number of qualitative methods and techniques including individual interviews, surveys, focus groups, literary review and policy analysis. Findings: The investigation found that improving identified CSD priority areas, aligned with the sustainable development goals (SDGs), seems to be the most effective strategy to enhance the ability of local communities to overcome sustainability challenges over time. SDGs 9, 4, 15, 16, 17 and 18 were identified as the areas of greatest significance for practical community capacity building for sustainable development (CSD). Originality/value: This paper answers scholarly literature's call for greater investigation into bringing sustainability research closer to society, to clearly define research direction and agenda. It also recommends ways to action the global goals locally. [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]