42 results
Search Results
2. How management education is engaging students in the sustainable development goals
- Author
-
Weybrecht, Giselle
- Published
- 2021
- Full Text
- View/download PDF
3. Analysis of sustainability insertion in materials selection courses of engineering undergraduate programmes
- Author
-
Zanitt, Jeniffer Fonseca, Rampasso, Izabela Simon, Quelhas, Osvaldo Luiz Gonçalves, Serafim, Milena Pavan, Leal Filho, Walter, and Anholon, Rosley
- Published
- 2022
- Full Text
- View/download PDF
4. Integrating sustainability in higher education: a Swedish case
- Author
-
Argento, Daniela, Einarson, Daniel, Mårtensson, Lennart, Persson, Christel, Wendin, Karin, and Westergren, Albert
- Published
- 2020
- Full Text
- View/download PDF
5. Addressing the higher education for sustainable development agenda at the College of Open and Distance Learning, St. Mary’s University, Ethiopia: opportunities and challenges
- Author
-
Tamrat, Wondwosen
- Published
- 2022
- Full Text
- View/download PDF
6. Community capacity-building for sustainable development : Effectively striving towards achieving local community sustainability targets
- Author
-
Franco, Isabel B. and Tracey, James
- Published
- 2019
- Full Text
- View/download PDF
7. Self-counciousness competence as driver of innovation and environmental commitment in higher education students
- Author
-
Fabregá, Marian Buil, Masferrer, Núria, Patau, Josep, and Miró Pérez, Albert-P.
- Published
- 2020
- Full Text
- View/download PDF
8. Teaching digital natives to acquire competences for sustainable development
- Author
-
Bagur-Femenías, Llorenç, Buil-Fabrega, Marian, and Aznar, Juan Pedro
- Published
- 2020
- Full Text
- View/download PDF
9. University social responsibility and sustainability. How they work on the SDGS and how they communicate them on their websites.
- Author
-
Carrillo‐Durán, María Victoria, Blanco Sánchez, Tania, and García, María
- Abstract
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]
- Published
- 2023
- Full Text
- View/download PDF
10. How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review.
- Author
-
Fia, Magali, Ghasemzadeh, Khatereh, and Paletta, Angelo
- Subjects
- *
HIGHER education , *UNIVERSITIES & colleges , *SUSTAINABILITY , *META-analysis - Abstract
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]
- Published
- 2023
- Full Text
- View/download PDF
11. The context and concept of higher education for sustainable development: the case of Nepal.
- Author
-
Adhikari, Dev Raj and Shrestha, Prakash
- Subjects
- *
SUSTAINABLE development , *HIGHER education , *UNIVERSITIES & colleges , *COLLEGE administrators , *SUSTAINABILITY , *GOVERNMENT agencies - Abstract
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]
- Published
- 2024
- Full Text
- View/download PDF
12. Experiential Learning for Circular Operations Management in Higher Education.
- Author
-
Salinas-Navarro, David Ernesto, Arias-Portela, Claudia Yohana, González de la Cruz, José Rubén, and Vilalta-Perdomo, Eliseo
- Abstract
This research-to-practice article delves into novel learning experiences for operations management education, involving the circular economy and experiential learning. Higher Education academics are required to develop effective learning that actively and impactfully helps nurture in students the essential competency to face sustainable development demands. In operations management education, one possibility is to integrate real-world circular economy challenges into learning activities that address issues concerning solid waste generation in business processes and operations. This type of innovative learning experience involves both conceptual understanding and practical implementation. Accordingly, experiential learning is considered a suitable pedagogy for this purpose in this work because of its hands-on applications, critical thinking, and active engagement. To illustrate this proposition, this paper presents a case study concerning an operations management undergraduate course at a Mexican university. The case study indicates how to translate a situation of solid waste generation in a business into relevant disciplinary experiential learning. The results show that students regarded the learning experience as motivating, interesting, and relevant while widely accomplishing their learning objectives. However, limitations did exist regarding experiential learning, the methodological approach, data collection, and implementation challenges. Future work points to the need for further learning experiences and to improve research reliability, transferability, and validity. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
13. A conceptual research framework for sustainable digital learning in higher education.
- Author
-
Hamadi, Mostafa and El-Den, Jamal
- Subjects
DIGITAL learning ,HIGHER education ,DIGITAL technology ,LITERATURE reviews ,TECHNOLOGY education ,THEMATIC analysis - Abstract
The integration of digital technologies in Higher Education (HE) has dramatically changed the way students learn, however it has also raised critical concerns about the sustainability aspects of digital learning. Although a considerable amount of literature has been published on digital learning and Sustainable Development (SD) in HE, further research is needed to establish a comprehensive research framework which synthesises and organises the knowledge in this area. This paper draws on a critical review of the literature to develop a conceptual research framework on sustainable digital learning in HE from an Information Systems' lens. The proposed framework is the outcome of a thorough integrative review, followed by a thematic analysis of relevant sources which outlines common research themes in the literature and identifies major areas for future research. The proposed framework provides researchers and educators with valuable insights on the use of digital technologies to promote SD in HE and highlights the importance of sustainability awareness. It further defines focus areas and future research directions which can guide their research, thereby assisting in building a coherent body of knowledge in this research area. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
14. Is the global reporting initiative suitable to account for university social responsibility? Evidence from European institutions.
- Author
-
Amiano Bonatxea, Iratxe, Gutiérrez-Goiria, Jorge, Vazquez-De Francisco, Maria Jose, and Sianes, Antonio
- Subjects
- *
SOCIAL responsibility , *SUSTAINABLE development reporting , *SOCIAL accounting , *UNIVERSITIES & colleges , *SUSTAINABILITY , *HIGHER education - Abstract
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]
- Published
- 2022
- Full Text
- View/download PDF
15. Lost in translation? Tanzanian students' views on sustainability and language, and the implications for the pledge to leave no one behind.
- Author
-
Ulmer, Nico, Divine, Ntiokam, and Wydra, Kerstin
- Subjects
- *
SCIENTIFIC knowledge , *GRADUATE education , *AFRICAN languages , *SUSTAINABILITY , *TRANSLATING & interpreting , *SUSTAINABLE development - Abstract
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]
- Published
- 2023
- Full Text
- View/download PDF
16. Framing the role of higher education in sustainable development: a case study analysis.
- Author
-
Elmassah, Suzanna, Biltagy, Marwa, and Gamal, Doaa
- Subjects
- *
HIGHER education , *CASE studies , *SUSTAINABILITY , *COLLEGE administrators , *UNIVERSITIES & colleges , *EDUCATIONAL support , *SUSTAINABLE development - Abstract
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]
- Published
- 2022
- Full Text
- View/download PDF
17. Towards more sustainable higher education institutions: Implementing the sustainable development goals and embedding sustainability into the information and computer technology curricula
- Author
-
Angelaki, Maria Eftychia, Bersimis, Fragkiskos, Karvounidis, Theodoros, and Douligeris, Christos
- Published
- 2024
- Full Text
- View/download PDF
18. The state of the art in the incorporation of sustainable development goals in Nepalese Universities.
- Author
-
Adhikari, Dev Raj and Shah, Bijaya Bikram
- Subjects
- *
HIGHER education , *ECOLOGICAL art , *COLLEGE administrators , *SUSTAINABILITY , *EDUCATIONAL quality , *SUSTAINABLE development ,DEVELOPING countries - Abstract
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]
- Published
- 2021
- Full Text
- View/download PDF
19. The transforming generation: increasing student awareness about the effects of economic decisions on sustainability.
- Author
-
Sierra, Javier and Suárez-Collado, Ángela
- Subjects
- *
SUSTAINABLE development , *SUSTAINABILITY , *COVID-19 pandemic , *STUDENT attitudes , *ACTIVE learning , *SOCIAL impact , *SERVICE learning - Abstract
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]
- Published
- 2021
- Full Text
- View/download PDF
20. Higher Education as a Change Agent: Exploring Interconnection of Academic Freedom and Sustainable Development.
- Author
-
Rónay, Zoltán and Niemczyk, Ewelina K.
- Subjects
HIGHER education ,SUSTAINABLE development ,SOCIAL change ,ACADEMIC achievement ,SUSTAINABILITY - Abstract
Considering the fast-changing times and mounting challenges, higher education institutions (HEIs) became recognized as important change agents in the society but at the same time became more threatened. To that end, recently Magna Charta Universitatum, a declaration stating that intellectual and moral autonomy is the hallmark of any university and a precondition for the fulfilment of its responsibilities to society has been revised to reflect the changes of global society as well as to recognise HEIs' role to address the challenges that come with change. In fact, the revised document indicates that universities acknowledge their responsibility to engage with and respond to the challenges of the world and to their local communities to benefit humanity and contribute to sustainability. In order to achieve this promise, the academic freedom (AF) of scholars as knowledge seekers and builders as well as key actors in education and social change needs to be safeguarded. The aim of this paper is to enhance consideration for relationship between AF and sustainability. Based on the scholarly literature we explore the interconnection between the two notions. The preliminary findings clearly indicate that sustainability and AF play an imperative role in HEIs. Freedom of academic voices needs to be supported to protect and promote authentic participation in public discourses and to sustainably shape future society. Meanwhile, the infringement on AF carries unwanted consequences including slow transition towards sustainability. [ABSTRACT FROM AUTHOR]
- Published
- 2023
21. Challenges Associated with Implementation of Sustainability-oriented Principles and Practices: Lessons Learnt from South African Universities.
- Author
-
Daniels, Carlo, Niemczyk, Ewelina K., and de Beer, Zacharias L.
- Subjects
HIGHER education ,EDUCATIONAL planning ,SUSTAINABILITY - Abstract
As evident in scholarly literature, universities worldwide embrace Sustainable Development Goals initiated by United Nations. Yet, regardless institutions' commitment, many countries, especially developing ones, struggle to effectively implement sustainability-oriented principles and practices in higher education. To that end, this paper, based on the qualitative document analysis, brings attention to main challenges associated with the implementation of sustainability-orientated principles and practices in seven South African universities. The findings show that several challenges exist due to the holistic nature of sustainable development (SD) as it is a concept that not only connects different areas of knowledge but also articulates knowledge from distinctive disciplines. Furthermore, the findings indicate that the strategy with the most potential of enhancing the implementation of sustainability-orientated principles and practices and ensuring longevity and improvement require support from top management of higher education institutions (HEIs). In addition, in order to strengthen SD, HEIs need to adapt a holistic approach and implement sustainability principles, knowledge, and practices within all academic activities. In alignment with the theme of the conference, this study provides reflections and recommendations towards the improvement of education considering the experiences and lessons learnt in a specific context. [ABSTRACT FROM AUTHOR]
- Published
- 2023
22. Liverpool knowledge quarter sustainability network: case study.
- Author
-
Stenton, Ian and Hanmer-Dwight, Rachael
- Subjects
- *
SUSTAINABILITY , *CASE studies , *SUSTAINABLE development , *INTERPROFESSIONAL relations , *HIGHER education , *HEALTH education - Abstract
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]
- Published
- 2019
- Full Text
- View/download PDF
23. Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack?
- Author
-
Leal Filho, Walter, Shiel, Chris, Paço, Arminda, Mifsud, Mark, Ávila, Lucas Veiga, Brandli, Luciana Londero, Molthan-Hill, Petra, Pace, Paul, Azeiteiro, Ulisses M., Vargas, Valeria Ruiz, and Caeiro, Sandra
- Subjects
- *
SUSTAINABLE development , *COLLEGE teaching , *UNIVERSITIES & colleges , *STUDENT engagement , *SUSTAINABILITY , *THEMES in art - Abstract
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]
- Published
- 2019
- Full Text
- View/download PDF
24. Implementing Sustainability Programs in Universities –An Overview of Evolution, Challenges from a Global, Brazilian Perspective
- Author
-
Lopes, Gustavo José Rodrigues, de Carvalho, José Maria Franco, Leal Filho, Walter, Series Editor, Dibbern, Thais, editor, de Maya, Salvador Ruiz, editor, Alarcón-del-Amo, María-del-Carmen, editor, and Rives, Longinos Marin, editor
- Published
- 2024
- Full Text
- View/download PDF
25. Custom-made apparel manufacturing micro-enterprise owners' perspectives on sustainability: how higher education can contribute.
- Author
-
Christie, Lorna, Kempen, Elizabeth, and Strydom, Mariette
- Subjects
- *
CLOTHING industry , *HIGHER education , *SUSTAINABILITY , *SOCIAL impact , *NEW product development , *SUSTAINABLE development - Abstract
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]
- Published
- 2021
- Full Text
- View/download PDF
26. Sustainable Development Goals and the OVHR-model in Higher Education.
- Author
-
Zádori, Iván, Nemeskéri, Zsolt, and Sebők, Marianna
- Subjects
SUSTAINABLE development ,UNIVERSITIES & colleges ,QUALITY assurance - Abstract
From the second half of the 20th century humankind has had to face serious sustainability challenges: the negative effects of the intensive economic, social and environmental processes all over the world have resulted in a slow revaluation of the role and impact of human activities in many fields and generated the idea of sustainability and sustainable development. Universities, like other institutions, market actors, governmental and non-governmental organizations all around the world - also should cope with the present challenges of sustainability. These economic, social and environmental issues and the potential answers for these challenges should be an integral part of the new sustainable management approach and quality assurance in higher education. This paper, on the basis of the OVHR-model, presents the sustainability challenges, potential answers and possible contributions of higher education towards the implementation of UN SDGs. [ABSTRACT FROM AUTHOR]
- Published
- 2017
27. IDIMT-2022 Digitalization of society, business and management in a pandemic : 30th Interdisciplinary Information Management Talk / von Chroust, Gerhard / A bibliometric analysis of sustainalbility reporting in higher education
- Author
-
Petera, Petr
- Subjects
Sustainability Reporting ,Sustainability ,Universities ,Green Reporting ,Sustainable Development Goals ,Standardisation ,Higher Education - Abstract
Sustainability reporting by corporations has been substantially growing in recent years. Interestingly, while higher education institutions should be natural leaders in promoting sustainability ideas, this is not the case in sustainability reporting. For a long time, higher education institutions lagged far behind corporations. This can be considered alarming because involvement of universities and other institutions of higher education is crucial for sustainable development.But recently the situation has begun to change, and higher education institutions have started to pay more attention to both sustainability management and sustainability reporting. These developments give hope that the ability of universities to produce interdisciplinary professionals capable of meeting the challenges of sustainability will grow.Also, the amount of literature dealing with the issue of sustainability reporting by higher education institutions has started to grow and there is currently no up-to-date bibliometric analysis of this area. This is the gap that this paper seeks to fill. The paper provides a bibliometric analysis of articles indexed in the Web of Science focused on sustainability reporting in higher education. The analysis uses modern tools (Bibliometrix for R) to identify leading journals, influential authors, important articles, and keywords. Sustainability reporting by corporations has been substantially growing in recent years. Interestingly, while higher education institutions should be natural leaders in promoting sustainability ideas, this is not the case in sustainability reporting. For a long time, higher education institutions lagged far behind corporations. This can be considered alarming because involvement of universities and other institutions of higher education is crucial for sustainable development.But recently the situation has begun to change, and higher education institutions have started to pay more attention to both sustainability management and sustainability reporting. These developments give hope that the ability of universities to produce interdisciplinary professionals capable of meeting the challenges of sustainability will grow.Also, the amount of literature dealing with the issue of sustainability reporting by higher education institutions has started to grow and there is currently no up-to-date bibliometric analysis of this area. This is the gap that this paper seeks to fill. The paper provides a bibliometric analysis of articles indexed in the Web of Science focused on sustainability reporting in higher education. The analysis uses modern tools (Bibliometrix for R) to identify leading journals, influential authors, important articles, and keywords. Petr Petera Refereed/Peer-reviewed Version of record
- Published
- 2022
28. The Global Goals: bringing education for sustainable development into US business schools
- Author
-
Landrum, Nancy E.
- Published
- 2021
- Full Text
- View/download PDF
29. Embedding Sustainability in the Economics Degree of the Faculty of Economics and Business of the University of Murcia: A Methodological Approach.
- Author
-
Molera, Lourdes, Sánchez-Alcázar, Eugenio José, Faura-Martínez, Úrsula, Lafuente-Lechuga, Matilde, Llinares-Ciscar, Juan Vicente, Marín-Rives, Joaquín Longinos, Martín-Castejón, Pedro Juan, Puigcerver-Peñalver, María Carmen, and Sánchez-Antón, María C.
- Abstract
Education has been traditionally considered as a means to promote and disseminate sustainable development through the reorientation of the curriculum towards sustainability at all levels of the educational system. Higher Education Institutions take a leading role in this process. However, they face several limitations, including their lack of training in the topic, which is complex and difficult to fit into disciplines to begin with. This paper presents the experience of the Working Group on Curricular Sustainability of the Faculty of Economics and Business of the University of Murcia (Spain), carried out within the framework of a pilot project of teaching innovation whose objective was the incorporation of sustainability in the Degree in Economics. In doing so, a Sustainability Competency Map was drawn up and open educational resources that enable students to acquire these competencies were developed. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
30. A University Wide Approach to Embedding the Sustainable Development Goals in the Curriculum—A Case Study from the Nottingham Trent University’s Green Academy
- Author
-
Willats, Jessica, Erlandsson, Lina, Molthan-Hill, Petra, Dharmasasmita, Aldilla, Simmons, Eunice, and Leal Filho, Walter, Series Editor
- Published
- 2018
- Full Text
- View/download PDF
31. Bringing an entrepreneurial focus to sustainability education: A teaching framework based on content analysis.
- Author
-
Hermann, Roberto Rivas and Bossle, Marilia Bonzanini
- Subjects
- *
CONTENT analysis , *EDUCATIONAL planning , *DISCUSSION in education , *EDUCATIONAL literature , *SUSTAINABILITY ,ENTREPRENEURSHIP education - Abstract
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]
- Published
- 2020
- Full Text
- View/download PDF
32. Integrating Sustainable Development Goals in the University Classroom
- Author
-
GORHAM, Jon
- Subjects
21st century skills ,higher education ,SDG ,sustainable development goals ,sustainability - Abstract
application/pdf, University classrooms are increasingly challenged with societal needs beyond training, teaching, and research. This encompasses sustainability and practical integration of knowledge and insights to solve contemporary global problems. Multiple universities are considering integrating Sustainable Development Goals( SDGs) lesson plans in their classrooms. This essay examines the importance of incorporating SDGs lesson plans in the university classrooms, and more specifically, concentrates on how such classes empower students and other stakeholders to prioritize the planet's health and sustainability. The essay affirms that teaching SDGs strives to develop critical and ethical leaders of tomorrow's society, foster change management towards sustainability, empower a sustainable development mindset by integrating new viewpoints into classrooms, and developing students’ and lecturers’ competencies. The paper concludes that it is imperative to continue advocating for Education for Sustainable Development (ESD) in university classrooms to attain a more resilient and sustainable society.
- Published
- 2022
33. Advancing SDG Competencies in Higher Education
- Author
-
Maria Melén, Karin Alm, and Caroline Aggestam-Pontoppidan
- Subjects
Higher education ,Process (engineering) ,(SDGs) ,Sustainable development goals ,Human Factors and Ergonomics ,Mindset ,010501 environmental sciences ,01 natural sciences ,Education ,Responsible management education ,Sustainable development ,ComputingMilieux_COMPUTERSANDEDUCATION ,Systems thinking ,Sociology ,Sustainability development goals ,0105 earth and related environmental sciences ,business.industry ,05 social sciences ,050301 education ,Key competencies ,Pedagogical approaches ,Sustainability ,Active learning ,Engineering ethics ,business ,0503 education ,Qualitative research - Abstract
Purpose This study aims to explore an interdisciplinary pedagogical approach for advancing knowledge and understanding of the sustainable development goals (SDGs) at higher education institutions (HEIs). Design/methodology/approach This qualitative study conducted an explorative experiment to elaborate on forms to advance a pedagogical approach that embeds sustainability. The design of the pedagogical project was explorative and interdisciplinary, using a predefined framework on key competencies for sustainability. Findings The findings showed that an interdisciplinary approach can create a learning setting that stimulates students’ problem-solving competencies for sustainability-related issues. Students were trained in the five key sustainable competencies addressed by Wiek et al. (2011). Moreover, although it is not always possible to arrange an interdisciplinary pedagogical setting, this might be a key condition for the development of students’ key competencies regarding their understanding of the SDGs. Addressing the SDGs from an interdisciplinary perspective paved the way for the development of students’ strategic competencies, including systems thinking and anticipatory competencies. Practical implications The pedagogical project, as an interdisciplinary explorative experiment, was shown to be a potentially suitable method to counteract “cherry-picking” approaches to teaching the SDGs at HEI. Originality/value The pedagogical approach advanced in this paper, extends active learning and interdisciplinarity in higher education. The authors argue that this approach encourages students to take ownership of and responsibility for their learning process and indicates a changed mindset and behavior.
- Published
- 2021
34. Embedding Sustainability in the Economics Degree of the Faculty of Economics and Business of the University of Murcia: A Methodological Approach
- Author
-
Matilde Lafuente-Lechuga, María Carmen Puigcerver-Peñalver, Joaquín Longinos Marín-Rives, María del Carmen Sánchez-Antón, Úrsula Faura-Martínez, Pedro Juan Martín-Castejón, Eugenio José Sánchez-Alcázar, Juan Vicente Llinares-Ciscar, and Lourdes Molera
- Subjects
Higher education ,Process (engineering) ,open educational resources ,sustainability competency map ,Geography, Planning and Development ,Face (sociological concept) ,TJ807-830 ,Management, Monitoring, Policy and Law ,TD194-195 ,Renewable energy sources ,competencies in sustainability ,ComputingMilieux_COMPUTERSANDEDUCATION ,GE1-350 ,Sociology ,Curriculum ,Sustainable development ,Environmental effects of industries and plants ,Renewable Energy, Sustainability and the Environment ,business.industry ,education for sustainable development ,Building and Construction ,Education for sustainable development ,sustainability ,sustainable development goals ,Open educational resources ,Environmental sciences ,higher education ,Sustainability ,Engineering ethics ,business - Abstract
Education has been traditionally considered as a means to promote and disseminate sustainable development through the reorientation of the curriculum towards sustainability at all levels of the educational system. Higher Education Institutions take a leading role in this process. However, they face several limitations, including their lack of training in the topic, which is complex and difficult to fit into disciplines to begin with. This paper presents the experience of the Working Group on Curricular Sustainability of the Faculty of Economics and Business of the University of Murcia (Spain), carried out within the framework of a pilot project of teaching innovation whose objective was the incorporation of sustainability in the Degree in Economics. In doing so, a Sustainability Competency Map was drawn up and open educational resources that enable students to acquire these competencies were developed.
- Published
- 2021
35. Universities' Reporting on SDGs: Using THE Impact Rankings to Model and Measure Their Contribution to Sustainability
- Author
-
Elena De la Poza, Antonio Barberá, Alberto Celani, and Paloma Merello
- Subjects
Higher education ,media_common.quotation_subject ,Geography, Planning and Development ,TJ807-830 ,Logistic regression ,Sustainable development goals ,Accounting ,010501 environmental sciences ,Management, Monitoring, Policy and Law ,TD194-195 ,university ranking ,CIENCIAS ECONÓMICAS [UNESCO] ,01 natural sciences ,Renewable energy sources ,Excellence ,0502 economics and business ,GE1-350 ,Linear regression ,0105 earth and related environmental sciences ,media_common ,Sustainable development ,Geographic location ,Environmental effects of industries and plants ,Descriptive statistics ,Renewable Energy, Sustainability and the Environment ,business.industry ,logistic regression ,05 social sciences ,University ranking ,UNESCO::CIENCIAS ECONÓMICAS ,geographic location ,higher education ,linear regression ,metric management model ,sustainable development goals ,university ranking, sustainability ,sustainability ,Call to action ,Environmental sciences ,Ranking ,Management system ,Sustainability ,ECONOMIA FINANCIERA Y CONTABILIDAD ,Business ,Metric management model ,04.- Garantizar una educación de calidad inclusiva y equitativa, y promover las oportunidades de aprendizaje permanente para todos ,050203 business & management - Abstract
Higher education institutions (HEIs) have voiced growing concerns about sustainability issues since Agenda 2030 was approved, but this is not enough for societal stakeholders seeking and delivering innovation and excellence. The 17 Sustainable Development Goals (SDGs) were adopted by all UN Member States in 2015 as a universal call to action, and pose a challenge for HEIs as for the efforts made to fulfill them and knowing how to assess their performance. However, the metric management system implemented by HEIs quickly led to rankings emerging, which compare HEIs to metrics not related to the sustainability dimensions of the 17 SDGs. The main aim of the paper is to assess the level of reporting and alignment of SDG achievements with the overall the Times Higher Education (THE) ranking score. For this purpose, our study (i) models and quantifies the impact of HEIs’ disclosure of SDG information on HEIs’ overall THE Impact Rankings score, (ii) analyzes whether the best ranked universities are indeed significantly related to different SDGs than other not-so-well-ranked ones, and (iii) models the differences in the overall score and its alignment with distinct SDGs by dimensions, subjects, and geographical regions. In order to do so, a descriptive analysis, non-parametric tests, and linear and logistic regression analyses were performed. Our results reveal that the overall ranking is related to the reporting of HEIs’ SDG achievements. Moreover, the more positive actions related to health, education, industry, responsible consumption and production, climate action, and partnerships there were, the higher the position of HEIs in the general ranking was. However, we found differences between top-ranking universities and others in geographical location, disclosed information, and impact. Thus, the best-ranked universities are more committed to transferring knowledge to industry to satisfy its needs (SDG9), support strong institutions in their countries, and promote peace and justice (SDG16). Finally, SDG9 and SDG17 are the most relevant and constant SDGs when modeling the alignment of SDGs with HEIs’ dimensions (teaching, research, citations, industry income, international outlook) and subjects (technological and social sciences and humanities). HEIs integrating SDG actions into the strategic management of universities and, consequently, reporting their SDG performance to promote sustainability and contribute to sustainable development, is advisable.
- Published
- 2021
36. Education for Sustainable Development—The Case of Massive Open Online Courses
- Author
-
Agnieszka Hajdukiewicz and Bożena Pera
- Subjects
Higher education ,MOOCs ,Geography, Planning and Development ,TJ807-830 ,010501 environmental sciences ,Management, Monitoring, Policy and Law ,TD194-195 ,01 natural sciences ,Renewable energy sources ,Syllabus ,massive open online courses ,Political science ,Curriculum development ,GE1-350 ,Justice (ethics) ,Curriculum ,0105 earth and related environmental sciences ,Sustainable development ,Environmental effects of industries and plants ,Renewable Energy, Sustainability and the Environment ,business.industry ,05 social sciences ,education for sustainable development ,050301 education ,course description ,Education for sustainable development ,sustainable development goals ,Environmental sciences ,Sustainability ,Engineering ethics ,business ,0503 education - Abstract
Education for Sustainable Development (ESD) is a key instrument in transforming societies towards sustainable development, which can play a crucial role in the achievement of Agenda 2030 Sustainable Development Goals. The main purpose of this paper is to explore the current status and problems of implementation of Education for Sustainable Development by examining the sustainability-related knowledge content included in the higher education curriculum, with a special focus on the Massive Open Online Courses (MOOCs). We used both qualitative and quantitative data collection and analysis methods, including keyword analysis of selected MOOCs&rsquo, syllabuses, to capture the nature of the studied phenomenon and enable assessment of the degree to which the sustainable development goals are integrated into the learning content. We found that most of 17 SDGs are reflected in the MOOCs learning content, but in case of some learning topics, such as &ldquo, Zero hunger&rdquo, and &ldquo, Peace, Justice and Strong Institutions&rdquo, a bigger effort should be made to include them more broadly in the curricula. The research results can support educators&rsquo, efforts in identifying and incorporating challenging issues within the processes of curriculum development, indicating the need for a holistic and interdisciplinary approach, in which sustainability should be mainstreamed into all aspects of education.
- Published
- 2020
- Full Text
- View/download PDF
37. Systematic Review of How Engineering Schools around the World Are Deploying the 2030 Agenda
- Author
-
Daniel Amo, David Fonseca, Susana Romero, and Marian Aláez
- Subjects
Higher education ,Geography, Planning and Development ,Sustainable Development Goals ,engineering education ,TJ807-830 ,010501 environmental sciences ,Management, Monitoring, Policy and Law ,TD194-195 ,01 natural sciences ,Renewable energy sources ,systematic review ,Political science ,GE1-350 ,Research question ,Curriculum ,SDGs ,0105 earth and related environmental sciences ,Sustainable development ,geography ,Summit ,geography.geographical_feature_category ,Environmental effects of industries and plants ,Renewable Energy, Sustainability and the Environment ,business.industry ,05 social sciences ,2030 Agenda ,050301 education ,Environmental sciences ,Systematic review ,Engineering education ,higher education ,Sustainability ,Engineering ethics ,business ,0503 education - Abstract
At the UN Summit in New York 2015 it was agreed that a sustainable development of the planet is essential to strengthen universal peace in a broader capacity. On that basis, a call was made to all nations to achieve this through the 2030 Agenda. The issue is a complex one, as is evident from its 17 Sustainable Development Goals (SDGs) and their interwoven interaction. Engineering plays a leading role in achieving the great majority of the SDGs. For this reason, engineering education should focus its efforts on training engineers to be active agents of sustainability in the world. Our research question is, in fact, how the engineering higher education institutions around the world are deploying the 2030 Agenda. To answer it, we carried out a systematic review of the literature regarding SDGs and engineering schools in the Scopus and Web of Science (WOS) databases. We applied PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) methodology and, as a result, 22 papers were thoroughly studied. The results showed a consensus on the need for collaboration among the different stakeholders to achieve the desired degree profile of responsible engineers. Proposals to ensure this are diverse. They range from changes in curricula and competencies to a variety of teaching–learning strategies. Finally, future lines of research are identified from this study.
- Published
- 2020
38. Are the sustainable development goals being implemented in the Portuguese higher education formative offer?
- Author
-
Ulisses Azeiteiro, Susana Leal, Ana Aleixo, and Given Names Deactivated Family Name Deactivated
- Subjects
Higher education ,020209 energy ,media_common.quotation_subject ,Sustainable development goals ,Human Factors and Ergonomics ,02 engineering and technology ,010501 environmental sciences ,01 natural sciences ,Education for sustainable development ,Education ,Formative assessment ,Political science ,Pedagogy ,0202 electrical engineering, electronic engineering, information engineering ,Institution ,Curriculum ,0105 earth and related environmental sciences ,media_common ,Sustainable development ,business.industry ,Portuguese higher education ,language.human_language ,Sustainability ,language ,Portuguese ,business ,Sustainability curriculum - Abstract
Purpose The study aims to examine the vertical integration of the sustainable development goals (SGDs) in Portuguese public higher education institutions, namely, at the level of undergraduate and master’s degrees, and the extent to which Portuguese higher education institutions (HEI) are preparing for the United Nations’ call to promote SDGs. Design/methodology/approach A content analysis of the designations and objectives of the 2,556 undergraduate and master’s degrees (in 33 Portuguese public higher education institutions) was done to determine whether they promote at least one SDG. Findings The results show that 198 courses directly address at least one SDG; on average, each higher education institution (HEI) has six courses that explicitly address at least one SDG; universities have more courses in SDG areas than in polytechnics; more master’s degrees embrace SDGs than undergraduate degrees; and most of the courses addressing SDGs are from the social sciences and humanities areas and from natural and environmental sciences. Originality/value This paper serves to raise the awareness of Portuguese HEIs of their role and responsibility in furthering SGDs.
- Published
- 2020
39. Mapping Students’ Development in Response to Sustainability Education: A Conceptual Model
- Author
-
Julian Priddle and Alison J. Greig
- Subjects
Higher education ,Reflective practice ,Geography, Planning and Development ,lcsh:TJ807-830 ,lcsh:Renewable energy sources ,010501 environmental sciences ,Management, Monitoring, Policy and Law ,Space (commercial competition) ,01 natural sciences ,learning journey ,interdisciplinarity ,Sociology ,Curriculum ,lcsh:Environmental sciences ,0105 earth and related environmental sciences ,learning progression ,Sustainable development ,lcsh:GE1-350 ,sustainability education ,Renewable Energy, Sustainability and the Environment ,business.industry ,lcsh:Environmental effects of industries and plants ,05 social sciences ,Conceptual model (computer science) ,050301 education ,sustainable development goals ,Transformative learning ,lcsh:TD194-195 ,Sustainability ,Engineering ethics ,business ,0503 education - Abstract
Target 4.7 of the Sustainable Development Goals requires that, by 2030, all learners acquire the knowledge and skills needed to promote sustainable development. This not only demands an interdisciplinary approach, but also that this approach must seek to be transformative, with change for sustainability as an explicit outcome in addition to subject knowledge. Many have argued that the complex or &lsquo, wicked&rsquo, nature of sustainability challenges indicates the need for a learning experience that emphasizes active, reflective learning across-and between-discipline areas. In this paper we develop a conceptual model of sustainability learning for higher education that can potentially address the distinctiveness of sustainability education and monitor students&rsquo, progression as learners. Our conceptual model of sustainability learning, has been developed on a university Master&rsquo, s program in Sustainability and integrates continua of pedagogy and disciplinarity into a three-dimensional space. Learners can be represented as different loci within this space at different points in their development. This potentially allows a &lsquo, learning journey&rsquo, to be plotted. We propose that the model can also be used more widely as a tool to visualize learning progression within other university programs, providing an opportunity for both learners and curriculum designers to reflect on progress.
- Published
- 2019
40. Analysis of the presence of sustainability in Higher Education Degrees of the Spanish university system
- Author
-
Antonio Gomera Martínez, Jorge Ruiz Morales, Rocío Valderrama Hernández, José Manuel Muñoz Rodríguez, Fermín Sánchez Carracedo, Universitat Politècnica de Catalunya. Departament d'Arquitectura de Computadors, and Universitat Politècnica de Catalunya. BCN SEER - Barcelona Science and Engineering Education Research Group
- Subjects
Early childhood education ,Curriculum planning ,Higher education ,Sustainable development goals ,Sustainable development -- Study and teaching (Higher) ,Social studies ,Education for sustainable development ,Education ,Desenvolupament humà i sostenible::Desenvolupament sostenible [Àrees temàtiques de la UPC] ,0502 economics and business ,Pedagogy ,Ensenyament i aprenentatge::Ensenyament universitari [Àrees temàtiques de la UPC] ,Sociology ,Curriculum ,Competency-based education ,business.industry ,05 social sciences ,Competencies in sustainability ,050301 education ,Competències professionals -- Ensenyament ,Environmental education ,Sustainability ,Sustainability competency map ,Higher education degrees ,Desenvolupament sostenible -- Ensenyament universitari ,Disseny curricular ,business ,0503 education ,050203 business & management ,University system - Abstract
This paper analyzes the extent to which sustainability is present in the curricula of the 16 Education Degree programs belonging to the EDINSOST project: 6 Early Childhood Education Degrees, 7 Primary Education Degrees, 2 Pedagogy Degrees and 1 Social Education Degree. The results obtained suggest that sustainability is present in all Degrees, but not uniformly so. A great disparity is observed in the number of subjects that develop sustainability, with an average of 22.63 subjects per Degree. The competency most present is the ‘Application of ethical principles related to the values of sustainability in personal and professional behaviors,’ while the least present is ‘Sustainable use of resources and prevention of negative impacts on the natural and social environment.’ Sustainability is not developed uniformly in the different universities either. Three universities (UAM, UCA and UIC) develop sustainability competencies at 100%, while others such as the USAL do so at only 50%.
- Published
- 2019
41. Implementation of SDGs in University Teaching: A Course for Professional Development of Teachers in Education for Sustainability for a Transformative Action
- Author
-
Leslie Mahe Collazo Expósito and Jesús Granados Sánchez
- Subjects
Higher education ,lcsh:TJ807-830 ,Geography, Planning and Development ,lcsh:Renewable energy sources ,education for sustainability ,010501 environmental sciences ,Management, Monitoring, Policy and Law ,Competency based education ,teacher training ,01 natural sciences ,College teachers -- Training of ,Sustainable development ,Pedagogy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Desenvolupament sostenible ,Sociology ,Curriculum ,lcsh:Environmental sciences ,0105 earth and related environmental sciences ,lcsh:GE1-350 ,curriculum reorientation ,Renewable Energy, Sustainability and the Environment ,business.industry ,lcsh:Environmental effects of industries and plants ,05 social sciences ,Professional development ,050301 education ,Building and Construction ,sustainable development goals ,Competències professionals -- Ensenyament ,Professors universitaris -- Formació ,lcsh:TD194-195 ,Transformative learning ,Content analysis ,higher education ,Active learning ,Sustainability ,business ,0503 education - Abstract
The University Jaume I of Castellon (Spain) launched the &ldquo, ImpSDGup&rdquo, course in 2017. The aim of this training course on professional education for sustainable development (ESD) skills and competences for higher education teachers is to help academics in reorienting their subjects&rsquo, curricula in order to contribute to the sustainable development goals of the United Nations&rsquo, Agenda 2030. The &ldquo, course is based on the Training Model in Transformative Action for Sustainability (TMTAS) model that is structured in three main areas: the content on sustainability, the theoretical approaches, and the ESD teaching and learning methodologies. In this paper, we describe the design and the contents of the training course and we investigate the changes that participants of the course implemented in the design of their subject programs. The methodology of the study was based on content analysis. The main results show that most of the 55 university teachers that undertook the course in its three editions succeeded in transforming course objectives and that they incorporated some of the SDGs and several ESD active learning methodologies in their teaching. As a consequence of this, we consider that the course helps in enhancing university teachers&rsquo, ESD professional competences.
- Published
- 2020
42. Sustainable Development Goals: A Powerful Framework for Embedding Ethics, CSR, and Sustainability in Management Education
- Author
-
Dolors Setó-Pamies and Eleni Papaoikonomou
- Subjects
management curricula ,Higher education ,management education ,lcsh:TJ807-830 ,Geography, Planning and Development ,lcsh:Renewable energy sources ,Management, Monitoring, Policy and Law ,Political science ,0502 economics and business ,lcsh:Environmental sciences ,lcsh:GE1-350 ,Sustainable development ,corporate social responsibility ,Renewable Energy, Sustainability and the Environment ,business.industry ,lcsh:Environmental effects of industries and plants ,Field (Bourdieu) ,05 social sciences ,050301 education ,Area of interest ,sustainable development goals ,sustainability ,ethics ,lcsh:TD194-195 ,Sustainability ,Corporate social responsibility ,Embedding ,Engineering ethics ,business ,0503 education ,050203 business & management - Abstract
In this editorial we are delighted to present the four papers included in this special issue. Each of them tackles different issues with important academic and managerial implications. Then, we will discuss the Sustainable Development Goals (SDGs) and the potential they represent for higher education institutions and management education, in particular. One of the most important challenges in this field will be how to introduce SDGs in management education, an area of interest for practitioners and academics.
- Published
- 2020
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.