Search

Abstract Progressing towards sustainable development remains a key global challenge. And yet, the various interpretations of the concept of sustainable development and the questions it raises about economic growth make its implementation difficult. Higher education institutions may help to overcome these difficulties by developing new processes of change. However, to achieve this they need to integrate sustainable development in all their areas of activity. The aim of this paper was to develop new insights into organisational change processes in universities relating to sustainable development. Contributing to this aim, this paper reports on a case study of United Kingdom higher education drawing on findings and conclusions from a survey of their policy frameworks relating to sustainable development. The method comprised a critical policy analysis in order to identify, differentiate and categorise stakeholder interactions. The data generated comprised the range of higher education stakeholders and the network of interactions that they formed. Theoretical insights from social network analysis, stakeholder theory and the normative business model were used to find opportunities to address the difficulties in the implementation of sustainable development. Results suggested that the existing networks identified in the policy frameworks may not support the effective integration of sustainable development in higher education. Low-density of the national networks; the lack of a clear governance vocabulary for national policy frameworks; and the lack of explicit funding flows between organisations all pose problems for organisational change towards sustainable development in higher education. Highlights • The paper develops insights in organisational change at universities in sustainable development. • Critical policy analysis identifies, differentiates and categorises stakeholder interactions. • Social network analysis, stakeholder theory, Normative Business Model inform interpretation. • Density, governance and funding of policy networks could aid change at universities. [ABSTRACT FROM AUTHOR]

Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policy makers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels. [ABSTRACT FROM AUTHOR]

Highlights • Energy consumption in higher education institutions (HEIs) modelled. • For the first time, panel data used, with cross-sectional and time-series variations. • Over time and across HEIs, energy use increases as income and size increase. • Economies of scale as HEIs grow, but energy use still rising with sector growth. • Research universities more energy intensive. Abstract Among the various sustainability goals of higher education institutions (HEIs), reducing energy use and carbon emissions are particularly important. However, not much is known about energy demand from the higher education sector – especially since there is a lack of robust models of energy demand in this sector. This paper, the first to utilize a panel dataset and advanced panel econometric techniques in order to model energy use in higher education, investigates variations in energy use between HEIs (cross-sectional analysis), and also changes in energy use over time (temporal analysis), using the UK as a case study. We argue that panel dataset and methods are more useful for understanding growth (and reduction) in energy use within the HE sector than the methods used within previous cross-sectional studies. Results show that, over time and also across the sector, energy consumption in the HEIs increases with increases in income and floor space, but at a slower rate. As HEIs grow overall (in terms of income, floor space, student and staff number) over time, they become more 'energy efficient' (using less energy per unit of area, population or income), indicating economies of scale in the temporal dimension. Results also show that after controlling for income and size, research intensive HEIs consume more energy. We also find a small but statistically significant effect of energy prices on energy consumption, as might be expected. Simulation using the model parameters for an example scenario suggests that energy consumption will continue to increase unless there is a significant change in the policies driving income growth and spatial expansion in the HE sector in the UK. [ABSTRACT FROM AUTHOR]

This paper challenges the belief that improving the efficiency of resource use will necessarily lead to lower consumption. Findings are presented of a study by the UK Open University of the environmental impacts of three higher education (HE) delivery systems. Initial analysis indicates that the distance-taught courses involve 90% less energy and CO2 emissions than the campus courses. Electronic delivery does not result in a reduction in energy or CO2 emissions compared to print-based distance learning, due to rebound effects, e.g. in use of computers and home heating. The paper concludes that to limit consumption, we need to deal with rebound effects and practice ‘sustainable consumption’. [Copyright &y& Elsevier]

Electricity consumption in the administration buildings of a typical higher education campus in the UK accounts for 26% of the campus annual electricity consumption. A reliable forecast of electricity consumption helps energy managers in numerous ways such as in preparing future energy budgets and setting up energy consumption targets. In this paper, we developed two models, a multiple regression (MR) model and a genetic programming (GP) model to forecast daily electricity consumption of an administration building located at the Southwark campus of London South Bank University in London. Both models integrate five important independent variables, i.e. ambient temperature, solar radiation, relative humidity, wind speed and weekday index. Daily values of these variables were collected from year 2007 to year 2013. The data sets from year 2007 to 2012 are used for training the models while 2013 data set is used for testing the models. The predicted test results for both the models are analyzed and compared with actual electricity consumption. At the end, some conclusions are drawn about the performance of both models regarding their forecasting capabilities. The results demonstrate that the GP model performs better with a Total Absolute Error (TAE) of 6% compared to TAE of 7% for MR model. [ABSTRACT FROM AUTHOR]

Abstract: A small corpus of student e-mail requests to academic staff in a British and an Australian university was collected in order to investigate the cross-cultural nature of Englishes in these requesting events. The notions of account and but-justification, together with the concepts of equity and equilibrium are used to explicate the distribution of various features associated with these requests. Results indicate that the British data orient to deferential dependence whereas the Australian data exhibit interdependent egalitarianism. Finally, the process of our analysis brings to light the fact that we ought to refine theory of obligation and this, we do. The overall claims of this paper are that the situated nature of student e-mail requests can have a great bearing on the discursive construction of student identities, that this has a bearing on how things get done, and that how things get done in different varieties of English merits further investigation. [Copyright &y& Elsevier]

Abstract: Using a survey of a cohort of UK graduates, linked to administrative data on higher education participation, this paper investigates the labour market attainment of recent graduates by subject of study. We document a large heterogeneity in the mean wages of graduates from different subjects and a considerably larger one within subject with individuals with the most favourable unobserved characteristics obtaining wages almost twice as large as those with the worst. Moreover, gender differences in wages within subjects are also large. We then simulate a graduate tax to calculate a willingness to pay – in form of tuition fees – to capture these subject wage premia. [Copyright &y& Elsevier]

Abstract: This paper explores the determinants of the choice of UK universities by overseas undergraduate applicants. We use data on overseas applicants in Business Studies and Engineering from 2002 to 2007, to 97 UK universities. Estimating using a Hausman–Taylor model to control for the possible correlation between our explanatory variables and unobservable university-level effects, we find that the fees charged may influence the application decision of some students, but that any relationship between levels of fees and applications is non-linear. The quality of education provided is positively and significantly related to the number of applications. Proximity to London and the existing popularity of a university among home applicants, are also significant predictors of university applications. [Copyright &y& Elsevier]

As the impacts of climate change become increasingly visible across the globe, awareness of the need for cleaner energy and demand reduction is growing. Energy literacy offers a strong potential for explaining and predicting energy-related behaviours, yet research and policies focused on this topic remain limited. In this study, energy literacy was measured in a sample of 2806 university students in the United Kingdom and China, in addition to their wider environmental attitudes using the New Ecological Paradigm scale. Findings indicate that energy literacy was relatively high overall, but there were significant differences between the knowledge, attitudes and behavioural intentions of participants in the two countries. Whilst the UK respondents rated themselves significantly more highly on perceived knowledge of energy issues, Chinese respondents provided significantly more correct answers in a knowledge test. UK respondents demonstrated more positive attitudes towards energy conservation than those from China, and were more likely to report energy-saving behaviours. However, Chinese respondents exhibited higher levels of trust in government and businesses to take action on energy issues. This paper provides a novel insight into cultural differences which may be crucial to policy and practice, and evidences the potential benefits of utilising a combination of educational and structural change to support transition to a cleaner, low-energy society. Image 1 • Significant differences in energy literacy arose in 1806 students in UK and China. • Chinese respondents demonstrated more knowledge about energy than UK respondents. • UK respondents demonstrated more positive attitudes and energy saving behaviours. • Cultural context, including trust in government impacts on energy-saving behaviours. • Combining educational and structural change will aid transition to a cleaner world. [ABSTRACT FROM AUTHOR]