Starting from the experience of the University of Bologna, this paper provides an innovative framework to analyse how universities are rethinking courses and curricula, teaching, research programmes, campus operation and partnership to address the Agenda 2030.
The paper proposes a methodological approach to represent direct and indirect impacts produced by all universities’ activities.
The commitment to sustainability of the University of Bologna was made clear through the last Strategic Plan approach explicitly aimed at the consideration of the U.N. Sustainable Development Goals (SDGs). Parallel to the process of integration of the SDGs in strategic planning, the University has an additional tool for reporting on the extended performance, which was presented during the G7 Environment held in Bologna in June 2017.
This study focussed on the University of Bologna experience, according with HEIs sustainability approach over the world. A bit too technical sometimes to explain each practical point of activity related with the commitment in SDGs.
The multi-year experience acquired by the University of Bologna through a process of reporting that combines the economic dimension with the social and environmental, has as a natural outlet questioning the priorities to be pursued in teaching, research and the third mission to contribute to the Agenda 2030.
It is shown as Alma Mater promotes actively the principles of sustainability also in terms of enhancement of collectivity welfare, the economic growth, the social equity and the capability of involved people to actually work together for the common good.
On the basis of the experience of the University of Bologna, an innovative framework can be provided to analyse how universities are rethinking all their activities to address the Agenda 2030.
Paletta, A. and Bonoli, A. (2019), "Governing the university in the perspective of the United Nations 2030 Agenda: The case of the University of Bologna", International Journal of Sustainability in Higher Education, Vol. 20 No. 3, pp. 500-514. https://doi.org/10.1108/IJSHE-02-2019-0083Download as .RIS
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