Subject Index
University Partnerships for Sustainable Development
ISBN: 978-1-78973-644-1, eISBN: 978-1-78973-643-4
ISSN: 2055-3641
Publication date: 19 June 2020
This content is currently only available as a PDF
Citation
(2020), "Subject Index", Sengupta, E., Blessinger, P. and Yamin, T.S. (Ed.) University Partnerships for Sustainable Development (Innovations in Higher Education Teaching and Learning, Vol. 20), Emerald Publishing Limited, Leeds, pp. 189-192. https://doi.org/10.1108/S2055-364120200000020020
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” indicate notes.
AASHE STARS
, 69–70, 72
Academic excellence
, 37, 48
Academic partnership
, 8–9, 32, 34–37
Academics without Borders (AWB)
, 125–128
Access
issue of
, 12, 133
to management and decision-making
, 87, 122
to national network
, 153
to quality education
, 4
resources
, 75
Adoption
of efficient system
, 10
of EMS approaches
, 90–95
Africa
, 20, 124, 129
Aga Khan University (AKU)
, 11, 121–130
Alliance
, 110, 115, 139
Applied learning
, 71–72
Applied research
, 68–69, 71, 77–78
Asia
, 124
Associations
, 5, 18, 136, 144, 160, 162
Balanced collaboration
, 12, 133
Barriers
, 9–11, 78, 89, 104, 114, 163
to action
, 115–116
external
, 72
to implementation of sustainability initiatives
, 88
language
, 61
mental
, 20
Best practices
, 33–34, 69, 71, 75, 126–128
Blended teaching approach
, 48
Business benefits
, 96
Campus
as a living laboratory
, 70
as lab
, 68–78
Canada
, 18, 124, 126
Capacity building
, 50–51, 53, 102
Case study
, 10–11, 75, 83
adoption of EMS approaches
, 90–95
Lund University
, 111–112
MDG
, 105
SDG
, 106–107
Technologico de Monterrey
, 109–111
University of Birmingham
, 112–114
University of Melbourne
, 108–109
China
, 18, 82, 134, 138–139
Climate change
, 5, 12, 83, 111–112, 148, 158–159, 162
Clinician
, 12, 48, 149
Co-creation of knowledge
, 75–76
Collaboration
, 10, 12, 23, 51–52, 58, 68–69, 75, 77, 101, 106, 115, 144
AWB
, 125
global academic
, 148, 161, 170
inter-professional
, 52
international
, 124–125, 138
prerequisites for
, 34–37
research
, 137
university–society
, 24
Collective impact
, 78
Communities of practice
, 68–69, 74–76, 124–125, 144, 152–154
challenges in forming and maintaining
, 146–148
formation
, 145–146
university partnerships and social learning
, 144–145
Community engagement
, 5, 47–48, 136, 150, 160–161
Community food systems
, 163
Creativity and awareness-raising
, 34, 96
Cultural competence
, 48, 50, 54
Curriculum
, 4, 7, 37–40, 42, 63, 102–104, 106, 110, 115–116
curriculum-level initiatives
, 111–112
physiotherapy
, 9, 11
SDG
, 103–104, 110
Decentralization
, 134–137
Decision making
, 11, 21–22, 77–73, 88–90, 130
Development
future
, 63
partners
, 27
sustainable
, 144, 149
Economic and social changes
, 33
Education
, 4, 22–23, 26, 33–34, 37, 101, 104, 116, 122, 134, 136–138, 144
Educational systems
, 6, 37, 39, 129, 134
Educational technologies
, 35
Embedding of sustainability
, 96
Environmental
ethics
, 7
impacts
, 82–83
issues
, 5
literacy
, 7
policy and objectives
, 83
pollution
, 8, 32
regulations
, 35
Environmental interpretation (EI)
, 13, 164–165
Environmental management systems (EMSs)
, 82–84, 95
Environmental values
, 96
Europe
, 7, 33, 35, 82, 84, 95, 128, 140
European Project
, 32, 34
Evidence-based decision making
, 77
Evolving university partnerships for sustainable development
, 133–140
Exchange of experience
, 34, 37
Expansion of education
, 137
Experiential learning model
, 45–63
Formal approaches to environmental management
, 10, 90, 95–96
Global health
, 46, 110–112
Global reach
, 12, 133
Good practices
, 8, 32, 37–40, 124–125, 139–140
Governance and leadership structure
, 96
Green impact
, 153
Health and social care
, 12, 154
education
, 143–155
educators
, 149
impact on environment and public health
, 150
professional
, 150–151
sector
, 148–149
Higher education
, 4–6, 133
Higher education institutions (HEIs)
, 10, 33, 81–95
Higher education organizations
, 5, 68, 70, 72
Host nation
, 12, 133–136
Immersion
, 54, 56–57
Implementation and long-term sustainability
, 83
Inclusivity
, 49–50
Integration
, 8, 16, 26, 33, 72, 86, 88, 96, 126, 133, 138, 140–141, 161
Inter-professional education (IPE)
, 50–52
Interdisciplinary
academic team
, 112
learning activities
, 5
learning and working
, 12
SDG workshops
, 106
International collaboration
, 69, 138
International commissions on health and climate change
, 148
International partnership
, 138–139
Internationalization
, 135–136, 138
Internship
, 39–40
SDG
, 109
Kenya
, 11, 122–123, 127, 131n1
Key actors
, 10, 83, 85–87
Know-how
, 35
Knowledge
and practice
, 144
and skills
, 6, 9–11, 46, 50, 53, 104, 155, 158
transfer
, 33, 127, 134
triangle (education, research and innovation)
, 33
Labor market requirements
, 34
League tables
, 83–84, 93, 96
Learning labs
, 9, 71
Living classroom
, 71
Living labs
, 9–11, 68–69, 71, 76
Measurable indicators
, 96
Multicultural environment
, 9, 32
New curriculum
, 37–39
New society
, 34
Oil and gas industry
, 9, 32, 34–38, 41
Organizational factors
, 10, 82, 95
Organizational structure
, 10–11, 83, 88–89
Pakistan
, 122, 123, 125–126
Partnership
, 4–5, 9, 17, 76
academic
, 34–37
challenges with
, 24–26
community
, 169–170
cooperativism-modeled university–community
, 28
GLP
, 45–63, 106–107
parasitic
, 22
strategic
, 34
university
, 166–170
university–community
, 22, 24, 26
university–community-cooperative-propelled
, 26
university–society
, 23–24
working
, 94, 144, 146, 149–150, 152
Policy
, 10, 21–22, 68
communities
, 159
environmental
, 83, 90, 96
European
, 33
piecemeal university–society public
, 25
Project management
, 41, 42
Public health
, 35, 47, 53, 112–113, 148–149
Quality
assurance
, 134, 136, 139
education
, 4
enhancement
, 124
environmental
, 7, 9, 32
indicators
, 39, 41
nutritional
, 71
Reflection
, 33, 52, 55–56, 61, 161
Requirement for certification
, 96
Research
in action
, 71
and enterprise
, 12, 144
and innovation
, 33
Resistance to change
, 10, 89–90, 96, 114
Scaling
, 71–72, 76
SDGs
, 1–171
Sending institution
, 12, 133, 135
Service learning (SL)
, 12, 47, 109, 161
courses
, 158
refugee clinics
, 9, 11
Social
capital
, 50
care
, 144–145, 148–152
change
, 4, 8, 33
development
, 11
dimension
, 6
interaction
, 21, 55
justice
, 104, 110, 129
learning
, 74, 144–145
media
, 106, 116
mobility
, 4
responsibility
, 12, 135, 162
transformation
, 47
Society
, 19, 111, 129, 159
plaguing
, 7
Specialist interest group
, 150
sustainability
, 150–151
Stakeholders
, 4, 21, 60, 85–88, 127, 135, 161
Strategic partnerships
, 34, 116
Student
advocacy
, 113
assessment
, 161
debt
, 12
groups
, 86–87
identities
, 109
immersion
, 54
mobility
, 135
reflections
, 9, 52–53, 55–57, 61
SDG case studies
, 112
Sustainability
, 4, 12, 38, 70, 83–84, 88, 102, 109, 111, 133, 151, 154–155, 158, 170
education
, 9, 154, 158, 160
practice
, 153
practitioners
, 68
Sustainable agriculture
, 159, 162, 167, 169
Sustainable communities
, 158
Sustainable development
, 4–8, 12, 16–18, 28, 32, 34–35, 84
Sustainable Development Goals
, 4, 17, 46, 61, 68, 101, 148, 160
Tanzania
, 122–123
Teaching and learning
, 7, 38, 39, 51–57
strategy
, 146
Testbed
, 71, 77
Transformative learning
, 47, 56–58
“Triple-bottom line” model
, 154
Uganda
, 122–123
UK case study
, 83, 90–95
Universities
, 4–5, 7, 17, 19, 23–24, 32–33, 46–47, 52
Lund University
, 111–112
Technologico de Monterrey
, 109–111
University of Birmingham
, 112–114
University of Melbourne
, 108–109
University partnership
, 3–13, 31–41, 133–140, 144–152, 161, 166–170
Uptake and performance
, 10
Values
, 18–20, 23, 50, 74, 89, 106, 115, 144, 164, 167
Work opportunities
, 38
- Prelims
- Part I: Institutionalizing Sustainable Development Goals
- Introduction to University Partnerships for Sustainable Development
- Chapter 1: Globalization and Sustainable Development in Nigeria: Integrating Cooperativism into University–Society Partnerships
- Chapter 2: University Partnership for Sustainable Development
- Chapter 3: The Global Learning Partnership – An Experiential Learning Model for Engaging with The SDGs
- Chapter 4: Campus as Lab: Using Post-Secondary Campuses as Petri Dishes for Advancing the Sustainable Development Goals
- Chapter 5: Sustainable Deployment of Environmental Management Systems for Higher Education Institutions: Challenges and Limitations
- Chapter 6: Educating Students on the Global Goals: Four Universities Take on the Challenge
- Part II: Roles of Universities in Promoting Sustainability
- Chapter 7: The Aga Khan University and the Sustainable Development Goals: Building on International Partnerships to Promote Excellence
- Chapter 8: Evolving University Partnerships for Sustainable Development
- Chapter 9: Sustainable Development within Health and Social Care Education
- Chapter 10: Case Study: University Partnership for Sustainability Linking University of Vermont Course in Environmental Interpretation with Intervale Center
- About the Authors
- Name Index
- Subject Index