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This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.

The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.

The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.

While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.

There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.

The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.

The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.

This study aimed to determine the effect of age, complexity, internationalization, educational background of the vice rector for finance and the presence of professors on intellectual capital disclosure (ICD) in the official websites of Indonesian higher education institution (HEI). It also proved whether there was a difference between ICD in the three types of HEI based on autonomy.

The intellectual capital (IC) instrument used was adopted from Nicolo et al. (2021) and subsequently analyzed 78 HEIs in Indonesia, namely PTNBH, PTNBLU and PTS accredited “Excellent.” The content analysis method and multiple linear regression models were used to test the impact of independent variables, while Kruskal–Wallis was used to conduct a t-test.

The empirical results showed that complexity, internationalization and the presence of HEI professors had a positive effect, while age and educational background of the vice rector for finance showed an insignificant effect on ICD. The t-test showed there was a difference in ICD among the three types of HEI.

This study provides new evidence related to differences in ICD practices in three types of HEIs in Indonesia. The research findings are expected to encourage cooperation between the government and HEI to improve regulations for PTNBLU and PTS by referring to regulations that have been applied to PTNBH to improve the quality of universities in Indonesia through increasing international accreditation and the number of professors in HEI.

This study was the first to compare ICD among the three types of Indonesian HEI with new variables, namely the educational background of the vice rector for finance and the presence of professors.

The purpose of this study is to analyze the integration of sustainable practices in the strategies and operations of world-class higher education institutions (HEIs) under the theoretical guidance of Max Weber's instrumental and value rationalities.

The results of the Quacquarelli-Symonds World University Ranking, Times Higher Education World University Rankings, THE Impact Rankings and GreenMetric World University Ranking rankings from 2019 to 2022 were paired, and the correlation between them was verified. Institutions with simultaneous occurrence in the four rankings in at least one of the years were also classified. A quantitative and qualitative methodology was used to explore how elite HEIs integrate sustainable practices into their operations and strategies, under the theoretical guidance of Max Weber's instrumental and value rationalities. Furthermore, multivariate regression models with supervised data mining techniques were applied, using the SMOReg algorithm on 368 instances with multiple attributes, to predict the numerical value of sustainability in the rankings. Coefficients were assigned to variables to determine their relative importance in predicting rankings.

The results of this study suggest that although many HEIs demonstrate a commitment to sustainability, this rarely translates into improvements in traditional rankings, indicating a disconnect between sustainable practices and global academic recognition.

The research has limitations, including the analysis being restricted to data from specific rankings between 2019 and 2022, which may limit generalization to future editions or rankings. The predictive models used selected data and, therefore, cannot cover the full complexity of metrics from other rankings. Furthermore, internal factors of HEIs were not considered, and the correlations identified do not imply direct causality. The limited sample and potential methodological biases, together with the heterogeneity of the rankings, restrict the generalization of the results. These limitations should be considered in future studies.

The theoretical contributions of this study include an in-depth understanding of the intersection between academic excellence and environmental and social responsibility. From a management perspective, guidance is provided on integrating sustainability into HEI strategies to enhance visibility and classification in global rankings, while maintaining academic integrity and commitment to sustainability.

This highlights the importance of reassessing academic rankings criteria to include sustainability assessments, thereby encouraging institutions to adopt practices that genuinely contribute to global sustainable development.

The originality lies in the predictive analysis between these rankings, examining the link between the level of sustainability of an HEI and its classification as a World Class University. Furthermore, it combines theories of rationality with the analysis of sustainability integration in elite HEIs, introducing new analytical perspectives that can influence future educational policies and institutional practices.

The purpose of this study is to conduct a comprehensive examination of the concept of green human resources management (GHRM) within the context of higher education institutions (HEIs). The GHRM concept has emerged from the broader environmental management concept in the last decade. Its adoption has diffused in many sectors, particularly manufacturing, but empirical studies in HEIs are lacking. HEIs, as the epitome of knowledge creation and dissemination, should lead the GHRM initiative as an example to the corporate world and the public.

The approach applied is based on the systematic literature review approach to draw inferences, analyze and summarize past studies based on the PRISMA method. Several research streams were identified: (1) academic and non-academic GHRM, (2) theoretical foundation, (3) qualitative and quantitative studies, and (4) green training and development.

This review discovered that GHRM implementation in HEIs leads to better sustainability efforts within academic institutions. It is relevant to stakeholders, policymakers, and HEIs’ top management to strategize in making the academic institution the torchbearer of sustainable practice and a role model for other sectors and communities.

This study provides implications towards the application of GHRM in HEIs to elevate academic institutions as the torchbearers for sustainability development. The implicit findings based on the research streams produced can benefit future studies in HEIs to adopt best practices in green activities, particularly GHRM. The implication of GHRM in HEIs would impart individual green, cautious, and sustainability practices holistically and comprehensively, improving behavior towards overall higher education activities involving academics, students, administrative staff, and the overall community ecosystem.

This study makes a significant contribution to the existing literature by systematically elucidating the role of GHRM in HEIs, providing insights for academics and policymakers seeking to promote sustainable practices.

This study aims to present a qualitative analysis of how higher education institutions (HEIs) faculties manage knowledge to facilitate the learning and engagement of individuals with intellectual and developmental disabilities.

This study uses a qualitative research design to collect responses from 39 HEI faculties to understand how they manage knowledge to facilitate learning in individuals with intellectual and developmental disabilities. Data collection tools comprised a set of predetermined questions, soliciting written responses.

Coding of the collected data confirmed that there was a knowledge management process in HEIs for enabling higher education of individuals with intellectual and developmental disabilities. A total of six themes emerged, clarifying the knowledge management process. The four components of this process were creation, storage, sharing and use. In addition to the four process-related themes, two other themes that emerged were barriers to knowledge creation and supportive culture. This covers the relevant aspects of the set-up around the knowledge management process in HEIs trying to improve the higher education of individuals with intellectual and developmental disabilities.

There is a need to improve the education of individuals with intellectual and developmental disabilities, which requires effective knowledge management. This paper reveals details of the steps in the knowledge management process relevant to this aim. This is a unique contribution, providing a basis for future research and the introduction of required knowledge management practices by HEIs dedicated to providing high-quality education to students with intellectual and developmental disabilities.

Calculating an organization's carbon footprint is crucial for assessing and implementing emission reductions. Although Finnish higher education institutions (HEIs) aim for carbon neutrality by 2030, limited research exists on plans to reach a similar target in any country. This paper aims to address the shared and individual challenges Finnish HEIs have with carbon footprint calculations, reductions, resources and offsetting.

A survey was targeted to sustainability experts in all 38 HEIs in Finland to identify key patterns and trends in the focus fields of the study. SWOT analysis was used to classify main strengths, opportunities, weaknesses and threats, based on which a series of policy recommendations was drafted.

Finnish HEIs are committed to carbon footprint tracking (97%, annually by 87%). The lack of standardization and the number of external stakeholders complicate accounting indirect emissions, impeding comparability and reliability. Only 39% had set separate emission reduction targets, suggesting a preference for carbon footprint over other environmental impact indicators. Insufficient monetary and human resources emerged in 23% of institutions, especially those smaller in size. Only 52% had clear offsetting plans, with shared concerns over trust and responsibility.

By including both research universities and universities of applied sciences, the findings provide an unprecedented outlook into the entire Finnish HEI sector. The policy recommendations guide HEIs both locally and globally on how to improve their transparency and scientific integrity, reflect on core successes and weaknesses and how they complete their objectives of education, research and social impact while promoting stronger sustainability.

This paper aims to assess the considerations for implementing sustainability initiatives in higher education institutions (HEIs).

It employs a qualitative approach. It is based on opinions gathered from 272 stakeholders (including authorities and academicians) of HEIs.

Nepalese HEIs are facing several challenges, such as the lack of a changing vision and values to create a culture of sustainability initiatives and the socioeconomic and cultural gaps between policy sources and implementation approaches for sustainability. Therefore, they need to consider several sustainability initiatives to improve their performance and competitiveness. Effective leadership, learning culture, sustainability-related policy, effective HRM, organizational structure, supportive culture, technology, rewards, and university-academia-industry linkages are the key prerequisites for implementing sustainability initiatives. Thus, HEIs must make substantial investments in such aspects. Furthermore, they have to focus on sustainability initiative context, feasible strategies, and actionable/practical solutions to implement sustainability initiatives that help in achieving performance outcomes.

It is solely based on the opinions of authorities and academicians of Nepalese HEIs. Since it was carried out in the Nepalese context, results might vary at other times and in other nations.

It serves as a wake-up message to HEIs' officials about the barricades associated with sustainability initiatives and also addresses important requirements for putting such initiatives into practice.

It provides a holistic framework to initiate sustainability in HEIs to help them achieve expected outcomes.

While educators impart FMEA instruction, its practical implementation within the educational sector remains limited. This study investigates the application of FMEA within higher education institutions. Implementing FMEA in these institutions is difficult due to statutory requirements, schedule restrictions, and stakeholder participation challenges. Moreover, higher education institutions struggle with preserving education quality, faculty training, and resource management, complicating organised methods such as FMEA.

This research conducted a global survey to identify the critical success factors, benefits, and common challenges in using FMEA in the higher education sector.

The outcomes highlighted that lack of awareness regarding the tools’ benefits is the primary barrier to FMEA implementation. However, respondents perceive that FMEA can improve process reliability and quality in higher education institutions. Further, the analyses found that knowledge about the FMEA tools is the prime critical success factor, and the lack of time due to other priorities in the organisation is a significant challenge in tapping the potential of FMEA.

A limitation of the study is the relatively low number of HEIs surveyed globally. Further, the study provides a broad perspective rather than a focused study on one HEI.

This study addresses this gap by exploring the potential benefits, challenges, and factors associated with the successful adoption of FMEA in academic settings. Using this information, HEIs can become more successful in applying FMEA.

This study is unique in its exploration of the application of FMEA with higher education institutions for service quality improvement.

The internationalization of higher education institutions (HEIs) is the top stage of international relations among universities, and it is no longer regarded as a goal but as a means to improve the education of sustainability. As institutional commitments to internationalize higher education continue to grow, so does the need to critically consider the intended purposes and actual outcomes of the resulting programs and policies. This study aims to explore how institutional international policies influence outcomes of HEIs internationalization in the East Asian region, specifically in Taiwan and Japan.

The study used quantitative design. 3,158 participants, including 1,192 participants from Taiwan and 1,966 participants from Japan, were randomly recruited to complete the Academic Profession in the Knowledge Society (APIKS), an international survey examining the change in academic work in HEIs. The study adopted quantitative data and used two variables (institutional international policies and outcomes of internationalization) with descriptive, correlational, and moderated multiple hierarchical regression analysis with SPSS computer software to answer the research questions.

The study showed that both Taiwanese and Japanese academics have high agreements on the outcomes of internationalization for enhancing academic quality and increasing mobility of students. In both countries, two institutional international policies of HEIs internalization-- clear internationalization strategies and funding for faculty members to undertake research abroad-- can significantly influence the process of internationalization in the teaching-oriented and research-oriented HEIs respectively.

This study provides insight into the relationship between institutional international policies and the outcomes of HEIs internationalization in Taiwan and Japan. It provides university leaders with empirical evidence for implementing managerial strategies of internationalization that promote education for sustainability in HEIs.

The importance of sustainable public procurement is growing in many countries and industries, including higher education institutions (HEIs) in China. However, in China, the practice of sustainable public procurement is currently limited due to various reasons. This study aims to identify the main challenges faced by Chinese HEIs when it comes to sustainable public procurement. The identification of the challenges encountered by HEIs in sustainable public procurement practices not only has practical significance in terms of improving efficiency, sustainability, competitiveness and guiding policymaking but also has theoretical significance in terms of enriching the knowledge body, facilitating the dissemination of sustainability and supporting international comparative research. To identify these challenges, the study gathered data from a small sample of procurement supervisors, experts and commissioners in HEIs using the Delphi method. The study concludes that Chinese HEIs can address the challenges of sustainable public procurement through measures such as fundraising, technology and equipment upgrading, supply chain optimization, regulatory compliance and raising awareness and providing training.

To pinpoint the challenges of sustainable public procurement faced by HEIs in China, this study began by obtaining data from a small sample of procurement supervisors, experts and commissioners in HEIs who are knowledgeable about the issue through the Delphi method. Secondly, the collected challenge factors were also subjected to a literature review to identify the most common challenges in recent papers published around the world. Thus, it was possible to assess the relationship between the challenges mentioned by researchers in China and other countries.

The main challenges faced by HEIs in China in implementing sustainable public procurement are the focus on economic efficiency, the experience and awareness of procurement staff, policy ambiguity as well as culture, management mechanisms and leadership attitudes in the organizations. The study concludes that Chinese HEIs can effectively overcome the challenges of implementing sustainable public procurement through a variety of measures, including fundraising, technology and equipment upgrading, supply chain optimization, regulatory compliance and awareness raising and training.

Some limitations should be considered in this study. Judging by the sample size, it is clear that the results of the study are limited. Although the number of experts involved in the study is required, caution should be exercised when generalizing the results, as this may not be representative of the entire population. In future studies, the use of a larger sample size could be considered to overcome this problem. Related to this limitation is the uneven geographical distribution of the sample, and this study only considered the situation of HEIs in Jiangsu Province, China, which is not representative of the national region.

The practical significance can be seen in two aspects. First, accurately identifying challenges can help HEIs optimize the implementation of their sustainable purchasing policies, leading to more efficient resource allocation and reduced unnecessary resource consumption. Second, by addressing these challenges, HEIs can better fulfill their social role in sustainable development, contributing to the triple bottom line of the economy, environment and society. Implementing sustainable procurement strategies not only enhances the social image of HEIs but also attracts a broader student base and financial support, ultimately improving their competitive position in the education market. A deeper understanding of these challenges provides policymakers with a basis to develop a more operational and targeted policy framework to support sustainable procurement in HEIs.

This study succeeded in answering two research questions that provide practical implications for public procurement practitioners, researchers and policymakers. Although HEIs in China do not practice sustainable public procurement at a high rate, however, with the spread of sustainability and environmental awareness, more and more HEIs are beginning to realize the importance of sustainability and are gradually taking it into account in their procurement.

The findings of the study not only significantly enrich the existing body of knowledge on sustainable public procurement, but also support the selection of challenge variables that must be addressed first to facilitate the application of sustainable procurement in China’s HEIs.