Search results

The aim of this paper is to measure students' perception towards sustainable development (SD) concept. The paper highlights students' perception before and after joining Heliopolis University (HU). Also, the research underscores different activities, facilities and methods HU is implementing to sharpen the delivery of SD concept. Furthermore, the study emphasizes on the extent to which students are anticipating implementing SD concept in their life.

The research paper is an exploratory qualitative research design. The sample frame was the database of HU. A non-probability convenient sampling approach was applied to select 26 elements of the study. In-depth personal interviews were conducted. Questions were coded to facilitate analysis and to link respondents' answers with different questions. Accordingly, 12 structured open-ended questions were designed to gain clear insights regarding students' awareness of SD. Personal interviews took place at the end of fall semester 2012.

Students' responses were classified into observations and realization, needs and suggestions, and future plans. All students confirmed interest to apply SD in their lives.

This research is limited only to HU students, which is considered a limitation of the research findings. Another limitation is that the study is an exploratory qualitative research, which could be enhanced if a conclusive design is applied. However, both limitations are considered within the context of conducting future research. One is related to the expansion of the sample frame to include more diversified students, and the other to conduct a conclusive research for fine-tuning the results and recommendations.

The paper's value stems from measuring multi-disciplinary freshmen perception regarding SD concept at HU, which is the first non-for-profit university in Egypt and the Middle East declaring SD as its overall guiding principle and specialization. Moreover, the paper provides insights on SD concept from a developing country perspective.

The purpose of this paper is to present and identify the challenges toward implementing sustainability strategies both strategic and tactical (STs) and performance measures (PMs) facing industrial organizations in newly industrialized countries.

Conducting a comprehensive survey on the published papers focused on the area of sustainability and/or sustainable development (S/SD) in manufacturing enterprises to identify the most common critical challenges. Setting with industrialists to determine which challenges the industrial organizations facing while implementing the S/SD strategies in terms of strategic, tactic and PMs. Using support logic techniques such as interpretive structural modeling (ISM) and interpretive ranking process (IRP) as modeling approaches to examine the contextual relationship among the STs and PMs individually “first phase,” to clarify and identify the most and least dominant factors, and to rank STs with respect to the PMs “second phase.”

The investigation shows that some challenges are more dominant and influential. Literacy and an awareness of sustainability, globalization and international issues and competitive strategies have emerged as the most dominant and key driving factors for STs in the ISM model, while the whole PMs are driven by remanufacturing and recycling factors in the ISM model. In addition, drivers and barriers to implementing S/SD challenges received the highest rank in the IRP model.

Most of the STs and PMs were identified from academicians. Most of the manufacturing companies participated in the discussion; unfortunately, all are not familiar with the S/SD as a whole. They see to the S/SD from very narrow scope like climate change, environmental and energy issues only based on what they heard from media. Most of them are not fully interested to join with academicians to progress the work.

Most of the manufacturing companies are keen to investigate extremely sustainability challenges. Although this paper has a goal to provide a comprehensive framework to analyze, investigate and model sustainability challenges for industrial/manufacturing companies in different industrial sectors, most of the STs and PMs were identified from academicians. Most of the industrial/manufacturing companies participated in the discussion; unfortunately, all are not familiar with the S/SD as a whole. This study will help manufacturing/industrial companies to analyze and investigate the challenges toward implementing S/SD.

The originality of this paper is to identify the most common ST and PM challenges facing industrial organization toward implementing S/SD, modeling them into logical techniques and comparing between STs with respect to PMs.

The purpose of this paper is to analyse which are the active learning methodologies, which had better contribute to acquiring competences for sustainable development (SD) in higher education.

Cluster analysis is used to define 252 students’ skills patterns and their perception of the different active learning methodologies conducted in class to promote SD.

The results show how different learning methodologies enhance SD, the quality assessment perception of students regarding the methodologies used in class and present real-world experiences, problem-based learning and case studies as the active learning methodologies that had better promote SD.

The limitations of the study are that the results obtained are particular for one university and are not generalizable to other institutions and could vary depending on the degree and year of study of the group of student participants.

The research proposes to introduce active learning methodologies in general and real-world experiences, problem-based learning and case studies in particular, in education for sustainable development.

These research findings could be used for those interested in applying active learning methodologies to foster the acquisition of SD competences to promote the 2030 Agenda for sustainable development goals.

This research study aims to shed light on the nascent stage of the relationship between pedagogical approaches used in higher education to develop sustainability competences.

A series of “learning lab” projects on disaster risk management for sustainable development (DRM-SD) have been accomplished from 2014 to 2016 in Malaysia, Vietnam, Lao PDR and Cambodia by the Centre for Global Sustainability Studies. The project is designed for professionals from the disaster risk management field to encourage integration of sustainable development (SD) concerns into the larger planning framework for DRM. As a case study for capacity building (CB) evaluation, the central purpose of this study is to explore the approaches, feedbacks and implications of the DRM-SD CB project that have been developed and carried out.

Three methods have been used which are participation observations, surveys and document analysis. The results show that the project had successfully applied seven different tools to enhance analytical skills and professional knowledge of development practitioners in specific areas of DRM-SD.

Based on the survey, the project received positive response and valuable information from participants for future project development. Regarding the perspective of outcomes, the result indicates that south–south, ASEAN regional and triangular cooperation and role of higher education in DRM-SD are significant impacts from this project which can bring several benefits and should be promoted as an approach for the DRM-CB project as a whole.

It is hoped that this study will serve as a transfer learning initiative to provide approach guidelines and innovative mechanisms for DRM practitioners who will have the know-how and potential for leadership in DRM-SD.

The purpose of this paper is to explore different prisms through which sustainable development (SD) is considered and to situate the discourse in African contexts by highlighting the contestations in which the conventional knowledge of SD is embedded as well as an agenda for improving the institutional framework for productive engagement of Africa nations.

The paper is based on desk research and synthesis drawn from the extant literature.

The orthodox knowledge of SD reflects axioms that are inextricably liked to the idiosyncrasies of the developed world; framed in opinions, languages and meanings that are poorly communicated to and understood by rural Africa. As a result, many African countries have remained bystanders in this important global discourse.

To engage Africa proactively, a more broadened perspective is required in promoting the global agenda for SD, taking more account of the continent's contextual subjectivities than is presently the case.

The treatment offered indicates a need for more context‐bound education (not prescriptions) that is sufficiently sensitive and respectful of the complex trajectories characterising Africa's development (or lack of it). It is from this knowledge base that a useful SD agenda for the region might emerge.

Do Multinational Enterprises (MNEs) implement managerial strategies oriented towards Sustainable Development (SD) to respond to an essentially marketing issue? The article answers this question by showing that the commitment to SD implies an evolution of the marketing paradigm towards some more responsible marketing. More precisely, this commitment implies a vision of marketing in terms of competences, focusing mainly on the translation of SD values into customer benefits that might bring a lasting competitive advantage. It presupposes a genuine integration into the companies’ marketing strategies and implies that an essential boundary is set, satisfying customers and maintaining and improving the balance of the quality‐price‐services ratio in the commercial offer on the market.

Sustainability has become a global concern to deal with complex and unprecedent survival, social, political and peace issues. Higher education institutions play a key role in this transformation. This paper aims to conduct a comparative analysis by continents of innovation and sustainability barriers in universities. The document also offers opportunities and potential actions for universities to create initiatives to minimize barriers and move towards a sustainable future.

To carry out the study, 25 closed questions, composed of a five-point Likert scale, were applied to 283 university representatives (rectors, managers or specialists in the area of innovation and sustainability), to check the degree of application of the questionnaire.

From an exploratory statistical analysis, it was found that the main barriers were lacking of planning and focus, lacking of environmental committee, lacking of applicability and continuity of actions and resistance to changes. Among continents, Africa and Oceania presented the best innovation and sustainability indicators in universities. The main approach of this exploratory study on barriers in universities is as an international research, whose findings showed that several barriers currently prevent universities from getting involved in sustainable development efforts. However, as we debate sustainable development, which is gaining momentum, universities are supposed to move forward to overcome barriers for the sake of implementing goals and initiatives. In addition, universities must seize opportunities to contribute through innovation in teaching, research and initiatives to achieve the 17 sustainable development goals.

This study has two main limitations: first, online research has involved professionals working in the field of sustainable development in higher education. Second, there were no interviews conducted to gather personal information with students and servers. However, the broad scope of the study and its strong international base provide important results that enable the design of an adequate profile of sustainability and innovation challenges that are currently found in universities.

The study showed that there is lack of knowledge management to connect science, technology, innovation and sustainability, to improve management conditions, innovate, make decisions, support initiatives, create incentives and control mechanisms. Trends suggest that future professional activities involve skills in dealing with complex problems, sometimes in careers and jobs yet to be created. Traditional teaching methods are generally only prepared for routine tasks and for existing jobs, thus requiring the creation of new approaches capable of stimulating creativity and autonomy, which are essential for the present and future demands of innovation and sustainability.

The exploratory study on barriers in universities brings international research as main approach, which made it possible to check that several barriers currently prevent universities from getting involved in sustainable development efforts. However, as we debate sustainable development, which is gaining momentum, it is important that universities should move forward to overcome the barriers to implementation of goals and initiatives. In addition, universities should take advantage of opportunities to contribute through innovation in teaching, research and action to achieve the 17 sustainable development goals.

Developed countries are leaders in promoting sustainability, while developing or underdeveloped countries are laggards. In this approach, the study sought to verify the differences through a comparative analysis across continents. As for originality and innovation, this paper presents an international study in the view of specialists who respond based on the experience of their university.

Purpose – This chapter describes a university-based reading clinic for struggling readers. Created over 40 years ago, this reading clinic continually evolves as it is founded on well-grounded theory and the most current research. The purpose of the chapter is to explain this foundation and how it has informed the structure and day-to-day operations of a successful clinic program.

Methodology/approach – The reading clinic described in this chapter is based largely on the theoretical premises of self-determination theory. This theory has been widely researched in a variety of fields and contexts, including educational settings. Self-determination theory research and reading research, conducted from a multitude of perspectives, provide support for appropriate practices designed to create a motivating classroom environment.

Practical implications – The ideas presented in this chapter show how research and theory can be successfully applied to classroom settings. The author describes various ways in which the theory and research have led to specific, practical decisions in the reading clinic setting. Broadening the use of these practices to regular classroom contexts is also discussed.

Social implications – Despite research that has established how teachers can create a meaningful, motivating classroom environment, unsound practices continue to be used in classrooms everywhere. If, as most educators claim, we want students to become independent thinkers who are able to contribute meaningfully to society, then we need to seriously examine the controlling, performance-oriented, competitive practices that are typical in many classrooms today. We must move toward creating classrooms where the focus is on learning and where children enjoy ownership of the learning process. This chapter describes a program for struggling readers that operates from this stance.

The purpose of this paper is to assist a manufacturer for determining the principal supplier development impediments (SDIs) that are affecting the supplier development programs (SDPs) and yield a basis for drawing the appropriate mitigation strategies.

The proposed approach starts with the application of fuzzy analytic hierarchy process and Pareto analysis to obtain the principal SDIs. Subsequently, the interpretive structural modeling and Fuzzy-Matrice d’Impacts Croisés-Multiplication Appliquée à un Classement analysis are applied on the principal SDIs to explore the root causes inducing ineffectiveness in the SDPs.

The outcomes of the proposed approach were demonstrated through a case study conducted in an Indian automotive components manufacturing company. The principal SDIs were identified, ranked, classified and structurally related for the said case company’s manufacturing environment. It was found that the lack of competent workforce, level of nascent relationship between manufacturer and suppliers and poor devolution of authority were the main SDIs that the case company has to primarily focus to make its SDPs effective.

Although the study was conducted in a practical case situation, the obtained results are not indiscriminate to the other case situations. However, the proposed approach can be applied for analyzing the SDIs in any manufacturing environment once the set of SDIs relevant to that environment are carefully chosen.

The methodology would assist a manufacturer to proactively identify the SDIs that it has to primarily focus and subsequently devise the mitigation strategies for smooth running of its SDPs.

By utilizing the identified SDIs and applying the proposed methodology a manufacturer can find the main SDIs that are making the SDPs ineffective and accordingly fix the hindrances through certain mitigation strategies designed.

The purpose of this paper is to introduce green chemistry experiments as laboratory‐based pedagogy and to evaluate effectiveness of green chemistry experiments in delivering sustainable development concepts (SDCs) and traditional environmental concepts (TECs).

Repeated measure design was employed to evaluate the effectiveness of green chemistry experiments in delivering SDCs and TECs. Structured interviews were conducted to gather the students' feedback on the course content and course structure.

Green chemistry have enhanced students' understanding of both TECs and SDCs. However, students understanding of SDCs are significantly higher than the TECs. During the interview sessions, students described that the course content as interesting and timely accurate. The course also succeeded in changing students' values and behaviors. Green chemistry was noted as a teaching pedagogy that the student teachers will implement in their future teaching. The course has also provided a space for them to improve their skills in communication, problem solving, and decision making.

This paper outlines a new teaching strategy and will be a good source for student teachers engaged in science education program. This new teaching strategy embeds scientific concepts grounded in economic, environmental, and societal imperatives.

The paper highlights the importance of education for SD (ESD) in higher education, with particular focus in teacher education. The paper proposes green chemistry experiments integrated with SDCs as laboratory‐based pedagogy in a teacher education program as an effort to green the existing curriculum and ultimately addresses the ESD.