Search results

1 – 10 of over 41000
Article
Publication date: 10 October 2022

Annibal Scavarda, Gláucya Daú, Luiz Felipe Scavarda, Prem Chhetri and Patrick Jaska

Many studies have developed the corporate sustainability topic. The United Nations has implemented the 2030 Agenda and has brought “quality education” and “industry…

Abstract

Purpose

Many studies have developed the corporate sustainability topic. The United Nations has implemented the 2030 Agenda and has brought “quality education” and “industry, innovation, and infrastructure” as two of the 17 Sustainable Development Goals. The educational processes in higher education can be focused on adding brand value and social value, and they can be promoting the social inclusion. In this sense, the purpose of this study is to answer some questions related to the corporate sustainability practices under the 2030 Agenda lenses in the Latin American higher educational scenario. After the literature review analysis, a conceptual framework was developed.

Design/methodology/approach

This exploratory research study proposes an educational conceptual framework, improving the corporate sustainability under the 2030 Agenda lenses. A literature review was developed, involving the seven variables: “Latin America,” “higher education,” corporate social responsibility,” “personal social responsibility,” “corporate sustainability,” “governance” and “sustainability.” A matrix was developed with 25 variable combinations, connecting the seven variables. Three questions have been proposed and answered: “How much research has been developed in the Latin American higher education?” “How can the corporate social sustainability be applied in higher education?” and “Which perspectives can be considered?”

Findings

The results of the literature review are presented through the number of papers found with the analysis of the year of publication and the conceptual background. A total of 524 papers were found. Of these studies, 49 addressed the Latin American panorama, 33 had a general approach and 16 promoted interactions between Latin American and European countries, as well as between regions and continents. Six topics emerged from the literature analysis: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics are connected in the “discussion” section, and the educational conceptual framework shows the corporative perspectives on sustainability in higher education.

Originality/value

This research study presents “A conceptual framework for the corporate sustainability higher education in Latin America” and it brings some discussion topics: digital inclusion, internationalization, innovation, research, servitization and social inclusion. These topics were identified through the literature analysis, and they were applied in the conceptual framework to improve the quality of education. The implications of this study are connected with the conceptual framework to promote the discussion topics. The implications involved the public and private governance spheres, third sector, as well as the professors, students and other stakeholders of higher educational institutions. These implications can represent an agent of positive change in the Latin American scenario.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 13 July 2020

Glenda Crosling, Graeme Atherton, Munir Shuib, Asyirah Abdul Rahim, Siti Norbaya Azizan and Mohammad Izzamil Mohd Nasir

This chapter discusses the findings of a study at a public university in Malaysia, which reflect the country’s evolving situation regarding sustainability education. The…

Abstract

This chapter discusses the findings of a study at a public university in Malaysia, which reflect the country’s evolving situation regarding sustainability education. The study aimed to explore the knowledge of and attitudes to sustainability of the academic staff at the university, and the pedagogical approaches they used in curricula. Through a mixed method approach, primary data were collected through an online quantitative survey containing 90 statements related to Education for Sustainable Development Goals, knowledge, attitudes, pedagogical techniques, and learning objectives. Following the survey, a focus group discussion was conducted involving several academic staff from the university to explore their perspectives on current sustainability teaching practices and to identify emerging issues. Findings revealed that there were generally positive levels of understandings and attitudes among the academic staff toward education on sustainability development (ESD). Furthermore, the staff agreed highly with ESD learning objectives, and various pedagogical approaches were in use. These are important findings as the levels of awareness and attitudes among academics play a key role in shaping successful implementation of a range of pedagogical techniques for ESD goals. As well as the challenges identified in the study, the chapter puts forward useful insights and key aspects to enhance ESD practices at all levels in the country. Options for policy and practice to move beyond sustainable development as a goal or aspiration for teaching and learning to a practical and pedagogical reality of ESD practices in Malaysian higher education institutions are also discussed.

Book part
Publication date: 18 March 2020

Alice Cassidy, Yona Sipos and Sarah Nyrose

There is a growing need to train and support educators to introduce or enhance aspects of sustainability into post-secondary curriculum. The authors provide an overview of…

Abstract

There is a growing need to train and support educators to introduce or enhance aspects of sustainability into post-secondary curriculum. The authors provide an overview of integration of curricular sustainability development and education as well as related institutional leadership at the post-secondary level. Turning to educational development for sustainability education, the authors share tools and resources to support educators from any discipline, to introduce, integrate, and/or enhance sustainability in their course, program, or initiative. The authors found very few examples of workshops to post-secondary teachers. For one such example, the Sustainability Education Intensive, a three-day workshop that the authors designed and led at the University of British Columbia. The authors summarize the workshop aspects that two years of participants found helpful, and how workshop involvement affected them as sustainability educators. The authors encourage post-secondary institutions to provide support in the form of workshops, resources, and funding to help educators introduce or enhance aspects of sustainability into their courses and programs. Students are asking for this, and, as they are future leaders, it is important that educators address the numerous environmental, social and economic issues that demand attention.

Details

Integrating Sustainable Development into the Curriculum
Type: Book
ISBN: 978-1-78769-941-0

Keywords

Book part
Publication date: 23 June 2020

Jessica Ostrow Michel

To date, higher education frameworks for teaching and learning are not designed to focus on interdisciplinary subject matters like sustainability. Consequently, based on…

Abstract

To date, higher education frameworks for teaching and learning are not designed to focus on interdisciplinary subject matters like sustainability. Consequently, based on an in-depth literature review, this chapter presents a theoretical framework for teaching and learning about sustainability. Within this framework, it is posited that opportunity to learn (OTL) about sustainability can directly influence promising practices of teaching and learning about sustainability (including both cognitively responsive teaching and teaching for sustainability) along with transformative sustainability learning outcomes. Additionally, it is posited that OTL can indirectly affect transformative sustainability learning outcomes by directly influencing promising practices of teaching and learning about sustainability. This in turn directly influences transformative sustainability learning outcomes. Implications from this framework offer a distinctive way to frame sustainability-specific subject matter and teaching practices. With respect to practice, this framework can provide critical information to instructors about how to teach sustainability. With regards to conceptual contributions, this framework can guide further research through this precise framing of discussions, as well as guiding data collection and analyses. Also, scholars can continue to examine the framework for facets that are most important, and continue to fine-tune it as it further develops and demonstrates its viability.

Details

Civil Society and Social Responsibility in Higher Education: International Perspectives on Curriculum and Teaching Development
Type: Book
ISBN: 978-1-83909-464-4

Keywords

Book part
Publication date: 13 July 2020

Sandra Mohr and Howard Purcell

This chapter explores sustainable development of leadership strategies as a social framework in higher education to help with defining, implementing, and envisioning a…

Abstract

This chapter explores sustainable development of leadership strategies as a social framework in higher education to help with defining, implementing, and envisioning a sustainable future. Leaders need to develop a sustainable approach for higher education that involves all stakeholders who benefit from having educated citizens to develop common interests that develop and promote sustainable objectives that focus on shared values. An educationally sustainable approach extends beyond a current leader’s time at the institution to continue stable growth and long-term approaches around making decisions, fostering systemic innovation, developing an engaged workforce, and providing quality services and solutions. Leaders need to link sustainable strategies to the school’s mission, values, and finances to help gain consensus and align the decision-making process. In an effort to develop leaders and programs around educational sustainability, governmental organizations have been established to help develop policies and programs to create a sustainable future. Additionally, professional organizations have formed that allow leaders a chance to connect, grow skills, and lead sustainability initiatives. And, higher education institutions have created offices focused around sustainability on campus and educational programs around sustainability leadership to help develop future leaders that are able to take action based on sustainability values and creating an inclusive and reflective process for decision-making. Sustainable leadership has the power to transform society through reorienting the educational system to help people develop knowledge, skills, values, and behaviors for an ever-changing world.

Details

Introduction to Sustainable Development Leadership and Strategies in Higher Education
Type: Book
ISBN: 978-1-78973-648-9

Keywords

Book part
Publication date: 18 March 2020

Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further…

Abstract

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further enhanced by ignorance or apathy of people toward the concept of sustainability. In most cases, students who are our future generation are left without any insight, commitment or even understanding their role and responsibility toward creating any meaningful beliefs and actions related to sustainability. Sustainability education is becoming crucial, mainly for young generation so that they have an understanding of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns. While educating them on sustainability begins in institutions of education, it is important that sustainability education is well entrenched in the curriculum and everyday practice of their lives. This chapter introduces the volume series on sustainability where authors from different parts of the world narrate their own experience of imbibing sustainability into their curriculum and teaching sustainability to students.

Article
Publication date: 18 May 2022

Pwint Nee Aung and Philip Hallinger

This review aims to identify the intellectual structure or key theoretical themes that comprise the emerging field of sustainability leadership in higher education.

Abstract

Purpose

This review aims to identify the intellectual structure or key theoretical themes that comprise the emerging field of sustainability leadership in higher education.

Design/methodology/approach

The Scopus index was used to identify 180 documents published sustainable leadership in higher education published between 1998 and 2021. Author co-citation analysis in VOSviewer software was used to address the research question driving this inquiry.

Findings

This review found that the intellectual structure of scholarship on sustainability leadership in higher education is composed of four dominant “schools of thought”. These included sustainability leadership, managing campus greening, managing change and system integration, and education for sustainable development.

Research limitations/implications

The findings suggest a need for more theorizing and empirical studies that explore the nature and effects of sustainability leadership in higher education. Particular attention should be given to how features of universities as organizations shape the requirements for and constraints on leadership. From a practical perspective, the findings highlight key domains of policy and practice that higher education leaders can target in efforts to enhance sustainability in their universities and societies.

Originality/value

The bibliometric review offers empirically-based insights into the evolution and current status of the literature on sustainability leadership in higher education. The findings can be used as a benchmark against which future developments in this knowledge base can be assessed.

Details

International Journal of Educational Management, vol. 36 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 16 June 2022

Ayca Nilufer Calikusu, Aysem Berrin Cakmakli and Ipek Gursel Dino

Since architectural design studio education has critical importance on the students' knowledge, skills, and awareness of sustainability, this study presents a point of…

Abstract

Purpose

Since architectural design studio education has critical importance on the students' knowledge, skills, and awareness of sustainability, this study presents a point of view about relations between architectural education and social, economic, environmental sustainability perception of students within the scope of design studios. The primary purpose is to investigate the role of design studio education in the context of sustainability.

Design/methodology/approach

In the study, the Department of Architecture in Middle East Technical University (METU) was selected as a case study. The impact of design studio education on the understanding of sustainability of architecture students was investigated by conducting a survey with students and in depth-interviews with volunteer lecturers. In quantitative research after formulating four hypotheses, the questionnaire was carried out with 237 architecture students from different years. Then by using the thematic analysis method, the qualitative part of the study was conducted with 11 lecturers.

Findings

Findings reveal that the design studio education and theoretical lectures on sustainability are effective in improving students' sustainability understanding.

Originality/value

Architectural education supports the students about comprehensive understanding and knowledge of national and global issues. This article conducted a case study to investigate the impact of the design studio on the perception of sustainability. Data were collected from architecture students and volunteer lecturers of METU between November 2018 and February 2019. The research is original examining the importance of architectural studio education in the development of knowledge, skills, and awareness of sustainability.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2631-6862

Keywords

Open Access
Article
Publication date: 8 April 2021

Janne J. Salovaara and Katriina Soini

The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals…

1553

Abstract

Purpose

The purpose of this paper is to expand the competence-led structuring and understanding of sustainability education by analysing the practices of professional individuals who have completed university education geared to the development of sustainability change-makers.

Design/methodology/approach

The research scope was initially on examining professional practices following the boundary work theory. Social practice theory was used as a methodological approach in conducting and analysing thematic interviews with 19 sustainability-focused master’s programme alumni. The interviews were analysed against the theoretical framework while also noting findings that fell outside of this framework.

Findings

A framework for understanding materials, competences and meanings of practices connected to the professional field of sustainability was introduced. The framework suggests that in the practices of sustainability-educated professionals, meanings emerge as a top priority and are conveyed using position-based materials and various complexes of competency.

Research limitations/implications

The authors suggest that boundary theory informs well the emergence of the professional field of sustainability, and the utilisation of a practice theory furthers the understanding of sustainability professionalism and its education.

Practical implications

The authors’ suggest that practice theory could thus provide deeper insights on how sustainability science alumni use their education after graduation, how they practice their profession and in return offer applicable reflections to sustainability education.

Originality/value

Research using practice theory in reflection on sustainability education and the professional practice of sustainability has not been widely conducted and in the authors’ opinion brings value to the education and practice of sustainability and to the research of sustainability education.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 27 July 2021

Brooke Hansen, Peter Stiling and Whitney Fung Uy

As the UN Sustainable Development Goals (SDGs) have been widely adopted since 2015, higher education institutions (HEIs) are experimenting with ways they can be measured…

Abstract

Purpose

As the UN Sustainable Development Goals (SDGs) have been widely adopted since 2015, higher education institutions (HEIs) are experimenting with ways they can be measured, reported and incorporated into all realms of the university. In this process, the challenges of SDG integration into HEIs have become more evident, from lack of resources and sustainability literacy to having multiple disconnected programs that feature the SDGs.

Design/methodology/approach

A mixed methods approach using archival materials, literature reviews, interviews and participant observation has been adopted for a case study at a university in the process of adopting the SDGs in multiple areas.

Findings

The University of South Florida began with efforts to incorporate SDGs at the undergraduate level, such as the Global Citizens Project that brands both events and courses with SDGs. Institutional changes coupled with the launch of the Times Higher Education University Impact Rankings provided more opportunities to have broader conversations about SDGs in all areas of campus.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

1 – 10 of over 41000