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Article
Publication date: 10 August 2022

Elliott Mokski, Walter Leal Filho, Simone Sehnem and José Baltazar Salgueirinho Osório de Andrade Guerra

This paper aims to develop an improved and harmonized approach to interdisciplinarity in education for sustainable development (ESD)within higher education institutions…

Abstract

Purpose

This paper aims to develop an improved and harmonized approach to interdisciplinarity in education for sustainable development (ESD)within higher education institutions (HEIs), focusing on maximizing the mobilization of students from all academic disciplines. An attempt is made to reconcile varying strategies for the implementation of interdisciplinary ESD content in HEIs, studying the relative merit and benefit of those strategies and crafting a new approach to combining them, where possible.

Design/methodology/approach

This work relies on a robust review and analysis of existing literature proposals on the implementation of ESD in HEIs to elaborate an integrated approach to interdisciplinarity. Specifically, a scoping literature review is applied, analyzing the existing approaches to ESD in HEIs as well as the challenges observed in their implementation. Using this theoretical framework, this paper evaluates the compatibility and efficiency of the approaches currently implemented. Based on this analysis, an integrative approach is outlined, building upon and combining existing proposals.

Findings

Building on existing literature, this study identifies two main trends for interdisciplinarity in ESD in HEIs: integration into existing disciplinary curricula and new, stand-alone ESD curricula. This paper suggests adopting the two approaches simultaneously, to reach students from all academic disciplines, especially those with minimal exposure to ESD through their own discipline. Furthermore, this paper stresses that these dual curricula strategies should be combined with further interdisciplinary research initiatives as well as extensive leveraging of technology and e-learning.

Originality/value

This study bridges the gap between diverging visions for ESD in HEIs, harmonizing strategies from the literature to outline a new, multilateral strategy. Furthermore, it extensively studies the need for increased engagement into ESD of students from underrepresented disciplines, including the humanities. This engagement has been little addressed in the literature, rendering the proposed approach original insofar as it outlines the ways to improve current approaches to ESD in HEIs.

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

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

Article
Publication date: 26 March 2021

Suzanna Elmassah, Marwa Biltagy and Doaa Gamal

Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the…

Abstract

Purpose

Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs.

Design/methodology/approach

This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas.

Findings

Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030.

Research limitations/implications

This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD.

Practical implications

HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses.

Originality/value

The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 3 December 2020

Sarika Sharma, D.P. Goyal and Archana Singh

Sustainable entrepreneurship education (SEE) is a field, which mingles two imperative fields of research, sustainable entrepreneurship and entrepreneurship education. This…

Abstract

Purpose

Sustainable entrepreneurship education (SEE) is a field, which mingles two imperative fields of research, sustainable entrepreneurship and entrepreneurship education. This emerging area has gained momentum in recent years, and various quantitative and qualitative studies are carried upon to explore its diverse dimensions, literature remains scattered. This paper aims to explore the holistic picture of SEE by compiling the research articles, through a systematic literature review of prior research studies.

Design/methodology/approach

Two prominent databases are considered, and these databases then are searched with appropriately designed search strings. Based on an exclusion and inclusion criteria developed by the authors, 59 research papers are selected for further investigation. These research papers are then studied rigorously for review and qualitative content analysis.

Findings

A conceptual framework comprising of the areas of these research contributions is proposed as an outcome. This framework provides insights about the existing state and areas of SEE research namely: (1) Institutional framework, (2) Teaching/learning approaches and (3) External interactions and provides further direction for research.

Research limitations/implications

The present study makes a significant contribution both in theoretical and in practical sense. (1) Compiled the extant literature on sustainable entrepreneurship education; (2) Developed a protocol to conduct the systematic review of literature on sustainable entrepreneurship education; (3) Reported the status of research on sustainable entrepreneurship education, and proposed a framework on existing work; (4) Presented the emerging topics, issues and challenges that need to be addressed in future research.

Originality/value

This article seeks to present a systematic literature review of the research field on sustainable entrepreneurship education. A review of existing literature in this field would certainly help to advance future research efforts as it presents a comprehensive picture of the status quo of this research field.

Details

World Journal of Entrepreneurship, Management and Sustainable Development, vol. 17 no. 3
Type: Research Article
ISSN: 2042-5961

Keywords

Article
Publication date: 5 April 2018

Isabel Novo-Corti, Liana Badea, Diana Mihaela Tirca and Mirela Ionela Aceleanu

This paper aims to emphasize how economics courses offered at higher education institutions can influence sustainable development, in general, and Romania’s sustainable

Abstract

Purpose

This paper aims to emphasize how economics courses offered at higher education institutions can influence sustainable development, in general, and Romania’s sustainable development, in particular.

Design/methodology/approach

The conclusions are based on a pilot questionnaire conducted by the authors on the level of Romanian students enrolled in public and private economic faculties. The results were based on a sample of 1,250 respondents – students, master and PhD – from the economic faculties of some prestigious Romanian universities. To identify differences between some groups, t-test analysis and ANOVA were conducted.

Findings

Education is an important pillar for ensuring sustainable development because through education, people understand and learn how to become more responsible toward the environment. Studies conducted in the twenty-first century are showing a direct link between the investment in education and economic, social and human development. The present study revealed that the economic higher education system in Romania has started with small steps to adapt to the environmental requirements. Unfortunately, the efforts still required to be made are significant, since it is observed that all undergraduate, postgraduate and PhD require a change of attitude and mentality. Romanian public universities are more involved than private universities in the implementation of programs, projects, debates and courses on sustainable development and students’ reactions are positive.

Originality/value

This paper provides useful insights, allowing a better understanding of the role of universities in fostering sustainable development. This research is useful to find solutions for developing education for sustainable development in Romania and it can be a starting point for ESD programs and policies.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 30 August 2022

Radha Yadav, Atul Shiva and Sumit Narula

This study aims to explore various determinants of university attractiveness and its relationship with sustainable institutes. Further, the study examines the mediating…

Abstract

Purpose

This study aims to explore various determinants of university attractiveness and its relationship with sustainable institutes. Further, the study examines the mediating role of perceived student support and sense of belongingness on the relationship between university attractiveness and sustainable institutes.

Design/methodology/approach

The data analysis was conducted with 637 responses from the students from private universities located in the northern region of India. Variance based partial least square structural equation modeling (PLS-SEM) was applied in the study to investigate the proposed conceptual model on sustainable higher institutions. Additionally, by applying PLS Predict, the predictive relevance of sustainable institutions with important and performing constructs was found out.

Findings

The results of this study indicate that university attractiveness plays a critical role in enhancing perceived student support, and it has a direct and significant impact on developing sustainable institutes. Further, students’ sense of belongingness is expressed as significant mediator between university attractiveness and sustainable institutes. The predictive relevance of the study was reported to be high. Most important indicators of university attractiveness were found to be teaching, research and publications, branding and promotion, and diversity in courses offered by the private universities.

Research limitations/implications

The conceptual model under study can be investigated with a moderating effect of private and government universities in future. Additionally, the role of additional variables in online scenario under current pandemic situation can be assessed through the model used in this study. Future research can be done by using qualitative analysis through thematic analysis and sentiment analysis of students in higher education institutes.

Originality/value

The present study is the first to explore the mediating relationship of perceived student support and sense of belongingness with university attractiveness and sustainable institutes. The conceptual framework can prove to be important for education specialists, administrators of education institutes at university level and policymakers. The study offers effective ideas for policymakers to bring sustainability in education sector in near future especially in emerging economies and attain sustainable development goals.

Details

Asia-Pacific Journal of Business Administration, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1757-4323

Keywords

Article
Publication date: 12 April 2022

Jared France, Julie Milovanovic, Tripp Shealy and Allison Godwin

This paper aims to explore the differences in first-year and senior engineering students’ engineering agency beliefs and career goals related to sustainable development…

Abstract

Purpose

This paper aims to explore the differences in first-year and senior engineering students’ engineering agency beliefs and career goals related to sustainable development. The authors also sought to understand how topics related to sustainable development in engineering courses affect senior engineering students’ goals to address these issues in their careers. This work provides evidence of how students’ agency beliefs may be shaped by higher education, which is essential to workforce development.

Design/methodology/approach

Findings stem from two national surveys of engineering first-year (Sustainability and Gender in Engineering, n = 7,709) and senior students (Student Survey about Career Goals, College Experiences, n = 4,605). The authors compared both groups using pairwise testing by class standing.

Findings

The results indicate that undergraduate studies tend to reinforce students’ engineering agency beliefs to improve their quality of life and preserve the environment. Significantly more senior students selected career goals to address environmental issues compared to first-year students. In general, students undervalue their roles as engineers in addressing issues related to social inequities. Those topics are rarely addressed in engineering courses. Findings from this work suggest discussing sustainability in courses positively impact setting career goals to address such challenges.

Research limitations/implications

The study compares results from two distinct surveys, conveyed at different periods. Nonetheless, the sample size and national spread of respondents across US colleges and universities are robust to offer relevant insights on sustainable development in engineering education.

Practical implications

Adapting engineering curriculum by ensuring that engineering students are prepared to confront global problems related to sustainable development in their careers will have a positive societal impact.

Social implications

This study highlights shortcomings of engineering education in promoting social and economic sustainability as related to the engineering field. Educational programs would benefit from emphasizing the interconnectedness of environmental, social and economic dimensions of sustainable development. This approach could increase diversity in engineering education and the industry, and by ripple effect, benefit the communities and local governance.

Originality/value

This work is a first step toward understanding how undergraduate experiences impact students’ engineering agency beliefs and career goals related to sustainability. It explores potential factors that could increase students’ engineering agency and goals to make a change through engineering.

Details

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

Keywords

Open Access
Article
Publication date: 24 March 2022

Lise Janssens, Tom Kuppens, Ingrid Mulà, Egle Staniskiene and Anne B. Zimmermann

A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should…

Abstract

Purpose

A transition toward sustainable development requires engagement of university students in transformative learning. Therefore, quality frameworks and processes should support deep approaches to sustainable development in higher education. Research and initiatives that connect sustainable development, higher education and quality assurance (QA) are lacking. This study aims to explore to what extent quality assurance agencies in Europe support transformative learning for sustainable development in their frameworks.

Design/methodology/approach

The authors conducted a qualitative analysis of national QA frameworks in the European Higher Education Area (EHEA) to assess whether they support transformative learning for sustainable development. First, frequency analysis was undertaken; second, a blended coding approach was used to investigate whether and how transformative learning for sustainable development is addressed.

Findings

Overall, the authors found little support for transformative learning for sustainable development in most QA frameworks. One exception is the framework of the United Kingdom, which includes a specific guide on education for sustainable development wherein transformative learning is prominently mentioned. To a lesser extent, some support exists in the frameworks of Estonia, Holy See, Romania, Sweden, Switzerland and Ukraine. Although the transformative learning for sustainable development approach is not explicitly mentioned in most QA frameworks, many of them contain opportunities to highlight it. France and The Netherlands offer guidelines and criteria for acquiring a sustainable development label, while Andorra suggests including the sustainable development goals in institutional quality assessment.

Originality/value

The research provides the first map of how countries within the EHEA support transformative learning for sustainable development in national QA systems.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 31 August 2021

Ibrahim El-Sayed Ebaid

The purpose of this study is to explore undergraduate accounting students' perceptions and understanding of the concept of sustainable development. Moreover, this study…

Abstract

Purpose

The purpose of this study is to explore undergraduate accounting students' perceptions and understanding of the concept of sustainable development. Moreover, this study aims to explore students' perceptions of the integration of sustainable development issues in accounting education in Saudi Arabia as an emerging country.

Design/methodology/approach

A questionnaire survey was administered to a sample of accounting students from four Saudi universities. The questionnaire contained five groups of questions aimed at exploring the extent of students' awareness and understanding of the concept of sustainable development, their perceptions of the importance of sustainable development for society, their perceptions of the important role of accounting in sustainable development, their satisfaction with the level of integrating sustainable development issues in accounting education at the present time and their opinions about the appropriate approach to integrate sustainable development issues in accounting education.

Findings

The findings of the study revealed that although most of the students have heard about the concept of sustainable development from the media and perceive the importance of sustainable development for society, they have a low level of understanding of this concept due to the apparent weakness in integrating sustainable development issues in accounting education in Saudi universities. Students were unsatisfied with the sustainable development learning offered by Saudi universities. They also showed a positive attitude toward integrating sustainable development issues in their accounting education. They suggested that the appropriate approach to integrate sustainable development issues in accounting education is to treat these issues in the relevant courses included in their current accounting curricula.

Practical implications

The results of this study provide indications to the administrators of Saudi universities to start developing accounting curriculum to integrate sustainable development issues into accounting education. This will result in an increase in the effectiveness of the role of these universities in achieving the goals of the Saudi Vision 2030.

Originality/value

This study contributes to the existing literature concerning how students perceive sustainable development education by focusing on the accounting students in Saudi Arabia as context that has not previously examined.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 13 September 2013

Lisa Domenica Iulo, Christine Gorby, Ute Poerschke, Loukas Nickolas Kalisperis and Malcolm Woollen

This paper aims to examine how US architectural programs are addressing environmental imperatives through curricular‐based initiatives. It offers a brief overview of how…

1415

Abstract

Purpose

This paper aims to examine how US architectural programs are addressing environmental imperatives through curricular‐based initiatives. It offers a brief overview of how environmentally conscious design education has evolved and compares curricular approaches to social, aesthetic, and technical sustainability education from six architecture programs considered to be national leaders in sustainability education.

Design/methodology/approach

Views from leading architectural programs on sustainable education were compiled and assessed leading to a curricular study of course and degree offerings.

Findings

It was found that four consistent approaches to undergraduate sustainable design education are being promoted: core value: all course content addresses sustainable design; systems‐focused: support courses fulfill needs for sustainable education; choice: sustainable education is through student selection of courses offerings; and specialization: sustainable education is a specialty endeavor mainly at the graduate level and in concert with centers or institutes. A new “composite” approach to sustainable design education is outlined.

Research limitations/implications

Conclusions about architectural curricula were drawn from the assessment of a limited number of representative programs. The findings demonstrate that a technical‐course based approach from the specialist perspective still dominates most architecture programs.

Practical implications

The paper contributes to discourse on sustainability by examining how leading US architectural programs are currently addressing environmental imperatives through curricular‐based initiatives.

Social implications

This paper concludes that a culturally based approach from a generalist perspective which encompasses systems knowledge and interactions among many disciplines is needed in design education.

Originality/value

Beyond architecture, the findings will be useful to many disciplinary domains considering the transition to a stronger, more fully integrated, environmentally focused curriculum.

Details

International Journal of Sustainability in Higher Education, vol. 14 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

1 – 10 of over 53000