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Article
Publication date: 26 April 2023

Valeria Ruiz Vargas

This study aims to better inform environmental management at universities by applying and validating the policy integration processes theory through a case study of Manchester…

Abstract

Purpose

This study aims to better inform environmental management at universities by applying and validating the policy integration processes theory through a case study of Manchester Metropolitan University.

Design/methodology/approach

Social network analyses were used to identify, differentiate and categorise working networks of individuals and departments and the interconnections between them.

Findings

In an organisation, networks can be developed and active at departmental level but not at individual level. High numbers of departments can be doing work related to sustainable development whilst having low and medium levels of interconnections between departments. Influence of stakeholders throughout the network suggests levels of sustainable development policy integration at individual and departmental.

Practical implications

New insights provide evidence for universities’ environmental managers of the need of developing and implementing strategies that involve individuals’ work between departments by providing incentives, supporting capacity building and staff empowerment.

Originality/value

This paper applied and validated the theory of policy integration processes, showing that work at individual level and between departments needs more attention.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 11 July 2023

Dawn Theresa Nicholson, Valeria Ruiz Vargas and Gail Skelly

Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum…

Abstract

Purpose

Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored.

Design/methodology/approach

Following the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks.

Findings

Thematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula.

Practical implications

Findings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes.

Originality/value

This paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 29 March 2022

Sally Randles, Paul Dewick, Eleanor Hannan, Dawn Theresa Nicholson, Martijn Rietbergen, Christopher Taylor, Valeria Ruiz Vargas, Helen Wadham and Lauren Withycombe Keeler

This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an…

Abstract

Purpose

This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments.

Design/methodology/approach

The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation.

Findings

The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators.

Originality/value

A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.

Details

Journal of International Education in Business, vol. 15 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 8 July 2022

Asmae El Jaouhari, Jabir Arif, Soumaya Fellaki, Mohamed Amejwal and Khaoula Azzouz

This study aims to address Industry 4.0 (I4.0) technologies that can improve the research and implementation of lean supply chain management (LSCM) and the enhanced LSCM subfields…

Abstract

Purpose

This study aims to address Industry 4.0 (I4.0) technologies that can improve the research and implementation of lean supply chain management (LSCM) and the enhanced LSCM subfields in I4.0 technologies.

Design/methodology/approach

The authors conducted a systematic literature review to detect, categorize and assess recent data, highlighting patterns and providing suggestions for potential research in this field, to investigate I4.0 literature and its effect on LSCM. The authors examined 79 published types of research from the Scopus database that were published between 2010 and 2021 and classified them into four LSCM fields: logistics, production, supply chain and marketing.

Findings

The authors can emphasize the fact that the literature on this topic is in progress, from early German academic research to the current creation of new effects around the world. The majority of the potential effects investigated were discovered to improve specific areas that ultimately enhance the practices of the four LSCM domains as well as performance outcomes. The authors were also able to assess the extent to which present and upcoming I4.0 technologies can improve LSCM research and implementation.

Originality/value

To the best of the authors’ knowledge, this is the first study of its kind. Although some research looked into various areas of I4.0 and LSCM topics, there has been no research specifically looking into the impact of I4.0 on LSCM. The originality of this study lies in the treatment of the main fields and sub-fields of LSCM, which can benefit from the technologies of I4.0. Academic scholars interested in the research topics may benefit from the findings of this study. Organizations in various industrial sectors, particularly manufacturing, where lean thinking is used, business professionals specialized in lean operations and supply chain management, along with anyone else who wants to learn more about the interrelationships between I4.0 and LSCM.

Details

International Journal of Lean Six Sigma, vol. 14 no. 2
Type: Research Article
ISSN: 2040-4166

Keywords

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