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Article
Publication date: 12 July 2023

Kaitlin K. Moran, Mary E. Sheppard and Aubrey Wang

This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution

Abstract

Purpose

This study used the design process (analysis, development, and evaluation) to understand and refine the process, dimensions, and outcomes of a multi-year, whole-institution approach to social justice education for preservice teachers (PSTs) at one institution. The authors used shared governance to establish a cross-disciplinary faculty-student learning community and provided interdisciplinary social justice learning opportunities to PSTs across multiple years. These were delivered using high-impact practices such as community-engaged learning and ePortfolios.

Design/methodology/approach

The authors used formative data to examine and refine this study's program design. The authors assessed engagement within and across the components of the whole-institution approach and the impact on, and change in, social justice learning and orientation for PSTs.

Findings

Findings showed deepened engagement within and across the components of the whole-institution approach, however, committee representation, opportunities for interdisciplinary collaboration, and coordinated field experiences are areas that can be strengthened. All PSTs demonstrated an understanding of the connections between annual social justice foci and teaching practices, and some documented growth in social justice awareness over time. The authors found more clarity is needed around archiving and keeping social justice event reflections in the ePortfolio each year.

Originality/value

This study adds to the existing literature by using the design process to refine the development of a whole-institution social justice education program for PSTs.

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: 3 July 2017

Helen Avery and Birgitta Nordén

The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further…

Abstract

Purpose

The paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.

Design/methodology/approach

Taking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared.

Findings

Although the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches.

Research limitations/implications

However, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers.

Practical implications

Conceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability.

Social implications

Importantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels.

Originality/value

The paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 3 July 2017

Ingrid Mulà, Daniella Tilbury, Alexandra Ryan, Marlene Mader, Jana Dlouhá, Clemens Mader, Javier Benayas, Jirí Dlouhý and David Alba

The world is shaped by an education system that reinforces unsustainable thinking and practice. Efforts to transform our societies must thus prioritise the education of educators…

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Abstract

Purpose

The world is shaped by an education system that reinforces unsustainable thinking and practice. Efforts to transform our societies must thus prioritise the education of educators – building their understanding of sustainability and their ability to transform curriculum and wider learning opportunities. The purpose of this paper is to focus on university educators and critically review the professional development and policy landscape challenges that influence their effective engagement with Education for Sustainable Development (ESD). The paper is informed by a pan-European collaboration involving 33 countries that identified emerging scholarship and practice in this area and assessed the lessons learned from ESD professional development initiatives. It sets the context for a special issue titled “Professional Development in Higher Education for Sustainable Development” that draws together a collection of articles focusing on professional development of university educators across the world.

Design/methodology/approach

This paper provides a critical review of existing practice, international policy frameworks and literature relating to ESD, professional development and higher education. It examines innovative initiatives worldwide that seek to improve the capability of educators in higher education to integrate ESD into academic practice at individual, disciplinary and institutional levels. A rigorous process of selection was applied and overseen by an international expert group. This ensured that the initiatives sought educational change in ESD, and not simply the embedding of content about sustainability into learning opportunities. It also assured that the initiatives had a clear and intentional professional learning process to underpin the engagement of participants with ESD.

Findings

ESD has grown in visibility and status worldwide, with a clear increase in activity in higher education. The sector is viewed as a significant force for change in societies, through the education provision it offers to future professionals and leaders in all sectors. However, universities currently lack capacity to integrate ESD effectively into mainstream teaching practices and the training they provide for academic staff or to integrate ESD into their institutional teaching and learning priorities. Many ESD activities remain focused on teaching issues arising in sustainable development research and delivering specialist modules or courses in sustainability. Very few countries and institutions have significant staff development programmes to enhance the ESD competences of university educators and build their academic leadership capabilities for ESD. The contributions to this special issue show the need for greater understanding of the multi-level task of integrating ESD into professional development activities, not just for individual impact in the classroom but to advance institutional change and decisively influence the teaching and learning discourse of higher education.

Originality/value

There are few research studies and documented activities on ESD professional development in higher education available in the literature. This paper attempts to explore what ESD professional development involves and describes its complexity within the higher education sector. The special issue provides a collection of innovative research and practical initiatives that can help those involved in education and learning to develop ESD as a priority for future university innovative pathways.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 18 May 2023

June Cao

The objective of this study is to examine how the heterogeneity of the institutional environments within a single country influences International Financial Reporting Standards…

2244

Abstract

Purpose

The objective of this study is to examine how the heterogeneity of the institutional environments within a single country influences International Financial Reporting Standards (IFRS) convergence and earnings quality based on a meso- and multi-level approach.

Design/methodology/approach

Using hierarchical linear modeling (HLM) to capture the between-group heteroskedasticity and within-cluster interdependence, this study investigates the simultaneous effect by incorporating institutional factors residing at different hierarchical levels and the interaction effects of factors within the same level on IFRS convergence and earnings quality in the largest IFRS adopter, China.

Findings

The results show that after IFRS convergence (i.e. 2007–2015), earnings quality decreases in terms of conservatism. However, the further analysis indicates that the strong institutional environment could mitigate the negative impact of IFRS on conservatism.

Originality/value

Consistent with the emphasis of heterogeneity within a country by Terracciano et al. (Science, 2005, 310 (5745)), this study indicates that the heterogeneity in the institutional environments and the simultaneous effect of the multilevel institutional environments within a single country cannot be ignored. This study also indicates that, equally important, research methodology plays a substantial role in investigating the outcomes of IFRS convergence. Finally, this study, based on an integrated theory, adopts a meso-paradigm linking macro- and micro-level institutions to provide comprehensive insights into IFRS convergence and conservatism.

Details

Journal of Accounting Literature, vol. 45 no. 3
Type: Research Article
ISSN: 0737-4607

Keywords

Article
Publication date: 7 November 2019

Xingqiang Du and Quan Zeng

The purpose of this paper is to investigate the influence of religious entrepreneurs on bank loans and further examine the moderating effect of entrepreneurial gender.

Abstract

Purpose

The purpose of this paper is to investigate the influence of religious entrepreneurs on bank loans and further examine the moderating effect of entrepreneurial gender.

Design/methodology/approach

In 2010, the Chinese national survey reported the different religious beliefs of private entrepreneurs. Using this set of survey data, the authors obtain a sample of 4,330 Chinese family firms and employ the Tobit regression approach to examine the relationship between the amount of bank loans and the religious background of entrepreneurs. In addition, the authors use the propensity score matching approach to address the endogeneity issue.

Findings

Based on the data from the 2010 national survey, the authors document that the amount of bank loans is significantly higher for Chinese family firms with religious entrepreneurs than for their counterparts. This finding suggests that religious individuals are inclined to be more ethical and honest and Chinese family firms with religious entrepreneurs transfer soft information to banks, and eventually lenders favor religious entrepreneurs with more bank loans. Moreover, the authors reveal that the amount of bank loans is significantly larger for firms with female entrepreneurs than for those without female entrepreneurs. In addition, entrepreneurial gender attenuates the positive relationship between religious entrepreneurs and bank loans.

Originality/value

This study is one of few studies to examine the influence of an entrepreneur’s religious belief on bank credit decisions and adds to previous studies about religious influence on corporate behavior by revealing a positive association between religious entrepreneurs and bank loans. Moreover, this study validates that female entrepreneurs exert positive effects on the amount of bank loans and attenuate the positive influence of religious entrepreneurs on bank loans.

Details

Asian Review of Accounting, vol. 27 no. 4
Type: Research Article
ISSN: 1321-7348

Keywords

Book part
Publication date: 27 May 2020

Stefanie Mallow and Hilligje van’t Land

The Whole Institution Approach is part of UNESCO’s Education for Sustainable Development program. This chapter explores what a “Whole Institution Approach” is and what it…

Abstract

The Whole Institution Approach is part of UNESCO’s Education for Sustainable Development program. This chapter explores what a “Whole Institution Approach” is and what it translates to in different higher education institutions around the world. This chapter provides background information to understand the complexity of sustainable development in higher education and how universities engage with the United Nations Agenda 2030. This chapter is based on an autumn 2018 International Association of Universities qualitative study, which looked at how the sustainable development goals (SDGs) are changing the dynamics of universities. To illustrate the findings, this chapter presents five case studies highlighting different approaches to integrating sustainable development into the whole institution. This chapter shows that there is no one-size-fits-all approach; each university engages with sustainable development and the SDGs in its own way. Finally, this chapter explains what the 2030 Agenda can mean for higher education institutions and more specifically Whole Institution Approaches.

Details

Teaching and Learning Strategies for Sustainable Development
Type: Book
ISBN: 978-1-78973-639-7

Keywords

Article
Publication date: 1 March 1985

Tomas Riha

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely…

2555

Abstract

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

Details

International Journal of Social Economics, vol. 12 no. 3/4/5
Type: Research Article
ISSN: 0306-8293

Article
Publication date: 1 March 1992

John Conway O'Brien

A collection of essays by a social economist seeking to balanceeconomics as a science of means with the values deemed necessary toman′s finding the good life and society enduring…

1134

Abstract

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

Details

International Journal of Social Economics, vol. 19 no. 3/4/5
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 1 April 2003

Georgios I. Zekos

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some…

87002

Abstract

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Details

Managerial Law, vol. 45 no. 1/2
Type: Research Article
ISSN: 0309-0558

Keywords

Open Access
Article
Publication date: 4 October 2021

Katrin Kohl, Charles Hopkins, Matthias Barth, Gerd Michelsen, Jana Dlouhá, Dzulkifli Abdul Razak, Zainal Abidin Bin Sanusi and Isabel Toman

Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of…

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Abstract

Purpose

Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of university involvement in sustainability might create more interest and understanding that sustainably oriented universities are actually possible and a much stronger role for higher education is needed when nations are discussing their future.

Design/methodology/approach

Literature review with a focus on international treaties and declarations on the UN level and international university networks, literature review of the background and potential of the whole-institution approach and the need/suggestions for further research, also to measure advancement.

Findings

History shows a strong engagement of higher education with sustainability from its beginnings. There have been strong calls/offers from within university networks to take a crucial role in moving towards sustainable development that involves more than teaching about sustainability. The international community calls for higher education to be involved in policymaking rather than simply implementation, have been limited and the full potential of higher education institutions using all opportunities such as being living labs for sustainability has not as yet been realized. Currently, calls for engagement are often still limited to training and providing research when scientific evidence is wanted.

Research limitations/implications

Literature review focused on UN level treaties/declarations English- and German-language review national developments limited to samples of members of the Sustainable Development Goal (SDG) 4 subcluster in the Higher Education and Research for Sustainable Development (HESD) Global Cluster by the International Association of Universities (IAU).

Practical implications

Guidance for university leaders and other stakeholders to become aware of and consider a whole-institution approach. Practitioner relevance as countries is encouraged to embed UN recommendations, treaties and declarations. Defining opportunities for further research. Presenting the HESD Cluster by the IAU as a sample for new approaches of higher education to interact with the SDGs.

Social implications

Strengthening the role of higher education in the pursuit of a better future would focus on science and research as a neutral basis for decision-making and policy development. Sustainability embedded in all streams of university can help universities to be a practical example of the possibilities of sustainability at work.

Originality/value

Composition of authors with UN background and involvement. Focus on UN treaties/declarations and guidance for academics and practitioners in leadership on adopted UN and other international documents. Summarizing the background of the whole-institution approach as a genuine development over time but including limitations and implications for future roles for higher education leadership. IAU SDG 4 Subcluster is unique in its own approach and with its connections to a global network of higher education institutions and UNESCO.

Details

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

Keywords

1 – 10 of over 68000