Figure - available from: International Journal of Sustainability in Higher Education
This content is subject to copyright. Terms and conditions apply.
Year 1 actual vs claimed levels of sustainability within civil and environmental engineering subjects
Source publication
Purpose
Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and...
Similar publications
Lifelong learning emerges as an important dimension in the implementation of sustainable education policies of countries. The conception of developing citizenship competencies, which is at the centre of social studies, plays an important role in shaping the lifelong learning process. The purpose of this study is to analyse the lifelong learning ten...
The study determined the influence of the Central Bank Digital Currency (CBDC) on the financial markets during the COVID-19 pandemic. It investigated if the CBDC had the potential to improve the efficiency and lending power of the financial system. The research relied on secondary data from a range of financial markets, such as the FTSE, MSCI, Gold...
El objetivo del presente estudio fue conocer el comportamiento de consumo de carne de cordero en el Gran Área Metropolitana (GAM) de Costa Rica, por lo que se realizó un estudio de mercado mediante la metodología de grupos focales para conocer los procesos básicos que constituyen el comportamiento de compra de los consumidores. Se diseñó un cuestio...
5S-CQI-TQM is a management technique that is aimed at bringing satisfaction of staff as well as the patients through improvement of working environment. A cross-sectional comparative study was carried out among 226 respondents who were selected purposively from the selected study place from 1 st January to 31 st December 2017. Among 226 respondents...
The thicknesses, basis weights and resistances of a type of air filter paper randomly sampled were tested by experiment. The statistical analysis of the test data was carried out by multiple linear regression analysis of the statistical software SPSS19.0. The conclusion were as follows: when the paper had a basis weight variation from 55.2 g/m ² to...
Citations
... One of the most often mentioned key competencies for sustainable development is anticipatory thinking [20][21][22][23][24][25][26]. As Anim Wiek and his co-workers stated, "Sustainability education should enable students to analyze and solve sustainability problems, to anticipate and prepare for future sustainability challenges, as well as to create and seize opportunities for sustainability" [10] (p. ...
It seems that the need to change the existing lifestyle of contemporary societies has never been more urgent. According to experts, the optimal model of sustainable development assumes that change can occur if the global society obtains and develops competencies defined as key to sustainable development. These competencies include anticipatory thinking, which allows us to envisage the results of our decisions and actions from multiple perspectives. Anticipatory thinking is extremely important at many levels in the context of sustainable management, including human resource management, economic management, environmental management, and natural resource management. This paper attempts to answer the question about the level of anticipatory thinking declared by Polish students living in rural and urban areas. This study was conducted among 877 students aged 13–20 years from the Małopolska region (southern Poland). A correlational research design was adopted, in which the method used was a survey, and the technique was a self-assessment test. We investigated which selected sociodemographic characteristics of the teenage respondents were related to a high, moderate, or low level of anticipatory thinking. Girls showed a lower level of anticipatory thinking, whereas age and education level were not significantly correlated with the level of this competence.
... By making sustainable development the main focus of higher education management, higher education can contribute more to addressing global challenges, such as the threat of climate change, social inequality and other environmental issues (Halmaghi et al., 2023;Serafini et al., 2022). Contributions that higher education management can make include integration of sustainable development into the curriculum (Gil-Doménech et al., 2021;Trad, 2019), environment-based strategic management (Dahlan et al., 2022;Lan and Lee, 2019), sustainable competence building (Butum et al., 2022;Sanchez et al., 2020) and transformative learning for social change (Corazza et al., 2022;Viera Trevisan et al., 2023). ...
... • Project-based learning approaches (Alrasheed and Hamdan Alghamdi, 2023; Tejedor et al., 2019;Ostojić et al., 2020): more research is exploring how projectbased learning approaches can assist students in developing the skills and competencies required for SD; • Integration of SD into the curriculum (Avelar et al., 2023;Trad, 2019): there is growing interest in integrating SD into various disciplines and academic programs; • Development of sustainability skills and competencies (Dias et al., 2022;Fodor et al., 2021;Morris, 2019): research is focusing on developing the skills and competencies needed for students to become sustainable leaders; and • Application of sustainability principles in operational management and strategy (Ostojić et al., 2020;Ramos-Monge et al., 2019;Stylianou and Savva, 2021). ...
Purpose
This study aims to identify the growth pattern of research literature, most influential authors, most impactful documents and most relevant topics on sustainable development (SD) in higher education management (HEM) from 2000 to 2023.
Design/methodology/approach
The research approach used descriptive quantitative and bibliometric analysis. Scopus was used to retrieve data from 811 selected documents from 2000 to 2023. Data analysis used VOSviewer and R Biblioshiny.
Findings
The results showed intense development of sustainable development research in higher education management, especially in 2013–2023. Core literature was identified based on the volume of publications or citations from the perspective of authors, documents and keywords. Global research topics on SD in HEM focus on curriculum development and sustainable learning, sustainable higher education management and enhancing research and development of SD in HEM. The results of this research reveal the emerging intellectual structure in the field of educational management and provide reference points for academics who wish to study this discipline.
Originality/value
This study offers a valuable knowledge map for future research on sustainable development in higher education management. As a map, researchers can find core documents and current topics and identify potential research issues in this study.
... Trad [71] Develops and applies a tool for assessing the incorporation of sustainability into the curriculum. ...
The drastically increasing significance of sustainability development has motivated higher education institutions (HEIs) to make efforts to achieve sustainability development goals (SDGs). This has led to the inevitable need to track and assess these efforts. This review is centered on the meticulous collection and analysis of pertinent papers within the context of HEIs, subsequently organizing and consolidating them into distinct sustainability domains by utilizing the PRISMA methodology. A collection of 83 pre-existing articles and publications retrieved from the Scopus database is employed for an in-depth exploration of the current research. This study employs both bibliometric and content analyses to explore distribution and citation dynamics and identifies six primary thematic concentrations within the field. The key findings highlight a significant increase in the importance of sustainability, emphasizing the critical need for HEIs to integrate SDGs across all departments. Additionally, the development of cross-institutional evaluation tools tailored to various sustainability aspects is underscored. These tools elucidate key competencies and broaden the application of educational sustainability in both research and curriculum development. The study also identifies a need for future research to explore how effectively these assessment methodologies drive tangible sustainability outcomes within HEIs. It suggests that developing more nuanced and adaptable evaluation tools could better meet the diverse needs of institutions globally. Additionally, the findings support HEIs’ and stakeholders’ decision making by identifying potential challenges in the implementation and assessment of sustainability.
... Education for sustainable development (ESD) was highlighted in declarations like "The Talloires Declaration" in 1990, "The Kyoto Declaration" in 1993, and "The UN Decade for ESD" from 2005 to 2014. Although the discussion of sustainability began with environmental education, it has eventually evolved to emphasize ESD in the second decade of the twenty-first century, providing a vast body of literature on the topic [4]. Despite this, the literature shows clearly that HEIs still face numerous challenges to achieve ESD. ...
... Articles Content analysis [15,20,27,28,33,35,36,41] Engineering Sustainability Map [19,24,29] Sustainability presence map [19,24,29] Tracing sustainability learning outcomes within the faculty's graduate attributes, subject learning outcomes, and assessment learning outcomes [4] Survey/questionnaire [3,16,17,19,21,25,26,32,[36][37][38][39][40]42 ...
... Content analysis [15,20,27,28,33,35,36,41] Engineering Sustainability Map [19,24,29] Sustainability presence map [19,24,29] Tracing sustainability learning outcomes within the faculty's graduate attributes, subject learning outcomes, and assessment learning outcomes [4] Survey/questionnaire [3,16,17,19,21,25,26,32,[36][37][38][39][40]42] Fuzzy Cognitive Maps [22] Fuzzy comprehensive evaluation model [25] Systematic review [3,4,20,23,30,34] STAUNCH (Sustainability Tool for Auditing University Curricula in Higher Education) [18,37] TOPSIS [3] Benchmarking [31,40,42] Comparative analysis [39] Interviews [22,35] Students' deliverables (quizzes, projects, etc.) [26,36] Method: The common processes of safety topics, with one of them being sustainability, were assessed in the chemical engineering programs of the top 300 universities of the 2019 Quacquarelli Symonds (QS) ranking through gathering information about syllabi. The data were then sorted in Microsoft Excel 2022. ...
Over the last two decades, numerous studies have highlighted the significance of integrating sustainability into higher education. Consequently, there has been a growing interest in the literature on engineering education for sustainable development, emphasizing the inclusion of this concept within engineering curricula and recognizing the pivotal role that engineers play in achieving the sustainable development goals. Therefore, sporadic engineering faculties worldwide have begun acknowledging and assessing issues related to sustainability in their curricula. As several methods have been employed to assess its inclusion, the aim of this paper is to review the various methods used to gauge how sustainability is incorporated in their respective engineering curricula. We carried out a systematic review of the literature regarding sustainability as assessed specifically in engineering curricula using the Scopus and ERIC databases. We applied PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology and, as a result, 30 papers were included. The results produced 14 methods with the articles highlighting existing limitations. Therefore, the authors recommend the combination of at least two of the methods to efficiently evaluate sustainability in engineering curricula.
... A wide range of tools and methods to assess HEIs' sustainability in general have been continuously developed by scholars, in which curriculum design is also a crucial pillar to examine. Literature has identified a wide range of sustainability assessment tools for HE curriculum that vary across contexts, with each framework emphasizing its own set of agendas toward sustainability (Berzosa et al., 2017;Fischer et al., 2015;Weiss and Barth, 2019;Trad, 2019). One of the widely implemented frameworks is mapping curricula against the 17 SDGs. ...
Purpose
This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.
Design/methodology/approach
Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.
Findings
The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.
Practical implications
Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.
Originality/value
Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.
... Besides, Bachelor's courses tend to contribute less to sustainable development. For example, in the case of the University of Technology Sydney, only 22.4% of Bachelor's courses include ESD (Trad, 2019). ...
The paper presents the analysis of the higher education modernisation for sustainable development in Ukraine regarding goals adopted on global and national levels, pre-pandemic trends and the challenges of 2020. The global experience integrating sustainable development goals into higher education is also a background analysis.
... This result could be according to what Leal Filho et al. (2017) found about the low convincement of academic staff to integrate sustainability into their curriculums as a significant obstacle to integrating sustainability at universities, even if the university's administration is aware and has declared the commitment with sustainability. This apathy could reflect the research weaknesses (Hallinger and Chatpinyakoop, 2019;Kapitul cinov a et al., 2018) and the misunderstanding of defining the learning outputs (Trad, 2019). On the other hand, outreach had the highest effect in this subsystem. ...
Purpose
This paper aims to find the incidence of university sustainability, as sustainability practices, in university performance at private universities.
Design/methodology/approach
Quantitative research using structural equation modelling. Data collection and analysis followed sustainability and performance scales from previous research. The scales were validated by surveying students, teachers and administrative staff of five private universities in Medellin, Colombia. The responses (i.e. 5,344 useful answers) were collected between April 2019 and December 2020 and analysed using the Smart partial least square (PLS) software and the PLS calculation methodology.
Findings
The results confirmed the reliability and validity of the sustainability and performance university measurement models and validated the dimensions proposed to determine sustainability and performance holistically in private universities. The results confirmed that universities implementing sustainability holistically in their system positively impact their performance as higher education institutions. The university sustainability is forecasting the University Performance in about 60% of the universities analysed, with a considerable contribution from sustainability in outreach and strategic management.
Research limitations/implications
This study was cross-sectional and empirically validated the model of sustainability and performance at five private universities in a single period and territory. A broader validation from longitudinal studies considering other universities in Colombia and Latin America is suggested to understand local and regional trends better.
Practical implications
Results provided a model for better understanding the incidence of sustainability in performance holistically at private universities in developing countries such as Colombia. In addition, the proposed dimensions and model could help regional decision-making on higher education.
Originality/value
To the best of the authors’ knowledge, this paper is one of the first attempts relating a structural equation model and inter-university research on the incidence of sustainability in private university performance. This work contributes to a local consensus on sustainability and performance models at private universities. Furthermore, from this research emerged a joint policy framework for incorporating sustainability holistically and regionally as an effective strategy for universities and their commitment to sustainable development.
... The SDG 4 Target identifies Education for Sustainable Development (ESD) as an educational strategy that educates students with the essential knowledge, skills, and attitudes to achieve sustainability. Despite the fact that numerous universities have adopted ESD pedagogies, and many have declared sustainability-related educational goals for their program (Barker-Ruchti & Purdy 2021; Cebrián Bernat 2019; Strachan et al. 2019;Trad 2019;Wilhelm et al. 2019), little is known about the quality, curricular content, and efficacy of university offerings in sustainability education. ...
By 2030, the Sustainable Development Goals (SDGs) hope to have eradicated poverty and inequality, protected the environment, and ensured everyone’s wellbeing, justice, and prosperity. The SDGs Report 2022 suggests that public knowledge of the SDGs and the 2030 Agenda is inadequate, especially at the community level. The educational assessment is one method that can be employed to raise awareness of the SDGs. Educators and organizations involved with education are divided as to whether the current assessment processes promote lifelong learning in students and whether assessment procedures are the most effective way to enhance learning and prepare students for the real world. To construct effective educational assessment plans in Malaysia, educators in higher education must have a complete understanding of learning outcomes as specified by the Malaysia Qualification Framework 2.0 (MQF 2.0). Students can apply their knowledge and abilities to ill-defined scenarios like those experienced in real life when adopting a comprehensive assessment strategy. This article is proposing an educational assessment design for Computer Programming module to create awareness on SDGs among Information technology undergraduate students.KeywordsSustainable Development Goals (SDGs)Higher EducationEducational AssessmentComputer Programming Module
... Although there has been considerable progress in the incorporation SD into the curricula of higher education institutions (HEIs) (Lozano et al., 2019), there are two challenges that universities face (Torres, 2021): to incorporate the SDGs into the training process and to provide people with professional and personal skills and capabilities to ensure that future leaders, decision-makers, teachers, innovators, entrepreneurs, and citizens have knowledge (SDSN, 2017) to face the challenges posed by the achievement of a sustainable tackling the world's complex problems (Trad, 2019). Incorporate the SDGs into the training process is not an easy task, a combination of different pedagogical approaches is needed to develop SD competence (Lozano et al., 2019), and is difficult for teachers to integrate the three dimensions (environment, economy and social). ...
An increase is occurring year on year, especially from 2019, in publications related to education for sustainability development (ESD) in the field of tourism. The objective of this paper is to analyse how the concept of sustainability is present in education in this area. To this aim, this article carries out a bibliographic review of the existing scientific literature on the presence of sustainability in tourism training. As an empirical part of the work, a bibliometric review of the works published in the Scopus database on sustainability in tourism education is proposed. Through evaluation and relational methods, it is intended to know the reality of this trend in tourism education. The analysis carried out shows that publications related to ESD in the field of tourism started focusing on the environment to shift on economic and social issues with the passage of time, and that there is greater attention to EDS on university education.
... Considerando os grandes desafios atuais da humanidade, como mudanças climáticas e problemas sociais (WIEK et al., 2011;DEMSSIE et al., 2019), faz-se necessária a presença de agentes de mudança capazes de lidar com realidades complexas e desafios urgentes de sustentabilidade (MOCHIZUKI;FADEEVA, 2010: REDMAN;WIEK, 2021). É nesse contexto que a educação ganha relevância como importante ferramenta em prol do DS (MOCHIZUKI;FADEEVA, 2010;TRAD, 2019). Mais especificamente, a educação superior assume um papel fundamental na formação das futuras gerações de líderes, tomadores de decisões, formuladores de políticas públicas (LAMBRECHTS et al., 2013) bem como na promoção de agentes transformadores orientados para os desafios de sustentabilidade. ...
Em um tempo de crises coletivas resultantes de calamidades ambientais, pandemias, guerra, fome e profunda desigualdade social, torna-se relevante o desenvolvimento de pessoas para lidar com situações complexas e para solucionar questões que ameaçam a sustentabilidade do planeta, bem como o estímulo a mudanças de comportamento com foco na criação de um futuro mais sustentável (KAMILAH; RYAN; WILSON, no prelo). Nesse contexto, as Instituições de Ensino Superior (IES) assumem importante papel, por serem instrumento condutor do processo de aprendizagem e transformação individual e coletivo com impacto na sociedade (UNESCO, 2017). Estudos na literatura em educação têm apontado para a necessidade de que as IES aprimorem continuamente sua atuação com foco no desenvolvimento de competências para a sustentabilidade (DCS) (BARTH et al., 2007; WIEK et al., 2011; DEMSSIE et al., 2019), a fim de que seus stakeholders - professores, estudantes e seus profissionais técnico administrativos – tornem-se agentes de transformação tanto nas organizações onde trabalham, como nas comunidades onde vivem e interagem (CALDANA, et al., 2021; SROUFE et al., 2015). Competências para a sustentabilidade (CS) referem-se a conhecimentos, habilidades, atitudes que possibilitam a solução de problemas e desafios de sustentabilidade (BARTH et al., 2007; WIEK et al., 2011; DEMSSIE et al., 2019). Contudo, ainda que existam diversos estudos sobre o DCS nas IES e o avanço das ações públicas no sentido de estimulá-lo, grande parte da literatura discute apenas o DCS em estudantes (CALDANA, et al., 2020; ELMASSAH; BILTAGY; GAMAL, 2020; LEVESQUE; BLACKSTONE, 2020; MEZA RIOS et al., 2018; REDMAN; SADY; ZAK; RZEPKA, 2019) ou ainda o papel do professor como vetor para CS (ALM; MELÉN, AGGESTAMPONTOPPIDAN, 2021; IMARA; ALTINAY, 2021; RÖGELE et al., 2022). São escassas as pesquisas sobre DCS relacionadas aos Recursos Humanos (RH) das IES. Para endereçar essa lacuna, a presente pesquisa busca responder à seguinte questão: como as IES podem desenhar um programa para o fomento de CS de seus RH? Para tanto, realizou-se revisão sistemática de literatura, seguida da proposição e validação de um modelo para o “Desenvolvimento de Competências para Sustentabilidade em Instituições de Ensino Superior” (DCS-IES). O levantamento, sistematização e caracterização da temática são importantes para o diagnóstico de CS em IES, e o desenvolvimento e validação do modelo são instrumentais para operacionalização da sustentabilidade no universo das IES, especialmente com a abordagem integrativa de seus RH, uma vez que estes mantêm significativa interface com diferentes públicos incluindo a sociedade. No campo teórico, o estudo apresenta revisão sistemática de literatura possibilitando uma análise aprofundada sobre a evolução da CS no contexto das IES, com contribuições tanto para o estudo de desenvolvimento de competências como para a literatura de educação. Na prática, a contribuição central está concentrada no modelo DCS-IES que pode ser aplicado para auxiliar IES a promover o DCS em seus RH (o que inclui professores e técnicoadministrativos), contribuindo para a disseminação da cultura do desenvolvimento sustentável (DS) e para o atingimento dos Objetivos do Desenvolvimento Sustentável (ODS) da ONU (UNESCO, 2017; BRUNDIERS et al., 2021).
