scholarly journals University 4.0 within the context of the sustainable development of higher education

2021 ◽  
Vol 250 ◽  
pp. 04002
Author(s):  
Larisa Gorina ◽  
Ekaterina Polyakova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Workforce Development ◽  
Higher Education Research ◽  
Institutions Of Higher Education ◽  
Policy Makers ◽  
The Sustainable Development ◽  
Technology Industry ◽  
The University ◽  
Support Research

The process of development of universities from the places where medieval elites met to conduct alliances and partnerships to the modern biotechnological and digital institutions of higher education, research and business took several centuries and went through four main stages. This paper describes the role and the place of the University 4.0 within the context of the sustainable development of higher education in the 21st century. We show that University 4.0 is designed to promote the technology industry through partnerships that support research, marketing, workforce development, as well as entrepreneurship. In keeping with the cooperative nature efforts directed and driven by the policy-makers and relevant stakeholders need to be dedicated to promoting modern universities as hub for the development of intelligent, connected technologies and services that would lead to the sustainable development of higher education that would reflect the challenges of our time.

scholarly journals Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade

2020 ◽  
Vol 21 (2) ◽  
pp. 315-335 ◽  
Author(s):  
Violeta Orlovic Lovren ◽  
Marija Maruna ◽  
Svetlana Stanarevic
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Qualitative Content Analysis ◽  
Theory And Practice ◽  
Learning Objectives ◽  
Study Program ◽  
Content Type ◽  
The Sustainable Development ◽  
Linking Theory And Practice ◽  
The University

Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability. Originality/value This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.

scholarly journals The Future We Want: A Learning Experience to Promote SDGs in Higher Education from the United Nations and University of Valencia

2021 ◽  
Vol 13 (15) ◽  
pp. 8550
Author(s):  
Victoria Vázquez-Verdera ◽  
Juan Domingo ◽  
Esther Dura ◽  
Daniel Gabaldón-Estevan ◽  
Ernesto López-Baeza ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
United Nations ◽  
Learning Experience ◽  
Social Progress ◽  
Geospatial Information ◽  
The Sustainable Development ◽  
The Future ◽  
The United Nations ◽  
The University

This article shares the strategy for mainstreaming the Sustainable Development Goals (SDGs) at the University of Valencia (UV), which, although limited in its scale, may compel other Higher Education Institutions to think in technological and social progress aligned with the 2030 Agenda. It explicates a process driven by the UV, on the occasion of the 75th anniversary of the United Nations (UN), and in collaboration with the Service for Geospatial, Information, and Telecommunications Technologies from the UN Support Base in Valencia (Spain) to prepare the online event: “The United Nations We Want”. It was the culmination of a collaborative project between students and faculties from different scientific, technological, social, legal, humanistic, and health disciplines that structure the University of Valencia. The intention was that new generations experience the role they can have to shape the future we want, while the university community as a whole can become part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of Education for Sustainable Development.

scholarly journals Autonomy of universities in Kazakhstan and academic freedom: Implementation problems and ways of development

2020 ◽  
Vol 132 (3) ◽  
pp. 105-111
Author(s):  
D.N. Nurmanbetov ◽  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Strategic Management ◽  
Academic Freedom ◽  
Important Condition ◽  
University System ◽  
The Sustainable Development ◽  
Implementation Problems ◽  
The University ◽  
Education Field

The article studies the implementation problems and ways of developing the autonomy of universities and academic freedom, which is considered as the most important condition for the sustainable development of the university system and a factor in increasing its competitiveness in Kazakhstan. As a result of the review of scientific works are revealed in the higher education field and an autonomy processes analysis of academic freedom of Kazakhstani universities a number of implementation problems and limitations. In conclusion of the article defines the ways of developing the autonomy and academic freedom of Kazakhstani universities. The necessity of changing the existing approaches to the strategic management of higher education is emphasized in order to achieve real autonomy and academic freedom by universities.

Sustainable Education

2017 ◽  
pp. 843-867
Author(s):  
Muhammad Zahid ◽  
Zulkipli Ghazali ◽  
Haseeb Ur Rahman
Keyword(s):  
Sustainable Development ◽  
Three Dimensions ◽  
Vision 2020 ◽  
Policy Makers ◽  
The Sustainable Development ◽  
Present Generation ◽  
Regulatory Bodies ◽  
The University ◽  
Practical Implications

The sustainable development (hereafter, S.D.) aims a growth that could satisfy the wants and needs of present generation without affecting future generations. Accordingly, this study investigates the role of HEIs in S.D. by selecting the case of Universiti Teknologi PETRONAS, Malaysia. The study adapted the universities sustainable development initiatives checklist/index for qualitative analysis of the main website, operational documents, and practical initiatives of the university for S.D. The findings revealed that the university has good and meaningful contributions towards three dimensions of S.D. i.e. economic, social and environment. The study proposed an improvement in Education for Sustainable Development (ESD) and implementation of S.D. framework for universities. The findings have significance and practical implications for academia, regulatory bodies, policy makers, and HEIs. Also, the findings are significant in association with new economic model (NEM) and vision 2020 of Malaysia.

Putting sustainability research into practice on the university campus

2020 ◽  
Vol 21 (1) ◽  
pp. 54-75
Author(s):  
Maarten B. Eppinga ◽  
Jenny Lozano-Cosme ◽  
Tobia de Scisciolo ◽  
Patrick Arens ◽  
Maria J. Santos ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Low Cost ◽  
Local Environment ◽  
Small Island ◽  
University Campus ◽  
Content Type ◽  
The Sustainable Development ◽  
Survey Results ◽  
The University

Purpose Despite increasing efforts to incorporate sustainability in curricula and practices of institutions of higher education, effective implementation remains challenging. The purpose of this study is to present an approach to incorporate sustainability into a practice-oriented research skills course, which was implemented at a small island state university in the Caribbean. Design/methodology/approach First-year university students followed a four-week course module, starting with the introduction of the sustainable development goals, and culminating in a symposium in which the students present the findings of their research projects to the campus community. Pre-course module and post-course module surveys measured the students’ knowledge and perceptions regarding sustainability. These survey results were also compared with the result of a similar survey held for the university’s employees. Findings The survey results suggested that following the course module increased students’ knowledge about sustainable development, as well as their support for the university campus and its community putting more emphasis on teaching, practicing and encouraging sustainability. Interestingly, university employees scored significantly higher on the latter component than students, suggesting that in this case a lack of interest of the staff is not a barrier toward a sustainable campus. Originality/value The presented course module offers a novel and low-cost approach to introducing sustainability into a broad range of academic curricula, specifically tailored to the needs of institutes of higher education in small island states. The survey results suggest that this type of education may not only ensure reaching academic goals but also increase students’ interest in sustainable development within their local environment.

scholarly journals Sustainability 2030: a policy perspective from the University Vocational Awards Council

2018 ◽  
Vol 8 (3) ◽  
pp. 233-242 ◽  
Author(s):  
Mandy Samantha Crawford-Lee ◽  
Tony Wall
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Well Being ◽  
Policy And Practice ◽  
Content Type ◽  
The Sustainable Development ◽  
Policy Perspective ◽  
Balanced Approach ◽  
The Uk ◽  
The University

Purpose The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning. Design/methodology/approach This paper is a reflective policy and practice piece which draws on the latest policy moves by the UK Government and associated organisations and engages the latest literature to examine the issues in policy and practice that need to be tackled. Findings This paper argues for a greater integration of sustainable development into higher education, skills and work-based learning policy and practice, and specifically in relation to creating inclusive workplaces, promoting social mobility, a balanced approach to productivity, health and well-being and embedding educational approaches and methods which promote inequality in workplaces. Practical implications This paper is a call to all stakeholders to raise the game of sustainability and sustainable development in the policy and practice sphere of higher education, skills and work-based learning. Originality/value The paper is the only UK policy perspective explicitly dedicated to sustainability and sustainable development in the context of the sphere of higher education, skills and work-based learning. Although it is focused on UK policy context, it will be of interest to international readers wishing to learn about UK developments and the sustainable development challenges in relation to its apprenticeship, technical and vocational education system.

Sustainable Education

2017 ◽  
pp. 255-279
Author(s):  
Muhammad Zahid ◽  
Zulkipli Ghazali ◽  
Haseeb Ur Rahman
Keyword(s):  
Sustainable Development ◽  
Three Dimensions ◽  
Vision 2020 ◽  
Policy Makers ◽  
The Sustainable Development ◽  
Present Generation ◽  
Regulatory Bodies ◽  
The University ◽  
Practical Implications

The sustainable development (hereafter, S.D.) aims a growth that could satisfy the wants and needs of present generation without affecting future generations. Accordingly, this study investigates the role of HEIs in S.D. by selecting the case of Universiti Teknologi PETRONAS, Malaysia. The study adapted the universities sustainable development initiatives checklist/index for qualitative analysis of the main website, operational documents, and practical initiatives of the university for S.D. The findings revealed that the university has good and meaningful contributions towards three dimensions of S.D. i.e. economic, social and environment. The study proposed an improvement in Education for Sustainable Development (ESD) and implementation of S.D. framework for universities. The findings have significance and practical implications for academia, regulatory bodies, policy makers, and HEIs. Also, the findings are significant in association with new economic model (NEM) and vision 2020 of Malaysia.

scholarly journals Rewiring higher education for the Sustainable Development Goals: the case of the Intercultural University of Veracruz, Mexico

2020 ◽  
Vol 81 (1) ◽  
pp. 69-88
Author(s):  
Cristina Perales Franco ◽  
Tristan McCowan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
International Development ◽  
Sustainable Development Goals ◽  
Local Development ◽  
Indigenous Populations ◽  
The Sustainable Development ◽  
Language Identity ◽  
Development Goals ◽  
The University

AbstractIn the framework of the Sustainable Development Goals, higher education has been given a key role in addressing societal challenges, reducing poverty, ensuring sustainable livelihoods and protecting the natural environment. Yet there has been a singular lack of imagination as regards the institutional forms that might help support this vision. This article reports on the findings of an exploratory qualitative case study of the Intercultural University of Veracruz, one of a number of institutions created in Mexico to ensure access for indigenous populations, to promote local development and to provide a space for intercultural dialogue. The findings show a number of ways in which this innovative institution provides opportunities for supporting the SDGs that go beyond conventional universities. The university addresses SDG4 by enabling access for marginalised populations, and through its engaged teaching, research and community engagement also contributes to environmental protection, health, livelihoods, gender equality and a range of other goals. However, it also presents challenges to the global framework, highlighting the lack of attention to culture, language, identity and knowledge traditions, and in critiquing the very basis of its conception of development. Implications are drawn out more broadly for the relationship between higher education and international development in the contemporary era.

scholarly journals SOCIAL RESPONSIBILITY AND SOCIAL COHESION AS DRIVERS IN THE SUSTAINABLE DEVELOPMENT OF UNIVERSITIES

2021 ◽  
Vol 7 (4) ◽  
pp. 63-71
Author(s):  
Maryna Dielini ◽  
Marja Nesterova ◽  
Iryna Dobronravova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Social Responsibility ◽  
Social Cohesion ◽  
Statistical Data ◽  
The Sustainable Development ◽  
Education Management ◽  
The Social ◽  
The University

The purpose of this article is to theoretically, methodologically and practically explore social responsibility and social cohesion and justify their role as driving forces in the sustainable development of universities. This paper focuses on the rationale for various aspects of the development of social responsibility and social cohesion, and specifically in higher education. The article defines the importance of the values of social cohesion and social development and their implementation in the education of socially responsible youth. Listed the main categories in which the social responsibility of the higher education can be determined and applied for the educational management effectiveness. This article aims to show the role of social cohesion and social responsibility in the implementation of the principles of  sustainable development, and to reveal the relations between the values of social cohesion and social responsibility and the 17 UN Sustainable Development Goals (SDGs).Methodology. Scientific analysis is carried out with the help of an interdisciplinary system of methods, namely, system analysis, interviewing, statistical data analysis, comparison, etc. Social synergetics and system approach are applied to the issues of education management.Results. The methodological approaches to the formation of modern educational and management models for universities are considered. The model of the social cohesion of the university community is analyzed. The university management strategy based on the values and principles of social responsibility and social cohesion is described. Ways to improve the economic and managerial efficiency of universities and society, respectively, are considered. The process of self-organization in education management and parameters of its ordering are defined.The most significant scientific results: the attitude and development of such values as social responsibility and social cohesion in the Ukrainian educational community were investigated; the sustainable development of universities as the best practice and factor of influence on socio-economic development was determined; the role of social responsibility and social cohesion as parameters of order in enhancing the sustainable development of universities and society respectively was substantiated.The practical significance of the study lies in the actualization of the need to develop social responsibility and social cohesion in the Ukrainian educational community, which is confirmed by statistical data, as well as the possibility of their application in the educational process and value-based management of education. The use of these results in the practice of education management allows us to create a model of social responsibility of universities and outline the directions of its implementation, to develop and implement a mechanism for monitoring the implementation of social responsibility, to study the actual level of social cohesion of the university community, to suggest ways for its further development, aimed at improving the competitiveness of universities in a globalized environment.Value/originality. The originality of the study lies in the combination of the two key values of the EU and their correspondence to the SDGs and the sustainable development of universities on the basis of value-based education management. A social synergetic approach is applied to issues of educational governance.

scholarly journals SUSTAINABILITY COMPETENCIES FROM THE UNIVERSITY DISCOURSE

2020 ◽  
Author(s):  
Vesna Nikolić ◽  
◽  
Tamara Vukić ◽  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Teaching Practice ◽  
Decision Makers ◽  
Specific Response ◽  
The Sustainable Development ◽  
Special Value ◽  
University Discourse ◽  
The Subject ◽  
The University

The subject of the research is focused on identifying the conditions that determine university’s specific response to sustainable development, as well as on identifying the characteristics of a transformative university, and the obstacles in the process of creating a sustainable university. Given the importance of educating the future decision makers, the paper is particularly focused on the problems and the possibilities for developing the competencies for sustainable development within the higher education. The originality of the paper is found in its wholesome overview of the universities’ response to the sustainable development challenge and in the identification of possible barriers that the universities face when striving to sustainability. The special value of the paper is in the analysis of the models for sustainable development competencies which should help to further understand these models and the possibilities for their application in university’s teaching practice.

Sign in / Sign up

Export Citation Format

Share Document