Gender, ethnicity and career progression in UK higher education: a case study analysis

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.

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Towards a European framework for community engagement in higher education – a case study analysis of European universities

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-03-2021-0120 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Emma O’Brien ◽

BOJANA ĆULUM ILIĆ ◽

Anete Veidemane ◽

Davide Dusi ◽

Thomas Farnell ◽

...

Keyword(s):

Higher Education ◽

Community Engagement ◽

The European Union ◽

Study Analysis ◽

Content Type ◽

Self Reflection ◽

Case Study Analysis ◽

European Universities ◽

Context Specific

Purpose This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context. Design/methodology/approach The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities. Findings The findings in this paper indicate that the TEFCE Toolbox facilitates context-specific applications in different types of universities and socioeconomic environments. Incorporating insights from engagement practitioners, students and community representatives the TEFCE Toolbox was successfully applied in universities with diverse profiles and missions. The process facilitated the recognition of CE achievements and the identification of potential areas for improvement. Originality/value Despite a range of international initiatives, there remains an absence of initiatives within the European higher education area that focus on developing tools to comprehensively support CE. The TEFCE Toolbox and case-study analysis presented in this paper address this gap in knowledge. The broader societal contribution and social responsibility of higher education have become increasingly prominent on the European agenda. The TEFCE Toolbox represents an innovative, robust and holistic European framework with the potential to support universities in reflecting upon their pursuit of addressing grand societal challenges, whilst promoting CE.

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LGBTQ Alumni Philanthropy

Nonprofit and Voluntary Sector Quarterly ◽

10.1177/0899764015597780 ◽

2015 ◽

Vol 45 (1_suppl) ◽

pp. 52S-71S ◽

Cited By ~ 12

Author(s):

Noah D. Drezner ◽

Jason C. Garvey

Keyword(s):

Higher Education ◽

Data Collection ◽

Focus Groups ◽

Campus Climate ◽

Study Analysis ◽

Case Study Analysis ◽

Affinity Group ◽

Affinity Groups ◽

Group Involvement

Using a constructivist case study analysis, we explore philanthropy toward higher education among lesbian, gay, bisexual, transgender, and queer (LGBTQ) alumni, examining how a person’s LGBTQ identity and experiences (un)consciously affects his, her, or hir1 decision to give philanthropically. Data come from focus groups with 37 advancement staff and 23 LGBTQ alumni at two research extensive universities. Findings reveal unconscious influences of LGBTQ identities on giving, importance of campus climate for LGBTQ individuals, and LGBTQ alumni affinity group involvement. We draw implications from our findings, discussing the need to create a warm campus climate for current students, increase and encourage involvement within LGBTQ affinity groups, systematize data collection to include LGBTQ identities, and develop culturally sensitive solicitations.

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