University gardens for sustainable citizenship: assessing the impacts of garden-based learning on environmental and food education at Spanish higher education

2021 ◽  
Vol 22 (3) ◽  
pp. 516-534
Author(s):  
Marcia Eugenio-Gozalbo ◽  
Guadalupe Ramos-Truchero ◽  
Rafael Suárez-López
Keyword(s):  
Higher Education ◽  
Vegetable Consumption ◽  
Two Dimensions ◽  
Behavioral Changes ◽  
Pedagogical Practice ◽  
Agricultural Labor ◽  
Content Type ◽  
Key Dimensions ◽  
Waste Separation ◽  
Spanish Higher Education

Purpose Gardens are being used at all educational stages, because they provide with a real-world context for active and experiential learning. In Spain, there exists a movement in favor of their incorporation to higher education for a variety of purposes but prevalently as an innovative resource to teach sciences to pre-service teachers. The purpose of this study is assessing the impacts of such pedagogical practice on university students’ learning and behavioral changes in the areas of environmental and food citizenship, two key dimensions of contemporary citizenship that are essential to achieve sustainable societies. Design/methodology/approach Data was collected by means of an electronic, open-ended question survey completed by 170 students from 6 different universities where gardens are used. Answers were qualitatively analyzed using MAXQDA software to develop a system of content categories and subcategories in relation to reported learning and behavioral changes. Findings Widespread among universities was learning on organic agriculture practices, greater appreciation of agricultural labor, greater willingness to cultivate, higher awareness of environmental impacts of agriculture, improved behaviors regarding waste separation and enhanced fruit and vegetable consumption. Originality/value This work delves into how university gardens act as a vehicle through which students integrate knowledge and reflect on their environmental, food and consumption behaviors. Thus, it supports on evidences, the use of gardens at higher education to nurture two dimensions of contemporary citizenship essential to achieve sustainability.

scholarly journals Teaching sustainable development in higher education

2016 ◽  
Vol 17 (3) ◽  
pp. 305-321 ◽  
Author(s):  
Cathy Howlett ◽  
Jo-Anne Ferreira ◽  
Jessica Blomfield
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Reflective Thinking ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Course Evaluations ◽  
Education For Sustainability ◽  
Social Implications ◽  
Pedagogical Practice ◽  
Content Type

Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Demonstrating the motivational scale for commitments toward teachers’ turnover intentions using self-determination theory: a case of higher education institutions in Pakistan

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sayeda Zeenat Maryam ◽  
Fouzia Ali ◽  
Mehvish Rizvi ◽  
Sadia Farooq
Keyword(s):  
Higher Education ◽  
Turnover Intentions ◽  
Higher Education Institutions ◽  
Self Determination Theory ◽  
Developed Countries ◽  
Two Dimensions ◽  
Self Determination ◽  
Equation Modeling ◽  
Content Type ◽  
The Relationship

PurposeThis paper aims to demonstrate the turnover intentions (TIs) among the academic faculty of higher education institutions (HEIs) in Pakistan through their motivation and commitment toward the concerned institution. It inspects the relationship of dimensions of motivation including an absence of motivation (AM), extrinsic motivation (ExM) and intrinsic motivation (InM) with the dimensions of commitment including affective commitment (AC), continuous commitment (CC) and normative commitment (NC) and finally the academic's TIs.Design/methodology/approachThe paper used the self-determination theory (SDT), the theory of organizational commitment (OC) and the theory of planned behavior (TPB) for its proposed model. A sample of 500 academics, working under higher education commission recognized public and private universities in Punjab Pakistan. A structural equation modeling (SEM) conducted for analysis using an algorithm, bootstrapping and blindfolding techniques.FindingsThe outcomes of the research are attention-grabbing, as no direct relationship has been observed between the dimensions of motivation and TIs except InM. The dimensions of commitments are mediating the relationship between motivation and TIs with high significance value. The results reveal a significant adverse effect on TIs through two dimensions of commitment.Research limitations/implicationsAs it is the case of a developing country like Pakistan therefore the finding cannot generalize to developed countries.Practical implicationsThe findings of this research may lead the policymakers and practitioners of HEIs and controlling body to retain their competent teachers.Social implicationsThis research can help the private sector to develop strategies about the retention of their competent teachers within the institutions that not just value the institution but also will be much beneficial for the students and society.Originality/valueThis paper is identifying how motivation is related to TIs and the role of commitment in it at HEIs. Still, no research has been conducted considering this avenue of SDT, OC and TPB

Perceived service quality in Indonesian Islamic higher education context

2020 ◽  
Vol 13 (1) ◽  
pp. 107-130
Author(s):  
Nur Asnawi ◽  
Nina Dwi Setyaningsih
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Academic Staff ◽  
Developed Countries ◽  
Two Dimensions ◽  
Survey Method ◽  
Content Type ◽  
Perceived Service Quality ◽  
Level Of Education ◽  
The Difference

Purpose The purpose of this paper is to identify the dimensions of service quality in the context of Islamic higher education (IHE); explain the determinant dimensions of overall perceived service quality (PSQ) according to students; and explains the difference in the level of quality felt by students in each dimension based on gender, year of study and level of education of students in Indonesia. Design/methodology/approach A survey method from 384 questionnaires collected from students in four major cities in Indonesia; 378 questionnaires were declared valid for explanatory analysis using SEM-PLS and t-test. Findings The new model called Islamic Higher Education Service Quality (i-HESQUAL) with seven dimensions of quality that are considered important by students i.e. teaching capability and competence of academic staff (TCC), reliability of service (ROS), reputation of university (REP), responsiveness of employees (RES), empathy of employees (EMP), internalization of Islamic values (IIV) and library service support (LSS). The dimensions that influence the overall PSQ are the IIV and LSS. In addition, students based on the year of study have differences in assessing the dimensions of quality, namely the dimensions of TCC, ROS, IIV, LSS, while the level of education also has differences, especially on the dimensions of ROS, REP and LSS. Research limitations/implications This research was only carried out at four public Islamic universities, for that there is a need for further research in the form of longitudinal studies with different geographical samples e.g. in the perspective of private universities to generalize research results. Practical implications The i-HESQUAL dimensions can be used by IHE managers to measure their performance according to students' perspectives. The two dimensions that determine the overall PSQ should be IHE's strategic advantages and the dimensions that do not affect the overall PSQ are feedback to identify weaknesses. Originality/value These findings contribute to PSQ research in the context of IHE, which operates on the values and culture that surrounds it (Islamic culture), while most of the previous research was conducted in the context of developed countries with a secular education system.

Environmental management and sustainability in higher education

2015 ◽  
Vol 16 (4) ◽  
pp. 440-455 ◽  
Author(s):  
Yolanda León-Fernández ◽  
Eugenio Domínguez-Vilches
Keyword(s):  
Higher Education ◽  
Environmental Management ◽  
Sustainable Development ◽  
Significant Proportion ◽  
University System ◽  
Content Type ◽  
International Trends ◽  
Permanent Working ◽  
Spanish Universities ◽  
Spanish Higher Education

Purpose – This paper aims to analyse trends in implementing the main initiatives in the field of environmental management and sustainability in Spanish universities, taking as a reference point the guidelines adopted by a number of universities in countries most committed to sustainable development. Design/methodology/approach – An analysis of information available on the Internet and of data collected from a questionnaire completed by a significant proportion of Spanish higher education institutions was carried out. Findings – The research found that the Spanish university system follows international trends: it possesses permanent working structures, applies a variety of environmental management and sustainability tools and carries out other activities related to the environment and sustainable development. But there still appears to be scope for improvement in some aspects, including to increase the visibility of the efforts in the environmental area, and other aspects such as the varying terminology used to refer to similar tools and processes and, conversely, of the same nomenclature to refer to distinct concepts. Originality/value – This paper provides new data and updated information on sustainability in Spanish universities and some recommendations for improvement.

Variation of greenness across China’s universities: motivations and resources

2018 ◽  
Vol 19 (1) ◽  
pp. 48-66 ◽  
Author(s):  
Wanxia Zhao ◽  
Yonghua Zou
Keyword(s):  
Higher Education ◽  
Interdisciplinary Approach ◽  
Two Dimensions ◽  
Vertical Dimension ◽  
Policy Implications ◽  
Tier 2 ◽  
Content Type ◽  
Higher Education System ◽  
Institutional Variation ◽  
Greenness Index

Purpose This study aims to examine the cross-institutional variation in university greenness and analyze its underlying dynamics. Design/methodology/approach This study constructs a University Greenness Index (UGI) and conducts multivariate regression. Findings This study finds variation within two dimensions; in the vertical dimension, top-tier universities have significantly higher UGIs than tier-2 universities, and in the horizontal dimension, agricultural and forest, engineering and technology and generalist universities have significantly higher UGIs than other specialist universities. The dynamics underlying the greenness variation lies in different universities’ motivations and resources, which are associated with China’s higher education administrative system, especially the mechanism by which funding is allocated. Research limitations/implications The Internet-search-based greenness index has some inherent limitations. First, there exists a gap between green information expression and real green achievement. Second, this research may be difficult to apply to other countries, because of the specific characteristics of China’s higher education system. Practical implications Based on the empirical results, two policy implications can be generated. First, for the problem of the vertical dimension variation, related institutional transformation should be launched to promote university greenness. Second, for the problem of the horizon dimension variation, specialist universities can take advantage of an interdisciplinary approach to promote greenness. Originality/value This research helps scholars and administrators to better understand the progress being made and the achievements realized with regard to green university initiatives in China.

Development and validation of servant leadership scale in Spanish higher education

2019 ◽  
Vol 40 (4) ◽  
pp. 499-519 ◽  
Author(s):  
Khawaja Fawad Latif ◽  
Frederic Marimon
Keyword(s):  
Higher Education ◽  
Life Satisfaction ◽  
Servant Leadership ◽  
Structural Equation ◽  
Career Satisfaction ◽  
Leadership Behavior ◽  
Equation Model ◽  
Relationship Building ◽  
Content Type ◽  
Spanish Higher Education

PurposeThe purpose of this paper is twofold. First is the validation of a scale to measure the servant leadership of the university leaders. Second is to analyze how servant leadership affects the career satisfaction and life satisfaction of the academics.Design/methodology/approachUsing a survey of 148 academics at universities located in Spain collected in May 2018, a couple of models were conducted using structural equation model techniques: a confirmatory factor analysis of second order in order to assess the leadership scale and a mediation model to assess how servant leadership impacts on the life satisfaction through career satisfaction.FindingsResults reveal that leadership is a multi-dimensional construct having dimensions namely: behaving ethically, development, emotional healing, empowerment, pioneering, relationship building and wisdom. The total effect of servant leadership on life satisfaction is null due to a competitive mediation of career satisfaction.Originality/valueResearch on servant leadership has primarily focused on business organizations through extensive search in peer-reviewed databases the authors could not find a scale to measure servant leadership behavior in higher education. Additionally, the study assesses the role of career satisfaction as mediator between servant leadership and life satisfaction. Existing research has called for further research into both career and life satisfaction. Life satisfaction research has been criticized on the grounds that it has mainly overlooked the work/organizational settings. Moreover, the authors could only find little research into life satisfaction in higher education, that too in context of students.

Enhancing university teaching and learning through mentoring

2015 ◽  
Vol 4 (2) ◽  
pp. 107-125 ◽  
Author(s):  
Gabriela Pleschová ◽  
Lynn McAlpine
Keyword(s):  
Higher Education ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Educational Development ◽  
University Teaching ◽  
Pedagogical Practice ◽  
Transfer Of Knowledge ◽  
Development Programs ◽  
Content Type ◽  
University Teachers

Purpose – Mentoring has been increasingly used in educational development to facilitate transfer of knowledge from programs for higher education teachers to their pedagogic practice. However, studies are missing which would critically assess the outcomes of mentoring in programs for university teachers. The purpose of this paper is to systematically review existing research on mentoring in the context of educational development in higher education. Design/methodology/approach – Using a careful search strategy, 17 relevant scholarly sources were selected and analyzed to document the results of mentoring at individual, departmental and institutional levels. Findings – Among the striking findings was the lack of clarity or definition surrounding mentoring and similar terms, coaching and tutoring and the lack of methodological rigour in many studies. However, those methodologically more advanced studies suggest that mentoring can become a valuable component of educational development programs. As reported by previous research, mentoring can: enhance university teachers’ cognitive abilities, beliefs and attitudes; improve the effectiveness of teaching; increase teachers’ capability to research teaching and learning; enhance mentoring skills; and improve the overall teaching climate at universities. Practical implications – Categorization of different types of outcomes of mentoring in educational development can help the practitioners engaged in introducing or re-designing educational development programs with a mentoring element. Originality/value – This is the first systematic review of the studies discussing the process, value and outcomes of teacher mentoring to improve pedagogical practice at the university level.

scholarly journals Analysis of sustainability presence in Spanish higher education

2020 ◽  
Vol 21 (2) ◽  
pp. 393-412 ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Content Type ◽  
Education Degree ◽  
Spanish Higher Education ◽  
The University

Purpose This paper aims to analyze the presence of sustainability in 16 Spanish higher education curricula in the fields of education and engineering. Design/methodology/approach The methodology uses two instruments: sustainability map and sustainability presence map. These instruments enable analysis of the number of subjects that develop sustainability and the sustainability presence level in each curriculum; identification of what domain levels of the learning taxonomy sustainability is most developed; and analysis of whether a correlation exists between the sustainability presence and the number of subjects that develop sustainability in each curriculum. Findings A wide variety of subjects develop sustainability in a given degree, depending on the university. The presence of sustainability is more homogeneous in education degrees than in engineering degrees. Education degrees have a greater presence of sustainability in the lower domain levels of taxonomy, while in engineering degrees the lower levels of taxonomy have a lower presence of sustainability than the higher levels. Finally, a correlation appears to exist between the number of subjects that develop sustainability in the curriculum and the sustainability presence. However, engineering degrees seem to need fewer subjects than education degrees to achieve the same degree of sustainability presence. Originality/value This paper proposes a methodology to measure sustainability presence that can be applicable to the curricula of a higher education degree if the corresponding sustainability map is available. To the authors’ knowledge, this is the largest study yet conducted to analyze the presence of sustainability in different higher education curricula.

Students’ collaborative patterns in a wiki-authoring project

2017 ◽  
Vol 9 (1) ◽  
pp. 24-39 ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Dimitrios Roussinos
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Educational Practice ◽  
Two Dimensions ◽  
Future Research ◽  
Content Type ◽  
Video Images ◽  
Collaborative Activities ◽  
University Course ◽  
Collaborative Skills

Purpose The purpose of this paper is to present a case study investigating students’ patterns of collaborative content creation in a wiki project that was designed to promote self-directed and collaborative learning in the context of a university course. In addition, it proposes a new organizational and analysis framework of students’ constructive and collaborative activities in wiki-authoring projects. Design/methodology/approach The key notion, around which the present conceptual and research framework was built, is that a wiki integrates a content space and a social (discussion) space both considered in collaborative manner. The analysis of student contributions to their wiki was organized along two dimensions: interaction and refection posts were analyzed using the framework of Community of Inquiry; content contributions to the wiki pages were classified into five categories: creating a new page, content expansion, content reorganization, content enrichment (with video, images or hyperlinks) and editing and grammatical corrections. Findings The analysis of the research data revealed important information that could help to depict an overall representation of individual interactions and contributions, students’ collaborative performance within wiki groups as well as the overall evolution of the wiki content. The findings showed that properly designed wiki projects can be effectively introduced in higher education with the aim to support students to improve their authoring and collaborative skills through critical thinking, peer interaction and reflection. Research limitations/implications The findings of this study are limited by the specific sample and the context of implementation. Future research will be directed to various educational contexts and to include in the analysis students’ experiences and learning outcomes of wiki-authoring activities. Practical implications The results provided supportive evidence that successful wiki-based projects in higher education depend on the way students’ individual and collaborative authoring contributions are interwoven. Effective wiki-based interventions should consider students’ learning as the outcome of both, individual and collaborative work, determined by self and peer reflection in wiki groups. Originality/value The originality and the significance of the present study are justified by the conceptual framework proposed which can guide both aspects of students’ learning presence within self-directed wiki-authoring projects, i.e. research and educational practice (design and monitoring).

The multi-dimensional space of the futures of work

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Steve Sawyer ◽  
Erran Carmel
Keyword(s):  
Value Creation ◽  
Design Methodology ◽  
Dimensional Space ◽  
Knowledge Work ◽  
Two Dimensions ◽  
Decision Makers ◽  
Leadership Model ◽  
Content Type ◽  
Key Dimensions ◽  
The Many

Purpose The authors present nine dimensions to provide structure for the many Futures of Work (FoW). This is done to advance a more sociotechnical and nuanced approach to the FoW, which is too-often articulated as singular and unidimensional. Futurists emphasize they do not predict the future, but rather, build a number of possible futures – in plural – often in the form of scenarios constructed based on key dimensions. Such scenarios help decision-makers consider alternative actions by providing structured frames for careful analyses. It is useful that the dimensions be dichotomous. Here, the authors focus specifically on the futures of knowledge work.Design/methodology/approach Building from a sustained review of the FoW literature, from a variety of disciplines, this study derives the nine dimensions.Findings The nine FoW dimensions are: Locus of Place, Locus of Decision-making, Structure of Work, Technologies’ Roles, Work–Life, Worker Expectations, Leadership Model, Firm’s Value Creation and Labor Market Structure. Use of the dimensions is illustrated by constructing sample scenarios.Originality/value While FoW is multi-dimensional, most FoW writing has focused on one or two dimensions, often highlighting positive or negative possibilities. Empirical papers, by their nature, are focused on just one dimension that is supported by data. However, future-oriented policy reports tend are more often multi-faceted analyses and serve here as the model for what we present.

Sign in / Sign up

Export Citation Format

Share Document