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.

A proposal for measuring sustainability in universities: a case study of Spain

2016 ◽  
Vol 17 (5) ◽  
pp. 671-697 ◽  
Author(s):  
Manuel Larrán Jorge ◽  
Jesús Herrera Madueño ◽  
Yolanda Calzado ◽  
Javier Andrades
Keyword(s):  
Higher Education ◽  
Sustainability Assessment ◽  
Assessment Tools ◽  
University System ◽  
Content Type ◽  
Different Dimensions ◽  
Spanish Universities ◽  
Sustainability Assessment Tools ◽  
Quantitative Tool

Purpose Numerous sustainability assessment tools are being created and applied in the higher education sector. In light of such diversity, there is a need to provide a common guideline for sustainability assessment which makes easier the comparison among universities. Using as a reference the Spanish university system, the main aim of this paper is to develop a multi-item quantitative tool for measuring sustainability performance at universities. Design/methodology/approach To accomplish this task, the first step was to review the literature on sustainability assessment in universities. After reviewing the literature, the authors found more than 1,000 items. The next step was to select those items which were able to fit to the Spanish university context. On this basis, the authors selected a total of 268 items. These items were discussed in a workshop with senior management members from eight Spanish universities with the aim of analyzing the validity and relevance of the items selected. Findings Then, the proposal for measuring sustainability in Spanish universities was composed of a total of 156 relevant items. In addition, these items were grouped according to seven different dimensions (corporate governance, students, staff, society, environment, companies and continuous improvement). Also, it is important to note that these items were not associated with political risk and they were linked to provide more reliable information to assess sustainability in universities. Originality/value Recent literature have stated that the existing tools specifically developed for assessing higher education institutions performance toward sustainability have some weaknesses. Then, one of the main contributions of this study has been the creation of a new multi-item quantitative tool aimed at measuring the integrated consideration of social, economic and environmental dimensions of sustainability in universities.

Framing the role of higher education in sustainable development: a case study analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suzanna Elmassah ◽  
Marwa Biltagy ◽  
Doaa Gamal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Leaders ◽  
Primary Data ◽  
Study Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
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.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo ◽  
Bàrbara Sureda Carbonell ◽  
Francisco Manuel Moreno-Pino
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Content Type ◽  
Spanish Higher Education ◽  
Percentage Measure ◽  
University Degree

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

Analysis of sustainability insertion in materials selection courses of engineering undergraduate programmes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeniffer Fonseca Zanitt ◽  
Izabela Simon Rampasso ◽  
Osvaldo Luiz Gonçalves Quelhas ◽  
Milena Pavan Serafim ◽  
Walter Leal Filho ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Content Analysis ◽  
Delphi Method ◽  
Design Methodology ◽  
Sustainable Development Goals ◽  
Materials Selection ◽  
Content Type ◽  
Development Goals ◽  
The Subject

Purpose This study aims to analyse how the materials selection courses of engineering undergraduate programmes can be better aligned with the United Nations Sustainable Development Goals (SDGs). Design/methodology/approach Initially, a content analysis was performed in 39 materials selection course descriptions from 40 engineering undergraduate programmes of Brazilian higher education institutions, and subsequently, Delphi method procedures were conducted with professors that teach or have taught the course and are knowledgeable in the subject of sustainability. Findings Considering the analysed course descriptions, it was shown that most of the materials selection courses do not consider or present little emphasis on sustainability aspects. Regarding the Delphi method, eight items were evidenced to consider sustainability aspects in the analysed courses. Originality/value This study contributes to the debates about sustainability insertion in engineering undergraduate programmes. More specifically, the findings presented consolidated information that professors and coordinators can use to align materials selection courses with the SDGs better.

Self-counciousness competence as driver of innovation and environmental commitment in higher education students

2020 ◽  
Vol 21 (7) ◽  
pp. 1507-1523
Author(s):  
Marian Buil Fabregá ◽  
Núria Masferrer ◽  
Josep Patau ◽  
Albert-P. Miró Pérez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Sustainability ◽  
Structural Equation ◽  
Equation Model ◽  
Education Students ◽  
Content Type ◽  
Environmental Commitment ◽  
Entrepreneurial Skills ◽  
Management Students

Purpose The purpose of this research is to analyse the relationship between entrepreneurial skills and innovation commitment and entrepreneurial skills and environmental commitment as drivers of awareness on sustainable development of higher education students. Design/methodology/approach A sample of 1,318 business and management students out of the 3,535 students of Tecnocampus Pompeu Fabra University in Spain during the 2017-2018 academic year was selected to conduct a survey regarding their entrepreneurial skills and sustainability commitment, resulting in a total number of responses of 515. A structural equation model is proposed to contrast the hypothesis. Findings The statistical analysis showed the existence of a positive relation between the entrepreneurial skill of self-consciousness, innovation and environmental commitment to foster sustainability and sustainable development. It is one of the few studies related to the self-conciousness competence of the entrepreneurial skills which found, as a novelty, that the entrepreneurial skill of self-consciousness is the skill with the greater impact on innovation and environmental commitment. Research limitations/implications The limitations of the study are that it is based on a sample of students taking entrepreneurship courses at a specific Spanish University that is not representative of all entrepreneurs in all universities. Practical implications The research proposes including entrepreneurial skills programmes in higher education and research programmes as a way to assure commitment to innovation and environmental sustainability. Originality/value Promoting entrepreneurial skills among higher education students could act as drivers for sustainable development.

scholarly journals Dealing with heterogeneity: An analysis of Spanish universities

2019 ◽  
Vol 13 (3) ◽  
pp. 58-77 ◽  
Author(s):  
Jasmina Berbegal-Mirabent ◽  
Dolors Gil-Doménech ◽  
Rocío De la Torre
Keyword(s):  
Higher Education ◽  
Cluster Analysis ◽  
Technology Transfer ◽  
Group Analysis ◽  
Higher Education System ◽  
Regulatory Frameworks ◽  
Teaching Goals ◽  
Scientific Outputs ◽  
Spanish Universities ◽  
Spanish Higher Education

Universities are highly dependent on regulatory frameworks, the geographical setting as well as on requirements for the creation of the different outputs they pursue. As a result, universities are heterogeneous organizations. This study analyses universities’ heterogeneity in Spain. By using a dataset from the Spanish higher education system, we model the objective function of universities and investigate which factors help explain universities’ performance, in terms of the three missions that they mostly perform (teaching, research and technology transfer). Also, a cluster analysis is performed to categorise Spanish universities. The findings contribute to better understand the different behaviours shown by universities. The findings underline the heterogeneity of Spanish universities: while some universities focus more on formation (teaching) goals, other universities excel at disseminating knowledge through different scientific outputs. The study concludes with a detailed inter- and intra- group analysis.

Exploring the relationship between dispositions to think critically and sustainability concern in HESD

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kerry Shephard ◽  
Qudsia Kalsoom ◽  
Ritika Gupta ◽  
Lorenz Probst ◽  
Paul Gannon ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
New Zealand ◽  
Design Methodology ◽  
Educational Systems ◽  
Content Type ◽  
The Usa ◽  
The Relationship ◽  
Practical Implications

Purpose Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target. Design/methodology/approach This research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions. Findings Respondents’ disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement. Practical implications This research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity. Originality/value This research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.

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 Participation of students in the project Valorbio

2020 ◽  
Vol 21 (2) ◽  
pp. 244-263 ◽  
Author(s):  
Dina M.R. Mateus ◽  
Henrique J.O. Pinho ◽  
Isabel M.D.P. Nogueira ◽  
Manuel A.N.H. Rosa ◽  
Marco A.M. Cartaxo ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Solid Waste ◽  
Experimental Work ◽  
Research Team ◽  
Project Based Learning ◽  
Sustainable Growth ◽  
Content Type ◽  
Modular Systems ◽  
Industrial Sectors

Purpose The purpose of this paper is to describe the case of the Valorbio research project, in which students of different high-level programs were involved in the experimental work and in the dissemination of results in collaboration with the research team. Design/methodology/approach The inclusion in higher education curricula of content related to the sustainable development should be a preferred mechanism for the dissemination of good practices of sustainability. Another equally important way to achieve this is to involve students in research projects that seek solutions to the societal challenges related to sustainable growth. The Valorbio project aims to meet the needs for treating and reusing wastewater and solid waste. Its main goal was the development of modular systems for wastewater treatment based on constructed wetlands, exploring the possibility of the treatment systems being composed of solid waste and by-products from significant industrial sectors. Findings The students’ contribution to the research work was relevant and simultaneously allowed them to acquire skills on sustainable development. Additionally, the students contributed to the dissemination of the results. The Valorbio project can thus be considered a successful application of the concept of project-based learning (PBL), as a way to include sustainability issues content in the higher education curricula. Originality/value The applied experimental work had an original approach regarding the equipment design, the waste materials valuation, as well as the integration of waste treatment processes in the circular economy paradigm. This paper is the first reported PBL experience involving students of short-cycle technical–professional programs in partnership with first and second-level students and a research team.

scholarly journals Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

2019 ◽  
Vol 11 (24) ◽  
pp. 7150 ◽  
Author(s):  
Santiago Alonso-García ◽  
Inmaculada Aznar-Díaz ◽  
María-Pilar Cáceres-Reche ◽  
Juan-Manuel Trujillo-Torres ◽  
José-María Romero-Rodríguez
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Sustainable Development ◽  
Information And Communication Technologies ◽  
Teaching Practices ◽  
Virtual Learning Environment ◽  
Good Teaching ◽  
The Sustainable Development ◽  
Good Practices ◽  
Spanish Higher Education

Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable Development Agenda of the United Nations for the year 2030 is setting the principles of sustainable action for today’s society. In this context, the following objectives were proposed: to identify the good teaching practices with ICT that are being developed in Spanish higher education and to establish the relationship between good teaching practices with ICT and the Sustainable Development Goals (SDG). For this purpose, the method of systematic review of the literature based on the PRISMA protocol was used. A total of 27 documents published in the period 2008–2019 on good teaching practices with ICT in Spanish higher education were analyzed. Among the results, the emerging trend of good practices with ICT, the use of a Virtual Learning Environment (VLE) as the main technology in good practices, and the majority of good practices in the development of SDG #4 (Quality Education) are highlighted. Finally, it is a challenge for teachers to include all these aspects in their classroom teaching.

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