scholarly journals Building Inter-Personal Competence in Architecture and Urban Design Students through Smart Cities at a Higher Education Institution

2019 ◽  
Vol 11 (24) ◽  
pp. 7179
Author(s):  
Daniel S. Oh
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Urban Design ◽  
Social Innovation ◽  
Smart Cities ◽  
Education Institution ◽  
Building Blocks ◽  
Personal Competence ◽  
Interdisciplinary Design ◽  
Design Workshop

As the smart city concept and applications continue to evolve, traditional architects and urban designers are facing an increasingly uncertain future. This paper outlines an innovative educational format to bolster and perpetuate the interdisciplinary nature of architects and urban designers that resonates with both sustainable development (SD) and smart cities (SCs). By applying ‘connective knowledge’ to the concept of interdisciplinarity education, a method was established that uses the SC concept to expand upon and create a bridge between distant disciplines in the context of higher education sustainable development (HESD). As a complementary educational pedagogy to the ‘whole institution approach’ to reduce barriers in higher education institutions (HEIs), this paper highlights an opportunity to apply the SC concept as a basis to construct an interdisciplinary design workshop to focus on building inter-personal competence, targeting university-level students majoring in architecture and urban design. The design workshop used microcontrollers and sensors as these are scalable and easily learnt building blocks of the Internet of Things and SCs. The inter-disciplinary workshop ran for 16 weeks with 14 students majoring in architecture and urban design and electrical engineering. Based on interviews and course evaluations, the experiment was vetted using capacities of inter-personal competence in sustainable development. A series of insights and findings from the design workshop indicated positive initial outcomes that were used to form a set of working criteria for the interdisciplinary design workshop. Future work will include structuring empirical data collection and analysis and expanding collaborations with other distant disciplines such as public administration and social innovation, as delineated by the SC concept.

scholarly journals IMPLEMENTATION AND PROSPECTS OF USING PARSER PROGRAMS IN HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 88-95
Author(s):  
Olha Shcherbina ◽  
Yuliya Vakulenko
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
System Analysis ◽  
Social Innovation ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Automated Analysis ◽  
Educational Process ◽  
Educational Activities ◽  
Personnel Department

The purpose of the article is the need to develop a concept for the formation of communication using parser programs in the personnel department of higher education to improve educational activities. Methodology. In the process of research the methods of informology and social communication, logical-dialectical method of cognition, methods of system analysis, abstractions were applied, which allowed to reveal the content of implementation of parser programs; to analyze the use of parser programs in higher education institutions on the example of Vasyl' Stus Donetsk National University. Scientific Novelty. The necessity of introduction and use of parser programs in higher education institutions is substantiated. The use of Google Spreadsheet in the human resources department of the university as an information retrieval system and text-digital database to improve the educational activities of higher education institutions has been studied. Conclusions. Analyzing the communications of the institution of higher education, it is necessary to name their main directions: communication between the organization and its external environment; communication between management levels and departments; communication manager-subordinate; communication between the leader and the working group; informal communications. The purpose of using parser programs in higher education institutions is primarily to increase the efficiency of the educational process, improve service and reduce costs in the data processing. The use of parsing in the personnel department of a higher education institution is multifaceted. Today, parser programs perform parsing, lexical, automated analysis, process many information requests, parse documents, extracting from there the necessary and useful user data. The Google Spreadsheets parser program aims to use the latest information and communication technologies that help improve management, improve employee interaction, and promote social innovation.

scholarly journals Integrating education for sustainable development into a higher education institution: beginning the journey

2019 ◽  
Vol 1 ◽  
pp. 9
Author(s):  
Richard Howarth ◽  
Tabani Ndlovu ◽  
Sihle Ndlovu ◽  
Petra Molthan-Hill ◽  
Helen Puntha
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Turning Point ◽  
Final Section ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Global Leader ◽  
The Individual ◽  
The Uk

Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU’s existing ESD activity and systems, was an important turning point.  Activities undertaken to review and assess ‘where are we now?’, primarily through an institution-wide survey in 2009/10, led to important insights and supported dialogue, as well as the connection and underpinning of core administrative elements of the NTU SD framework and systems. Further recommendations are given in the final section of this paper on other drivers that can help to embed ESD within an HEI.

scholarly journals The Threshold of Ecosystem Services Assessment in Urban Forest for Learning Outcomes in Higher Education: Mahidol University (Kanchanaburi Campus)

2020 ◽  
Author(s):  
Kacharat Phormkhunathon
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Ecosystem Services ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Urban Forest ◽  
Education Institution ◽  
Fundamental Importance ◽  
Higher Education Institution

My research emphasizes involvement the relation linked biodiversity (focuses mammals and birds) and ecosystem services which the first step important before integrating into the part other of ecosystem services assessment. Its essence development knowledge and competency (ability and mentality) usefully support enhancing problem-solving in a facet challenge inevitable of sustainable development in the stepping-stone of the higher education institution. However, this lays down the fundamental importance of providing development continues to become implementation long-term in sustainable development in higher education of Mahidol University, Thailand.

scholarly journals Developing Indicators to Assess Financial Income Sustainability of Higher Education Institutions in Vietnam

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Pham Hung Hiep ◽  
Le Trong Nghia
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Financial Sustainability ◽  
Higher Education Institution ◽  
The Sustainable Development ◽  
State Governance ◽  
Financial Income ◽  
Tuition Fee

Under the context of massification and enhanced autonomy of higher education, the trend of higher education institutions to proactively seek new financial income apart from the two traditional ones, i.e. governmental allocation and tuition fee, is inevitable. This, indeed, is paramount and contributes to the sustainable development of higher education institutions. In this study, based on international practices and experiences, indicators were developed to assess sustainability of financial income at higher education institutions in Vietnam. These indicators are composed of two constituents: (i) HHI – an indicator that assesses the relative financial sustainability of a higher education institution; and (ii) RPS – an indicator that assesses the absolute financial sustainability of a higher education institution. These indicators may be employed as a state governance instrument to monitor higher education institutions, or may also be used as an institutional instrument to monitor the sub-units.

Individual-level characteristics of environmental sustainability among students in a higher education institution: the role of happiness and academic performance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Biagio F. Giannetti ◽  
Luis Velazquez ◽  
Krystal M. Perkins ◽  
Marisela Trillas-Ortiz ◽  
Carlos Anaya-Eredias ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Academic Performance ◽  
Environmental Sustainability ◽  
Education Institution ◽  
Structural Barriers ◽  
Dynamic Changes ◽  
Content Type ◽  
Sustainable Lifestyle ◽  
Sustainable Universities

Purpose Students play an unequivocal role in sustainable universities as they are theorized to embody the mission of a sustainable university through a sustainable lifestyle and spread sustainability practices during their professional careers. Despite this, it is not well known how or why students come to embody a sustainable lifestyle. This study aims to better understand the relationship between happiness, academic achievement and sustainability behaviors among the student population in a Mexican higher education institution. Design/methodology/approach In a questionnaire study, engineering and psychology university students at a large public university in northwestern Mexico answered questions regarding their environmental sustainability behaviors, happiness and academic performance. A stratified random sampling technique was used to obtain the sample population that best represents the entire population. After chi-square tests, it was confirmed that the three variables were independent of one another. Therefore, a series of correspondence analyses were conducted to examine clusters or patterns that could indicate relationships among the three variables. Findings The main finding from this work was that the happiest and most academically astute participants were only slightly environmentally sustainable or not sustainable at all. The lack of environmental sustainability in students from one of the most top-rank sustainable universities in Mexico does not align with previous sustainability reports. External factors to the university, such as cultural values and extreme weather conditions, may have influenced students’ sustainability behaviors. Research limitations/implications As with any other questionnaire study, the provided data is subject to interpretation, judgment and bias. In addition, the environmental and happiness index used in this study are not free of criticizing, and some author had disputed its efficacy. Finally, this study’s findings did not determine any causality or directionality between any of the latent variables. However, causality and directionally between environmental sustainability-happiness and happiness-academic performance have to be found in both directions. Practical implications Despite the unsustainability of students in this study, this study has several contributions. First, it provides an evaluation of a sustainable university from the perspectives and behaviors of students. The views of students as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and inadvertent barriers (e.g. extreme weather patterns) toward the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers. The issue of barriers, as they relate to sustainability behaviors, is highly relevant and presents important opportunities and questions for future research. Originality/value This study provides an evaluation of a sustainable university from the perspectives and behaviors of students. Students’ views as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and barriers as they relate to the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers.

Universities' Contributions to Sustainable Development's Social Challenge

2019 ◽  
pp. 379-399 ◽  
Author(s):  
Douglas Paulesky Juliani ◽  
Ania Silva ◽  
Jorge Cunha ◽  
Paul Benneworth
Keyword(s):  
Sustainable Development ◽  
Community Development ◽  
Social Innovation ◽  
Innovation Process ◽  
Education Institution ◽  
Future Research ◽  
Environmental Practices ◽  
Sources Of Knowledge ◽  
Social Challenge ◽  
The Social

There is an increasing recognition that dealing with sustainable development need to address the social structures that encourage unsustainable economic and environmental practices. Universities represent important sources of knowledge for addressing sustainable development, but there has been relatively limited consideration of their contributions to these social elements. Drawing on recent interest in social innovation as to conceptualise social change and community development, this paper aims to understand universities' involvement in the process of social innovation, for the particular case of a Brazilian higher education institution. By exploring how universities can contribute to the different stages of the social innovation process, it highlights the capacities that universities have to address the social sustainable development challenge. The paper identifies five characteristics of universities contributions to social innovation and sets out an agenda for future research necessary to understand universities' wider contributions to sustainable development.

scholarly journals Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution

2020 ◽  
Vol 12 (8) ◽  
pp. 3344 ◽  
Author(s):  
António Valter Chisingui ◽  
Nilza Costa
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Sustainable Development ◽  
Teacher Educators ◽  
Research Question ◽  
Education Institution ◽  
Initial Teacher Education ◽  
Biology Teachers ◽  
Higher Education Institution

National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives. Results show that although the Pedagogical curriculum plan and the formative path, from the interviewee’s point of view, do not explicitly integrate SDG and its challenges for biology ITE, the majority of essays analyzed are locally contextualized and in a number of cases articulated with some of the 17 SDG. Suggestions for inclusion of SDG in ITE and for teacher education research are put forward.

scholarly journals Good Practices and Results for the Implementation of a Framework of Sustainable Development in Higher Education

Proceedings ◽  
2020 ◽  
Vol 63 (1) ◽  
pp. 59
Author(s):  
Liviu Moldovan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainability Assessment ◽  
Education Institution ◽  
Environmental Responsibility ◽  
Financial Sustainability ◽  
Sustainability Evaluation ◽  
Continuous Training ◽  
Good Practices ◽  
Complex Evaluation

Sustainability assessment implies a complex evaluation due to its multidisciplinary aspects. The new eQvet-us framework for sustainability evaluation was developed based on the principle that training contributes to the development of human capital, enhances social cohesion and should also pursue financial sustainability and environmental responsibility. This paper presents the testing and implementation results of the framework for sustainable development in a higher education institution. It highlights good practices and results that can be used by other similar institutions, which carry out continuous training programs.

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