scholarly journals Transfer for Sustainable Development at Higher Education Institutions—Untapped Potential for Education for Sustainable Development and for Societal Transformation

2020 ◽  
Vol 12 (7) ◽  
pp. 2925 ◽  
Author(s):  
Benjamin Nölting ◽  
Heike Molitor ◽  
Julian Reimann ◽  
Jan-Hendrik Skroblin ◽  
Nadine Dembski
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Full Potential ◽  
University Partnerships ◽  
Working Definition ◽  
Research And Teaching ◽  
Societal Needs ◽  
Definition Of

Higher education institutions (HEIs) are increasingly confronted with societal needs beyond research and teaching. These include sustainable development and technology transfer as well as the practical application of knowledge and ideas. Several HEIs already put sustainable development and transfer into practice. These practitioner–university partnerships comprise a broad range of actors, disciplines, topics, and formats. However, transfer activities that contribute to sustainable development in society still make up only a very small part of HEIs’ activities. In response to calls from society as a whole, HEIs could combine transfer and sustainable development more systematically. In this article, we suggest a concept of transfer for sustainable development. The focus is on sustainability transfer in teaching. We used mixed methods for this conceptual work: exploratory workshops, expert interviews, and a case study of transfer in teaching. One of the results presented in this article is a working definition of sustainability transfer at HEIs. In addition, six characteristics for describing sustainability transfer in its various forms are formulated. This conceptualization makes it possible to analyze the diversity of HEIs’ sustainability transfer activities, it helps to identify and encourage potential transfer actors at HEIs as well as practitioners, and, thus, tap the full potential of sustainability transfer.

Ensuring Quality

2017 ◽  
pp. 210-231
Author(s):  
Arthur Richardson Smith
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Higher Education Institutions ◽  
Common Interest ◽  
Faculty Role ◽  
Regulatory Authorities ◽  
Working Definition ◽  
Online Higher Education ◽  
Definition Of

A varied set of major stakeholders in higher education results in diverse perspectives on what entails quality in online higher education. Learners, employers, accreditation agencies, funding and regulatory authorities, and higher education institutions exist for different purposes. Yet, all have a common interest in the success of the learners' education. Examining the faculty role in ensuring quality in online higher education, developing a working definition of that role, and identifying considerations for faculty practice that are essential to achieving that end is the purpose of this chapter. The chapter conveys and explains the results of a thematic analysis of the requirements and expectations of the major stakeholders, their contribution toward the formulation of the working definition of the faculty role, their contribution toward the identification of significant considerations for faculty in exercising their role, and makes recommendations for further investigation.

scholarly journals A Study of Quality Assessment in Higher Education within the Context of Sustainable Development: A Case Study from Czech Republic

2020 ◽  
Vol 12 (11) ◽  
pp. 4769 ◽  
Author(s):  
David Vykydal ◽  
Martin Folta ◽  
Jaroslav Nenadál
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Quality Management ◽  
Management System ◽  
Quality Management System ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Success Factor

Quality has become an increasingly important and critical success factor at higher education institutions, particularly universities. Numerous discussions have been held about education quality in the context of sustainable development. However, the quality of that education strongly depends on the overall quality of the management system which operates at schools. The principal aim of this article is to present the approaches to the quality management systems’ development and their assessment at universities, and share some lessons learned from this area of research. Some possibilities of the ISO 9001 standard’s implementation, as well as the application of excellence models as a response to community demands, will be discussed, especially in the context of the recently-introduced Act No. 111/1998 Coll on Higher Education Institutions, which requires quality assurance and quality evaluation. A case study from The VSB-Technical University of Ostrava shows approaches, results and effects of the quality management system implementation.

The importance of international conferences on sustainable development as higher education institutions' strategies to promote sustainability: A case study in Brazil

2018 ◽  
Vol 171 ◽  
pp. 756-772 ◽  
Author(s):  
Issa Ibrahim Berchin ◽  
Mihaela Sima ◽  
Maurício Andrade de Lima ◽  
Shelly Biesel ◽  
Leandro Piazza dos Santos ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions

scholarly journals Green curriculum: Sustainable learning in higher education

2013 ◽  
Vol 14 (1) ◽  
pp. 1 ◽  
Author(s):  
Willa Petronella Louw
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Distance Learning ◽  
United Nations ◽  
Case Studies ◽  
Literature Search ◽  
Higher Education Institutions ◽  
Study Material ◽  
Open And Distance Learning

<p>The United Nations (UN) constituted 2005–2014 as the decade for educational sustainable development when bridges have to be built between academic institutions and their communities. In this article I will therefore do a literature search from 2005–2011 on what it means to be a sustainable university with a sustainable curriculum by looking at case studies from other higher education institutions in order to begin to give guidelines for such an endeavour in an open and distance learning (ODL) institution. Thereafter I will focus on recommendations on how to transform present study material into a green curriculum by using a qualification in Human Settlements as a case study.</p>

scholarly journals A whole-institution approach towards sustainability: a crucial aspect of higher education’s individual and collective engagement with the SDGs and beyond

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Katrin Kohl ◽  
Charles Hopkins ◽  
Matthias Barth ◽  
Gerd Michelsen ◽  
Jana Dlouhá ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Policy Development ◽  
International Association ◽  
Higher Education Institutions ◽  
Scientific Evidence ◽  
Global Network ◽  
Full Potential ◽  
Content Type

Purpose Higher education and its leadership are not yet using their potential impact for a sustainable future. This paper aims to focus on UN developments and the long history of university involvement in sustainability might create more interest and understanding that sustainably oriented universities are actually possible and a much stronger role for higher education is needed when nations are discussing their future. Design/methodology/approach Literature review with a focus on international treaties and declarations on the UN level and international university networks, literature review of the background and potential of the whole-institution approach and the need/suggestions for further research, also to measure advancement. Findings History shows a strong engagement of higher education with sustainability from its beginnings. There have been strong calls/offers from within university networks to take a crucial role in moving towards sustainable development that involves more than teaching about sustainability. The international community calls for higher education to be involved in policymaking rather than simply implementation, have been limited and the full potential of higher education institutions using all opportunities such as being living labs for sustainability has not as yet been realized. Currently, calls for engagement are often still limited to training and providing research when scientific evidence is wanted. Research limitations/implications Literature review focused on UN level treaties/declarations English- and German-language review national developments limited to samples of members of the Sustainable Development Goal (SDG) 4 subcluster in the Higher Education and Research for Sustainable Development (HESD) Global Cluster by the International Association of Universities (IAU). Practical implications Guidance for university leaders and other stakeholders to become aware of and consider a whole-institution approach. Practitioner relevance as countries is encouraged to embed UN recommendations, treaties and declarations. Defining opportunities for further research. Presenting the HESD Cluster by the IAU as a sample for new approaches of higher education to interact with the SDGs. Social implications Strengthening the role of higher education in the pursuit of a better future would focus on science and research as a neutral basis for decision-making and policy development. Sustainability embedded in all streams of university can help universities to be a practical example of the possibilities of sustainability at work. Originality/value Composition of authors with UN background and involvement. Focus on UN treaties/declarations and guidance for academics and practitioners in leadership on adopted UN and other international documents. Summarizing the background of the whole-institution approach as a genuine development over time but including limitations and implications for future roles for higher education leadership. IAU SDG 4 Subcluster is unique in its own approach and with its connections to a global network of higher education institutions and UNESCO.

scholarly journals SYSTEM MANAGEMENT FOR SUSTAINABLE DEVELOPMENT: MODELS AND PROBLEMS

Management ◽  
2021 ◽  
Vol 32 (2) ◽  
pp. 93-110
Author(s):  
Petro Kalyta
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Development Strategy ◽  
Higher Education Institutions ◽  
Analysis Data ◽  
The State ◽  
Management Systems ◽  
System Management ◽  
Adoption And Implementation ◽  
Definition Of

Problem statement and tasks. It is known that the state of the Ukrainian economy is unsatisfactory and needs significant improvement. To change the situation for the better, the President of Ukraine issued a Decree "On Sustainable Development Goals of Ukraine for the period until 2030", which is a guide to the latest development of the country focused on people. Besides, the Cabinet of Ministers of Ukraine approved the Principles of Social Responsibility adopted by the United Nations. However, the real sustainable development of the country can not be achieved without advanced management systems that ensure at different organizational levels of management the adoption and implementation of a set of agreed management decisions adequate to situations and their changes. Therefore, the purpose of this paper is to analyze the state of system management in Ukraine, as well as the state of training of Ukrainian specialists in specialty "management", on which the creation, application, and improvement of management systems in organizations (companies, institutions) depend to the greatest extent.Research methods. In the course of this research methods of comparative analysis, data analysis by their grouping, and generalization of information have been applied.Results. Conceptual models of sustainable development of both individual organizations and Ukraine as a whole are proposed. The key role of modern system management in ensuring competitiveness and sustainable development is pointed out. The state of system management in Ukraine and the state of training specialists in specialty "management" in the Ukrainian higher education institutions are analyzed; shortcomings are identified and suggestions for their elimination are provided. An inadequate translation of the "management" concept’s definition in the DSTU ISO 9000:2015 is revealed and the causes and consequences of this fundamental error are investigated. Conclusions. Since Ukraine got its independence until today, due attention has not been paid to system management development there. There is no central executive body responsible for the development of system management in the country as a whole. The problem of system management improvement has not been reflected either in any government policy or in any development strategy for specific life spheres. Public sector organizations, in particular, executive governmental authorities and business companies mainly use outdated imperfect management systems. In the country, there is a confusion in the understanding of the "management" concept, which has led to the inadequate definition of knowledge areas and specialties. The stage of manager’s education in the Ukrainian higher education institutions does not meet the needs of Ukraine's development and its economy in the conditions of a globalized saturated market. To eliminate the mentioned shortcomings and improve the situation, it is urgent to change the attitude to this extremely important component of state-building. 

scholarly journals Deterrent libraries: Denying persons with disability

2018 ◽  
Vol 37 (1) ◽  
pp. 113-126
Author(s):  
E. P. Tudzi ◽  
J. T. Bugri ◽  
A. K. Danso
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Mixed Method ◽  
Higher Education Institutions ◽  
Education For All ◽  
Persons With Disabilities ◽  
Kwame Nkrumah ◽  
2030 Agenda ◽  
Method Approach

The 2030 Agenda for Sustainable Development which aims at the eradication of poverty by 2030 has as its fourth goal the need to ensure inclusive and equitable education for all. Nonetheless, less than two per cent of Persons with Disabilities (PWDs) in Ghana are able to attain higher education. The purpose of this study was to ascertain whether libraries, which are major components of Higher Education Institutions, are physically accessible to even the limited number of PWDs in such Institutions. This study was undertaken in 2015 using the Kwame Nkrumah University of Science and Technology, Kumasi (KNUST) in Ghana as a case study. A mixed method approach was used that involved a desk study, interviews and a physical audit of the KNUST Library System using a checklist developed from international  accessibility standards. In all, 16 libraries were assessed. The study concluded that the libraries at KNUST were generally not physically accessible and this served as a deterrent to PWDs in their academic pursuits. Recommendations which include the need for retrofitting the libraries were made to help make the libraries accessible and in consequence help toward the attainment of the 2030 Agenda for Sustainable Development with respect to Ghana.Keywords: Accessibility; Higher Education Institutions; Libraries; Persons with disabilities (PWDs); Universal design principles

scholarly journals Higher Education for Sustainability in the Developing World: A Case Study of Rafik Hariri University1 in Lebanon

2019 ◽  
Vol 8 (2) ◽  
pp. 379 ◽  
Author(s):  
Jamil Hammoud ◽  
Mohamed Tarabay
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Ad Hoc ◽  
Developing World ◽  
Higher Education Institutions ◽  
Analytical Framework ◽  
Education For Sustainable Development ◽  
Education For Sustainability ◽  
Sustainable Society

Responding to heightened global interest in and concern for the sustainability of the planet and our ways of life on it, The United Nations’ Transforming Our World: The 2030 Agenda for Sustainable Development (2015) came out as a very ambitious and historic global agreement. The agenda identified what have become known as the 17 Sustainable Development Goals (SDGs), along with their detailed targets to mobilize and guide global efforts toward ending poverty, fostering peace, safeguarding human rights and protecting the planet. Education for Sustainable Development forms part of Target 4.7 of Sustainable Development Goal 4, which seeks to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles…”Departing from the Brundtland Commission’s (1987) definition of sustainable development as a paradigm of resource use that “meets the needs of the present without compromising the ability of future generations to meet their own needs,” universities have progressively been incorporating sustainability values, practices and initiatives into their activities, throughout the realm of what they do in teaching, research, administration and operational systems.  Indeed, Commitment to sustainability at universities worldwide dates back to the 1980’s, with a number of landmarks and declarations such as the Magna Charta of European Universities (1988), and the Talloires Declaration of University Presidents for a Sustainable Future (1990).However, the debate so far has centered mostly on the rationale and reasoning for broad adoption, rather than the various actions to be undertaken by higher education institutions (HEIs). Moreover, Efforts and initiatives to integrate sustainability into higher education in the developing world have been ad-hoc, modest and small (Mohamedbhai 2012).  We could only find a few research studies covering such efforts and initiatives anyways (Awuzie & Emuze, 2017; Bhat et al., 2017; Khalaf-Kairouz, 2012).This paper aims to describe sustainable practices of higher education institutions in the developing world, via a case study of Rafik Hariri University in Lebanon.  The authors utilize the 12 Features of Sustainable Society, developed by the Forum for the Future (2003) as an analytical framework, based on the Five Capitals Model.  The research instrument was a questionnaire derived from the 12 Features of a Sustainable Society and designed to identify the strategies, policies, values and practices pursued by the university to contribute to sustainable development.The outcome is a detailed level analysis into the ways in which a small institution of higher education in a developing country contributes to the betterment of the world via engagement in sustainability. Keywords Sustainability; Sustainable Development; Higher Education; Developing World; Higher Education for Sustainable Development; Rafik Hariri University; Lebanon; ESD; SDG; HESD

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