scholarly journals Do Spanish Students Become More Sustainable after the Implementation of Sustainable Practices by Universities?

2020 ◽  
Vol 12 (18) ◽  
pp. 7502
Author(s):  
Leyla Angélica Sandoval Hamón ◽  
Ana Paula Martinho ◽  
M. Rosário Ramos ◽  
Cecilia Elizabeth Bayas Aldaz
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Repeated Measures ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Three Dimensions ◽  
Sustainable Solutions ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
The Impact

Higher Education Institutions (HEIs) are a critical component to develop and promote sustainable solutions for both society and the planet. A challenge to HEIs is to provide students with the knowledge and skills required to achieve Sustainable Development (SD), as they are important stakeholders. In order for a person to take responsibility for a sustainable future, it is not only important to implement SDs in higher education, but to follow the progress of the individuals’ awareness of the sustainable world and lifestyle. This study aimed to analyze students of Universidad Autónoma de Madrid (UAM), focusing on their attitudes, behaviors, and level of knowledge concerning education for sustainable development (ESD), to better understand the situation of students in terms of learning and applying sustainability. The students’ perception of the University practices and initiatives, as well as pedagogical methodologies for promoting and learning SD, were also examined. An online survey was applied to undergraduate students from several faculties at UAM, and a sample of 504 students returned from a total population of 30,000 students. Descriptive and inferential analyses were carried out and included Chi-square tests, correlation analyses, and ANOVA analyses for independent and repeated measures. The results reveal good levels for the three dimensions (global Index > 3.5), with consistency demonstrating the highest correlation between attitudes and behaviors, although differences between faculties were identified. Knowledge has the highest score among all faculties. In addition, the results point to a need to better communicate the initiatives promoted, as well as to realign some learning methodologies with students’ preferences. The most important contributions of the paper are as follows: Shedding fresh light on the knowledge, attitudes, and behavioral dispositions of university students and improving strategies concerning education in higher education institutions. Furthermore, it is relevant to say that UAM has pushed sustainability in environmental management and education, so it is also important to assess the impact of these initiatives. Our research aimed to help understand how students incorporate sustainability into their attitudes and behaviors, and whether this incorporation depends on the type of faculty. It also makes it possible to verify whether the sustainability measures implemented by universities are identified and applied by their students.

scholarly journals The Farm to Fork project: Community-engaged scholarship from community partners' perspective

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Monika Korzun ◽  
Corey Alexander ◽  
Lee-Jay Cluskey-Belanger ◽  
Danielle Fudger ◽  
Lisa Needham ◽  
...  
Keyword(s):  
Higher Education ◽  
Food Insecurity ◽  
Social Issues ◽  
Higher Education Institutions ◽  
Situation Models ◽  
Engaged Scholarship ◽  
Community Partners ◽  
Sustainable Solutions ◽  
Community Engaged Scholarship ◽  
The Impact

Higher education institutions have traditionally largely ignored their role in identifying and addressing issues that their communities face. In an attempt to tackle this situation, models such as community-engaged scholarship (CES) have been developed and used to illustrate the active roles higher education institutions can play in sustainable social change. CES is guided by principles of mutually beneficial collaboration and reciprocity to address issues faced by the community. CES can guide the development of an in-depth understanding of social issues and can promote long-term and sustainable solutions. CES literature focuses largely on the impacts and benefits to students and faculty, but often ignores assessment of CES projects based on their impact on community partners and the community overall.This article illustrates the experiences of community partners in a Farm To Fork project and the impact of the project on community partners and the community at large. Developed at the University of Guelph in Ontario, Canada, the Farm To Fork project is helping increase the quantity and quality of food donated to emergency food providers, such as food banks and food pantries, via the use of online tools. Based on a survey questionnaire, the experiences of community partners are summarised under four categories: mutual benefit, resources, networking and collaborations, and raising awareness and addressing social issues. The results demonstrate that community partners greatly appreciate the effort and dedication of students and faculty. Through the project, community partners gained experience and access to university resources and formed networks with academics as well as other community organisations that will benefit them in the future. In addition, the Farm To Fork project helped to raise awareness about food insecurity, not only among students and faculty working on the project, but also in the Guelph-Wellington area.Keywords: community-engaged scholarship, food insecurity, community impacts, Farm To Fork, Guelph-Wellington

scholarly journals How Teaching Affects Student Attitudes towards the Environment and Sustainability in Higher Education: An Instructors’ Perspective

2020 ◽  
Vol 9 (2) ◽  
pp. 172-182 ◽  
Author(s):  
Anastasia Misseyanni ◽  
Christina Marouli ◽  
Paraskevi Papadopoulou
Keyword(s):  
Higher Education ◽  
Student Attitudes ◽  
Higher Education Institutions ◽  
Essential Element ◽  
Learning Objects ◽  
Education For Sustainability ◽  
Emotional Engagement ◽  
Environmental Pressures ◽  
Attitudes And Behaviors ◽  
And Behaviors

In the rapidly changing, 21st century globalized world, with increasing environmental pressures and challenges, education for the environment and sustainability is a priority at all levels; from  kindergarten to higher education. It is the education that will create the environmentally aware and socially responsible individuals, capable of addressing existing and future environmental challenges. Courses on the environment and/or sustainability are now an essential element of all Higher Education Institutions with a sustainability vision. But, does teaching about the environment and sustainability lead to a change in student attitudes? What teaching and learning methods seem to have a more significant effect on attitudes and behaviors and what are the challenges for instructors? In this study, instructors reflect on which educational methods seem most effective in promoting change in student attitudes and behaviors towards the environment and sustainability. This reflection is based on instructor experiences from selected courses or course activities (learning objects) and it focuses on the goals, teaching methods and effect on student learning and attitudes; changes in student attitudes in the course of the last years are also discussed. Suggestions are offered and implications for higher education institutions are outlined. Keywords: education for the environment, education for sustainability, higher education, active learning, student behaviors, emotional engagement

scholarly journals Sustainable development in higher education

Economica ◽  
2021 ◽  
Author(s):  
Natalia Timbaliuc ◽  
◽  
Aliona Gusuvati ◽  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Education ◽  
Classification System ◽  
Higher Education Institutions ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Three Dimensions ◽  
Important Work ◽  
Economic Issues

Nowadays, humanity is increasingly focusing on the principles of sustainable development, which are becoming more and more important, and universities are acting as agents to promote these principles in society. Many universities are doing important work regarding environmental issues, but also social and economic issues, thus including the three dimensions of sustainability. This article highlights important concepts related to sustainable development, compares and contrasts the definitions of education for sustainable development versus environmental education. The aim of this study is to examine the need to create a universal tool for assessing sustainability and to incorporate it into the classification system of universities. Finally, it can be said that higher education institutions need to make more strenuous efforts to improve their performance in relation to the variables of environment, infrastructure, transport and education.

scholarly journals The COVID-19 Pandemic: Challenges Faced and Lessons Learned Regarding Distance Learning in Lebanese Higher Education Institutions

2020 ◽  
Vol 10 (10) ◽  
pp. 1259
Author(s):  
Maha Mouchantaf
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Lessons Learned ◽  
Language Teachers ◽  
Cross Sectional ◽  
Advantages And Disadvantages ◽  
The Impact

In the past few months, due to the Covid-19 (Coronavirus) outbreak, most educational establishments in Lebanon, including schools and higher education institutions, made the transition to distance learning. This research sought to explore the impact of the Covid-19 pandemic and the challenges that it currently poses to higher education. More specifically, it aimed to evaluate the views of language teachers with regards to online teaching to better understand both its advantages and disadvantages in comparison to face-to-face education. The study also offered insight on the educator’s feedback and their presented solutions that will lead to a better experience with online learning. A quantitative cross-sectional online survey was implemented for the purpose of this study.

scholarly journals Language Policy and Power in Out-of-Classroom EFL Contexts: The Case of English Departments in Saudi Arabian Higher Education Institutions

2019 ◽  
Vol 9 (2) ◽  
pp. 136
Author(s):  
Mohammad Almoaily
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Online Survey ◽  
English Language ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Language Policies ◽  
Structured Interviews ◽  
Staff Members ◽  
The Impact

Most of the research on language policies in educational institutions has hitherto focused on the creation, interpretation, or appropriation of language policies that govern language use in the classroom. Language policies, however, can be instantiated or implemented in out-of-classroom settings. Hence, the current study examines the impact of language policies, in terms of both beliefs and practices, as mechanisms of power in communication between staff members in official meetings taking place at higher education institutions in Saudi Arabia. An online survey taken by 208 members, in addition to semi-structured interviews with eight department chairpersons, revealed that the implementation of monolingual English language policies can minimize the proportion of engagement of staff members, who are less competent in English, in department council meetings, committee meetings, and other official meetings. The data also suggested that the majority of participants in the study believe that multilingual language policies (allowing the use of both Arabic and English) should be avoided in order to not exclude non-Arabic speaking staff members from participation in official dialogue. The study concludes with implications for language policy creation and implementation for out-of-classroom English use in EFL educational institutions.

scholarly journals The Impact of perceived Corporate Social Responsibility (CSR) on Job Attitude and Performance of Internal Stakeholders

2012 ◽  
Vol 2 (4) ◽  
pp. 77 ◽  
Author(s):  
Nadeem Iqbal ◽  
Naveed Ahmad ◽  
Muhammad Sheeraz ◽  
Noman Ahmad Bashir
Keyword(s):  
Sustainable Development ◽  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Corporate Image ◽  
Attitudes And Behaviors ◽  
And Behaviors ◽  
Job Attitude ◽  
And Performance ◽  
Corporate Social ◽  
The Impact

Corporate social responsibility (CSR) has grown rapidly during last decade. Trend is showing that there is a significant increase of society’s overall concern about sustainable development with the aid of corporate social responsibility. The concept of sustainable development is gaining importance not only in scientific literature but also in board of governors room (BOG) of firms.   Past researches have  investigated the impact of CSR on employees but have been mostly focused on the analysis of the ‘external’ impact of CSR, considering the likely influence of CSR on prospective (rather than actual) employees, via mechanisms such as corporate image or corporate reputation (Blackhaus Stone and Heiner, 2002; Turban & Greening, 1997). The results of this study show that CSR has a significant effect on employees work attitudes and behaviors. CSR may possibly improve employees' attitudes and behaviors, contribute to corporations' achievement, and achieve a win-win state of affairs. Therefore, corporations should attach importance to CSR practice so as to benefit employees.   Keywords: Sustainability, Corporate Social Responsibility, Employees, Job Attitude, Job Performance 

scholarly journals Organizational Happiness Dimensions as a Contribution to Sustainable Development Goals: A Prospective Study in Higher Education Institutions in Chile, Colombia and Spain

2020 ◽  
Vol 12 (24) ◽  
pp. 10502
Author(s):  
José Luis Silva Munar ◽  
Susana De Juana-Espinosa ◽  
Laura Martínez-Buelvas ◽  
Yanina Vecchiola Abarca ◽  
Joan Orellana Tirado
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Positive Emotions ◽  
Online Survey ◽  
Sustainable Development Goals ◽  
Higher Education Institutions ◽  
National Study ◽  
Human Management ◽  
Development Goals ◽  
A Prospective Study

The aim of this study is to reveal the perception of current and future organizational happiness in the context of higher education institutions (HEIs) in a cross-national study, to reveal exploratory scenarios supporting the UN’s sustainable development goals (SDGs). Six dimensions of organizational happiness were considered for this study: Meaning, reliable relationships, positive emotions, engagement, achievement and recognition, and personal and professional development. To do so, Delphi methodology was used. An online survey was addressed to academics and support staff from three HEIs in different countries (Chile, Colombia and Spain), whose answers were analyzed using the Approximation of Qualitative Profiles mathematical technique. The results of this analysis show that there is a favorable prospective for happy workplaces, in all the dimensions for all countries. The implications of this research will serve HEIs’ human management practitioners to formulate effective policies for sustainable workplaces based on organizational happiness.

scholarly journals A self-evaluation tool of sustainability concepts in higher education institutions courses

2021 ◽  
Author(s):  
Elisabetta Venezia ◽  
Fabio Pizzutilo
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Composite Index ◽  
Education For Sustainable Development ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Overall Evaluation ◽  
The Individual ◽  
The Impact

In this paper, a self-evaluation tool is developed to allow educators and Higher Education Institutions to assess their efforts in pursuing Education for Sustainable Development. The composite index here proposed allows the individual components that contribute to the pursuit of sustainability in education to be grasped in isolation and, at the same time, provides an overall evaluation measure of all the elements taken into consideration. The index is based on the identification of elements that measure the efficiency of the allocated expenditure. At the same time, it encompasses measures of the impact and perception of sustainability concept  by  staff  and students.  Albeit in a laborious way, the application of the tool leads to an unbiased assessment of education for sustainable development results. This composite indicator can be used in a replicative manner elsewhere and offers the advantage of being able to carry out comparative evaluative analyses. This is due to its adaptive flexibility.

Association between organizational norms and employee productivity in higher education

2019 ◽  
Vol 12 (2) ◽  
pp. 271-295 ◽  
Author(s):  
Abhilasha Singh
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Positive Association ◽  
Research Approach ◽  
Employee Productivity ◽  
Content Type ◽  
Organizational Norms ◽  
The Impact

Purpose The purpose of this paper is to investigate the impact of organizational norms on employee productivity within the higher education sector in UAE. Design/methodology/approach A quantitative research approach was used to investigate 89 respondents from higher education institutions. An online survey approach was used to investigate the opinions of respondents with regard to the impact of organizational norms on employee productivity in UAE. The data were then statistically analyzed using SPSS version 22. Findings The results showed a positive association between the investigated organizational norms and employee productivity. Furthermore, there was a significant relationship between age and organizational norms. Increase in employee age corresponds to an increase in employee productivity. Originality/value This study has made a novel contribution, since there is a significant lack of research surrounding the influence of organizational norms on employee productivity in the higher education institutions in UAE.

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