A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

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A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The case study of the University of the Basque Country

10.20944/preprints202012.0417.v1 ◽

2020 ◽

Author(s):

Estibaliz Saez de Camara Oleaga ◽

Idoia Fernandez Fernandez ◽

Nekane Castillo-Eguskitza

Keyword(s):

Sustainable Development ◽

Basque Country ◽

Holistic Approach ◽

Practical Case ◽

The Sustainable Development ◽

Development Indicators ◽

Development Goals ◽

Education Model ◽

The University

This paper presents a practical case illustrating how the Sustainable Development Goals (SDGs) of the 2030 Agenda have been designed and articulated in the context of the University of the Basque Country (UPV/EHU). Even though there is a widespread formal adherence of universities to the SDGs, there is a lack of solid commitment to go beyond the compartmentalization of their implementation and to contribute to a holistic approach. The EHUagenda 2030 is a roadmap to move towards an integrated, verifiable and pragmatic contribution to this international agenda. It describes the UPV/EHU's contribution to 12 of the 17 SDGs, with the addition of its own commitment to linguistic and cultural diversity (SDG 17 + 1), along with the three sectoral plans: the Equality Campus, the Inclusion Campus and the Planet Campus. It also describes the refocus of its education model IKD i3; i3 is ikaskuntza x ikerketa x iraunkortasuna, Basque for learning x research x sustainability. Additionally, it includes the UPV/EHU’s Panel of Sustainable Development Indicators, which addresses the technical aspects of monitoring the implementation of the SDGs. The systematic methodology used in this process (mapping; mainstreaming; diagnosis and definition and, finally, estimation) and presented in this paper could be replicated in other universities yet to embark on this integration. The steps and findings presented here can also be applied to other organizations and help the integration process.

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Students’ Perception about Sustainability in the Engineering School of Bilbao (University of the Basque Country): Insertion Level and Importance

Sustainability ◽

10.3390/su13158673 ◽

2021 ◽

Vol 13 (15) ◽

pp. 8673

Author(s):

Zaloa Aginako ◽

Teresa Guraya

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Engineering Students ◽

Ad Hoc ◽

Basque Country ◽

Holistic Approach ◽

Three Dimensions ◽

Sustainability In Higher Education ◽

University Curricula ◽

The University

Almost three decades have passed since the Rio declaration, and after numerous initiatives developed to include sustainability in higher education, with the support of Education for Sustainable Development, it is worth wondering at what point is the process of inserting sustainability in university degrees. To clarify this question, engineering students were inquired, at the University of the Basque Country (UPV/EHU), about their perception of the insertion-level of sustainability and the importance they give to it (in environmental, social, and economic dimensions). The novelty of this study lies in the use of a new questionnaire, based on the students’ activity. The instrument was designed ad hoc and was previously validated for this study. The results indicate a low insertion level of sustainability in its three dimensions in three engineering degrees analysed. Nevertheless, the research also shows that the students give great importance to Sustainable Development (SD), either in academic, personal, or professional spheres. The low insertion level of SD and the high interest of students should be considered by the academic institution as an opportunity to deep in its holistic approach to promote the integration of SD in university curricula, not only in engineering degrees.

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The Whole-Institution Approach at the University of Tübingen: Sustainable Development Set in Practice

Sustainability ◽

10.3390/su12030861 ◽

2020 ◽

Vol 12 (3) ◽

pp. 861 ◽

Cited By ~ 3

Author(s):

Kerstin Schopp ◽

Matthias Bornemann ◽

Thomas Potthast

Keyword(s):

Higher Education ◽

Sustainable Development ◽

United Nations ◽

Specific Knowledge ◽

Global Perspectives ◽

Sustainability Strategy ◽

The University ◽

Competence Centre ◽

Brundtland Report

In the following paper, we scrutinize understandings and values behind Sustainable Development (SD) in a case study of the University of Tübingen, Germany. In so doing, we adopt the perspective of the whole-institution approach of SD. We do not only analyze documents, but combine our investigations with empirical research on key actors’ understandings and values of SD, as well as the competencies and the knowledge to set SD in practice. First, we demonstrate that actors’ understandings and the values behind them at the University of Tübingen are in accord with the United Nations’ understanding of SD (‘Brundtland Report’). Second, we show that at the University of Tübingen, many actors already work in line with the whole-institution approach; this shall be further fostered and strengthened by the Competence Centre for SD. Finally, we demonstrate that both knowledge and competencies are fundamental to act for SD. It is suggested that the University of Tübingen should explicitly adopt the general understanding of SD in the above-mentioned sense, and develop a sustainability strategy, not least in order to support the actors to acquire specific knowledge to reach SD for the whole university. Finally, we discuss the potential and limits of transferring the findings to other Higher Education Institutions (HEI) and the challenges of necessary global perspectives.

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Universities for sustainability – new challenges from the perspective of the University of Warsaw

Environmental & Socio-economic Studies ◽

10.1515/environ-2015-0054 ◽

2015 ◽

Vol 3 (1) ◽

pp. 26-34 ◽

Cited By ~ 2

Author(s):

Anna Kalinowska ◽

Anna Batorczak

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Good Practice ◽

Critical Role ◽

Decision Makers ◽

Leading Role ◽

The Status ◽

Development Goals ◽

The University

AbstractThe documents adopted by the international community during the UN Conference on the Environment and Development convened in Rio de Janeiro in 1992 make clear the leading role institutions in higher education are to play in transforming contemporary civilisation in the direction of sustainable development. It is beyond dispute that higher education has a critical role to play in developing tomorrow’s decision makers, professionals and citizens. Universities can help with the accomplishment of sustainable development goals if they transform education in this direction, extend their support to interdisciplinary scientific research and ensure the appropriate evolution of the means by which they themselves are managed. However, ensuring that a higher education establishment heads in the direction of sustainability in all academic areas of activity is a difficult process requiring much effort. The article thus presents current international initiatives of the UN in this regard, as well as Higher Education initiatives, alliances and treaties in support of the process, and the objectives and activities of the network of cooperative links between universities that is now taking shape. Also the status of education for sustainable development (ESD) in higher education and existing ESD professional development opportunities for university educators is discussed. In this context, examples of good practice characterising the activity of the University Centre for Environmental Studies and Sustainable Development will serve as a case study.

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Higher education and Sustainable Development Goals during COVID-19: coping strategies of a university in Wuhan, China

Journal of Public Health Research ◽

10.4081/jphr.2020.1933 ◽

2020 ◽

Vol 9 (s1) ◽

Author(s):

Suyu Liu

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Online Education ◽

Coping Strategies ◽

Sustainable Development Goals ◽

Negative Impact ◽

Development Goals ◽

Micro Level ◽

The University

Background It is widely perceived that COVID-19 has significant influence on higher education and also contribution to development including Sustainable Development Goals (SDGs). However there is insufficient evidence about investigations on such influences, especially at micro level. Design and method A university located in Wuhan, China, was selected for the case study to explore how COVID-19 affects higher education and how universities’ coping strategies of COVID-19 can contribute to SDGs. The method is an analysis of 32 institutional documents published by the university. Results The university in the case study has taken a number of coping strategies of COVID-19, largely in four aspects including medical services, online education, logistic support, and graduate employment promotion. These coping strategies contribute to achieving SDGs, especially SDGs 1, 3, 4, 5, 8, and 10. Conclusions The case study provides micro-level empirical evidence, which supports that appropriate university coping strategies of COVID-19 can contribute to SDGs, even it is widely perceived that the pandemic has brought strong negative impact on higher education and sustainable development. The selection of a university in Wuhan, China can generate more practical implications, as Wuhan is the first city that experienced the unprecedented lockdown, and China is the first country which reopened university campuses after the lockdown.

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SDG 4 in higher education: challenges and opportunities

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-12-2019-0353 ◽

2020 ◽

Vol 21 (5) ◽

pp. 959-975

Author(s):

Therese Ferguson ◽

Carmel Geneva Roofe

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Illustrative Case ◽

School Of Education ◽

Content Type ◽

Challenges And Opportunities ◽

Illustrative Case Study ◽

The University

Purpose The purpose of this case study is to focus on the role of higher education in the realisation of Sustainable Development Goal (SDG) 4, discussing both challenges and opportunities. Drawing on the example of The University of the West Indies (UWI) School of Education (SOE) (Mona Campus in Jamaica), this paper illustrates how higher education can move SDG 4 forward in a realistic and significant way. Design/methodology/approach Drawing on the literature and case study experiences implementing education for sustainable development-related activities within a SOE, opportunities and challenges regarding SDG 4 and higher education institutions (HEIs) are identified and outlined. The SOE at the UWI campus is used as an illustrative case study to highlight the ways in which HEIs can drive SDG 4 through teaching, programme and course development, research and outreach activities. Findings Based on the literature examined, along with the case study, the paper argues that HEIs must help to shape and lead the SDG 4 agenda by being integrally involved and no longer watching from the side lines. A framework to aid HEIs in achieving outcomes associated with SDG 4 is then proffered. The intent is that this will not only help shape discourse but also shape actions, as the demand for higher education increases across the globe. Originality/value This paper uses a Caribbean regional HEI as the basis for the framework proposed to aid HEIs in achieving SDG 4 outcomes. This brings to the fore discourse from the global south, as space that is often missing from the discussion.

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Hacia una identidad y cultura academica colaborativa. Los equipos docentes como innovación en los Grados universitarios.

Education Policy Analysis Archives ◽

10.14507/epaa.27.4077 ◽

2019 ◽

Vol 27 ◽

pp. 142

Author(s):

Israel Alonso Sáez ◽

Leire Darretxe ◽

Nekane Beloki

Keyword(s):

Higher Education ◽

Teacher Identity ◽

Scientific Literature ◽

Basque Country ◽

Degree Program ◽

University Education ◽

Social Education ◽

The University ◽

Case Study Teaching

This work delves into the value of teaching collaboration in higher education (HE). Based on a review of the international scientific literature, the a case study of a degree program in Social Education at the University of the Basque Country was carried out. For this case study, teaching teams were created and established each quarter for the duration of four years, revealing the potential for a more collaborative teacher identity and culture, as well as the difficulties and conditions necessary to advance forward. The results obtained are discussed in relation to other research studies and the value of working collaboratively within university education is affirmed.

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Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

Sustainability ◽

10.3390/su13147683 ◽

2021 ◽

Vol 13 (14) ◽

pp. 7683

Author(s):

Amila Omazic ◽

Bernd Markus Zunk

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Literature Review ◽

Systematic Literature Review ◽

Higher Education Institutions ◽

Main Research ◽

Agenda 2030 ◽

Research Themes ◽

Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

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Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education

Sustainability ◽

10.3390/su13020712 ◽

2021 ◽

Vol 13 (2) ◽

pp. 712

Author(s):

Andrea Okanović ◽

Jelena Ješić ◽

Vladimir Đaković ◽

Simonida Vukadinović ◽

Andrea Andrejević Panić

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Comparative Analysis ◽

Environmental Problems ◽

Green Jobs ◽

Positive Effects ◽

The World ◽

Different Types ◽

Novi Sad ◽

The University

Growing environmental problems and increasing requirements of green jobs force universities around the world not only to transform their curricula but also to enrich existing ones with contents related to the promotion of sustainable development. This paper aims to show the importance of measuring and monitoring the share of green contents in all university activities, as only in that way it is possible to monitor trends and give realistic assessments of their effect and importance. The paper presents a comparative analysis of different types of methodologies for assessing sustainable activities at universities as well as research conducted at the University of Novi Sad in Serbia and its comparison with the University of Gothenburg (Sweden). This research aims to point out the importance of increasing competitiveness in higher education through assessment of green content in a curriculum and its promotion. In this way, through eco-labeling methodology, it would be easier to identify those contents that, in a certain share, contribute to the promotion of sustainable development. Furthermore, this methodology can easily be extended across the country and the region, which would bring positive effects to all stakeholders in higher education.

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

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-05-2020-0164 ◽

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.

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