Viability of Entrepreneurship Education for Employability to Meet Industry 4.0 Challenges in the Circular Economy

2020 ◽  
pp. 379-396
Author(s):  
Wilfred Isak Aibs April ◽  
Ngepathimo Kadhila
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Circular Economy ◽  
Industry 4.0 ◽  
Education For Sustainability ◽  
Entrepreneurial Education ◽  
Educational Benefits ◽  
Body Of Knowledge ◽  
Current State

Worldwide, a circular economy is seen as an innovative conduit for sustainable development. A body of knowledge exists in the literature in which scholars have outlined educational approaches and tools that can be used to accelerate the transition to a circular economy. This chapter contributes to this debate by arguing for the promotion of a circular economy through entrepreneurial education for sustainability as a graduate attribute. The chapter analyses the current state about circular entrepreneurial education in higher education institutions in Namibia as a case study, identifies the educational benefits of challenges to implementing circular entrepreneurial education, and makes suggestions for future development.

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

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

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

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.

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.

scholarly journals Strategic Shift from Transmissive to Transformative Higher Education for Sustainable Development

2019 ◽  
Author(s):  
Mohamed Jama Madar ◽  
Mustafa Din Bin Subari ◽  
Shadiya Mohamed Saleh Baqutayan
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
National Development ◽  
Education For Sustainable Development ◽  
Transformative Education ◽  
Education For Sustainability ◽  
Important Approach ◽  
The Difference ◽  
Social Environmental ◽  
Investment Portfolios

Education for Sustainable Development (ESD) is a global initiative towards transforming education for sustainability. The integration of SD into the education portfolio is considered to be an important approach that ensures strategic alignment of higher education with SDGs. A document review was used to identify and discuss the difference between transmissive and transformative education in relation to SDGs and in the context of Somali education. In this trajectory, it is expected that the concept of ‘‘transformative education is likely to become more common to meet the emerging social, economic and environmental issues, yet practical challenges remain in Somaliland HE sector. The roadmap towards addressing transformative education for sustainability is not included in the Somaliland national portfolios; particularly ESD has not been presented. In this regard, this paper proposed a generic framework that spotlights the integration of HEIs and the national development goals (NDGs) in Somaliland. Meanwhile, developed and developing countries are prioritizing structural transformation in their HEIs that are tailored to national and regional development programs. Consistent with the Rio + 20 outcomes, the authors analyzed the concept of the ‘‘sustainable university’’ and identified the fact that it is practically divided into three interrelated and complementary categories, namely social-, environmental-, and economic-oriented university in pursuit of actualizing SD. The paper recommends major reforms in the education sector including availing investment portfolios for R&D, renovation of education goals and transforming universities for sustainability

scholarly journals Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

2021 ◽  
Vol 13 (21) ◽  
pp. 11887
Author(s):  
Eveliina Asikainen ◽  
Annukka Tapani
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Entrepreneurial Education ◽  
Teacher Students ◽  
Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

The Evolutionary Role of Higher Education in Sustainable Development: Pandemic 2020–2021

2021 ◽  
Vol 2 (60) ◽  
Author(s):  
Gulbakhyt Dinzhanova ◽  
Massimo Bianchi
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Human Capital ◽  
Economic Development ◽  
Human Capital Development ◽  
Current State ◽  
Relational Mechanism ◽  
Capital Development ◽  
Evolutionary Role

This article investigates the role of higher education in the economic development of the country. The research aims to investigate the theoretical and methodological basis of the role of higher education and human capital in economic growth, evaluate the current state of higher education within pandemic COVID-19, and develop scientifically and applied recommendations to strengthen capacity and improve the competitiveness of human capital in the developing countries. An analysis of the existing researches and debates is made. We defined the state of higher education in Kazakhstan and considered the changes in education within the context of COVID-19. We made multiple correlations and regression analysis based on the education coverage index and GDP(mln KZT), where defined the moderate correlation between two variables. Statistical data is studied in a period from 2000 to 2019. This paper contributes to the literature by fulfilling a theory of human capital development in the knowledge economy, revealing the relational mechanism between higher education, sustainable development, and the economic boundary of this relationship. It also contributes to the further understanding of the role of higher education in economic development. This study result implies to strengthen capacity and improve the competitiveness of human capital, draft human capital development policy. Keywords: SDG; COVID-19, human capital, higher education

scholarly journals Competences for Solving Complex Problems: A Cross-Sectional Survey on Higher Education for Sustainability Learning and Transdisciplinarity

2020 ◽  
Vol 12 (15) ◽  
pp. 6016 ◽  
Author(s):  
Filippina Risopoulos-Pichler ◽  
Fedor Daghofer ◽  
Gerald Steiner
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Continuing Education ◽  
Real World ◽  
Academic Disciplines ◽  
Education For Sustainability ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Human Environment ◽  
Complex Problems

Successfully coping with complex, real-world challenges, such as those related to sustainable development and the resilience of coupled human–environment systems, calls increasingly for adapted forms of education and extended competences. Hence, we argue that, beyond knowledge and expertise in professional domains, additionally, personal, systemic, creative, and sociocultural competences are required to meet such challenges. Herefor, institutions of higher and continuing education play a crucial role. In this paper, universities as institutions of higher education are critically considered in relation to delivering education for sustainable development by raising awareness and providing the necessary competences to cope with complex problems such as sustainable development through effective forms of higher and continuing education as well as training. Research on attitudes and perceptions regarding sustainable development and the perceived need for comprehensive competences required to deal with such complex problems is still lacking. Our study provides a first attempt to elucidate core aspects of these attitudes, perceptions, and competences aiming to contribute to future, more tailored education approaches. We discuss the outcomes of a survey on sustainability in teaching and learning conducted at four Austrian universities. The analyzed sample comprised 3200 students as the recipients of, and 498 lecturers as the providers of, sustainability education in various academic disciplines at four distinct Austrian universities. Applying a questionnaire-based investigation of self-reported sustainability-related perceptions, attitudes, and competences and conducting factor analysis and cluster analysis, five sustainability types were identified that revealed a type of specific core awareness of sustainability and the perception of required competences related to sustainable development. The results presented are positioned to build a basis for further investigation that goes beyond the self-reported assessments to enable a comparison with sustainability-related, real-world problem-solving performance.

Sign in / Sign up

Export Citation Format

Share Document