scholarly journals Higher education and sustainability: understanding of the managers of a higher education institution

2018 ◽  
pp. 42-54 ◽  
Author(s):  
Nelson Santos Machado ◽  
Josiane Weber ◽  
Amélia Silveira ◽  
Leandro Petarnella
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Management Practices ◽  
Education Institution ◽  
Indicator System ◽  
Structured Interviews ◽  
Higher Education Institution ◽  
The Sustainable Development ◽  
Case Study Design

This article is part of a research in progress which aims at defining a set of sustainability indicators that meets the specificities of a Higher Education Institution (HEI). The objective was to identify what is the responsibility of the HEIs before sustainability and the sustainable development from the managers' insights. This is a qualitative research with case study design. The collection techniques used were bibliographical and documentary research and semi-structured interviews with ten managers of the institution. It was determined that managers understand sustainability broadly. The managers mention the importance of applying the concepts to management practices in order to be an example to other institutions and to contribute to the sustainable development of the region where it operates. The respondents cited several actions developed in the HEIs. These results provide subsidies for the construction of a sustainability indicator system for monitoring and assessing the effectiveness of the actions developed.

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.

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 The Economic Impact of a Higher Education Institution – The Study Case of the Polytechnic Institute of Beja, Portugal

2014 ◽  
Vol 1 (3) ◽  
pp. 55-66
Author(s):  
Sandra Saúde ◽  
Carlos Borralho ◽  
Isidro Féria ◽  
Sandra Lopes
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Human Capital ◽  
Economic Impact ◽  
Education Institution ◽  
Polytechnic Institute ◽  
Population Densities ◽  
Higher Education Institution ◽  
Study Case

It is widely recognized that the investment in human capital, innovation, and knowledge transfer is essential to sustainable development and growth. Within this context, the role and action of Higher Education Institutions (HEI) are vital. This paper aims to reflect on the role and the economic impact of a higher education institution, based on the case study of a public HEIs in Portugal namely the Polytechnic Institute of Beja (IPBeja). This institution belongs to the subsystem of polytechnic higher education and is located in a region that has one of the lowest economic and population densities in Europe.

scholarly journals Green IT as a tool for design cloud-oriented sustainable learning environment of a higher education institution

2020 ◽  
Vol 166 ◽  
pp. 10013
Author(s):  
Tetiana Vakaliuk ◽  
Dmitry Antoniuk ◽  
Andrii Morozov ◽  
Mariia Medvedieva ◽  
Mykhailo Medvediev
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Learning Environment ◽  
Education Institution ◽  
Learning Opportunities ◽  
Electronic Journals ◽  
Green It ◽  
Higher Education Institution ◽  
The Sustainable Development ◽  
On Line

The paper proposes the use of green IT as a tool for designing a cloud-oriented sustainable learning environment for a higher education institution. The article substantiates the expediency of designing such an environment as a prerequisite for the sustainable development of Ukraine. It is established that one of the goals of Ukraine’s sustainable development for 2030 is to provide fair quality education and to promote lifelong learning opportunities for all. Green IT is a set of approaches related to sustainable computing and information technology. The work of foreign scientists was analyzed, which considered the issues of designing the learning environment using green computing. As a result, Cloud LMS has been established that cloud LMS is a type of green IT and can serve as a tool for designing a cloud-oriented sustainable learning environment of a higher education institution. A model of a cloud-oriented sustainable learning environment of a higher education institution using cloud LMS is proposed. The application of a cloud-oriented sustainable learning environment will provide such capabilities: keep electronic journals; use on-line services; conduct correspondence, assessment of knowledge on-line; and more. And all of the above is the key to a sustainable development of the learning environment.

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.

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