International Journal of Sustainability in Higher Education最新文献

{"title":"From teachers to students: a correlational analysis of the pro-environmental behavior in a private university in the Philippines","authors":"Mark Chris Maglanque Lapuz, Christopher Rivera Manlapaz","doi":"10.1108/ijshe-07-2023-0294","DOIUrl":"https://doi.org/10.1108/ijshe-07-2023-0294","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to address the following objectives: determine the pro-environmental behavior of students and professors engaged in the course Sustainable Tourism; determine the pro-environmental behavior component of the professor that has the highest influence on the pro-environmental behavior of students; and formulate a model describing the components of the pro-environmental behavior of the professor with significant influence on the pro-environmental behavior of students. It also evaluates the norm-activation-theory-aligned pro-environmental behavior of the course's instructor and the students taking the course after they participated in the course Sustainable Tourism.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A correlational analysis using the partial least squares structural equation modeling approach was conducted in the survey results to determine the specific components of the professor's pro-environmental behavior that influenced the students' pro-environmental behavior.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Situational responsibility, efficacy and denial of responsibility were proven more influential in shaping students' pro-environmental behavior. This implies that students learn and adopt a pro-environmental orientation through role modeling and practical application, not by knowledge acquisition.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This could improve the body of knowledge on pro-environmental behavior by analyzing the reciprocal relationships between the person who delivers the course that instills pro-environmental behavior and students who learn from their professors using the norm activation theory.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"15 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are the best higher education institutions also more sustainable?","authors":"Elizane Maria de Siqueira Wilhelm, Celso Bilynkievycz dos Santos, Luiz Alberto Alberto Pilatti","doi":"10.1108/ijshe-09-2023-0450","DOIUrl":"https://doi.org/10.1108/ijshe-09-2023-0450","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;The purpose of this study is to analyze the integration of sustainable practices in the strategies and operations of world-class higher education institutions (HEIs) under the theoretical guidance of Max Weber's instrumental and value rationalities.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;The results of the Quacquarelli-Symonds World University Ranking, Times Higher Education World University Rankings, THE Impact Rankings and GreenMetric World University Ranking rankings from 2019 to 2022 were paired, and the correlation between them was verified. Institutions with simultaneous occurrence in the four rankings in at least one of the years were also classified. A quantitative and qualitative methodology was used to explore how elite HEIs integrate sustainable practices into their operations and strategies, under the theoretical guidance of Max Weber's instrumental and value rationalities. Furthermore, multivariate regression models with supervised data mining techniques were applied, using the SMOReg algorithm on 368 instances with multiple attributes, to predict the numerical value of sustainability in the rankings. Coefficients were assigned to variables to determine their relative importance in predicting rankings.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The results of this study suggest that although many HEIs demonstrate a commitment to sustainability, this rarely translates into improvements in traditional rankings, indicating a disconnect between sustainable practices and global academic recognition.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;The research has limitations, including the analysis being restricted to data from specific rankings between 2019 and 2022, which may limit generalization to future editions or rankings. The predictive models used selected data and, therefore, cannot cover the full complexity of metrics from other rankings. Furthermore, internal factors of HEIs were not considered, and the correlations identified do not imply direct causality. The limited sample and potential methodological biases, together with the heterogeneity of the rankings, restrict the generalization of the results. These limitations should be considered in future studies.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;The theoretical contributions of this study include an in-depth understanding of the intersection between academic excellence and environmental and social responsibility. From a management perspective, guidance is provided on integrating sustainability into HEI strategies to enhance visibility and classification in global rankings, while maintaining academic integrity and commitment to sustainability.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Social implications&lt;/h3&gt;\u0000&lt;p&gt;This highlights the importance of reassessing academic rankings criteria to include sustainability assessments, thereby encouraging institutions to adopt practices tha","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"164 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Journey of a university research institute: transition from multi-disciplinary to inter-disciplinary research in supporting sustainable development goals (SDGS)","authors":"Goh Choo Ta, Sharina Abdul Halim, Mohamad Mahathir Amir Sultan, Wan Daraputri Razali, Mazlin Mokhtar, Ibrahim Komoo","doi":"10.1108/ijshe-01-2024-0009","DOIUrl":"https://doi.org/10.1108/ijshe-01-2024-0009","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>University research institutes were established in Malaysian Universities to facilitate research activities that do not fit into discipline-oriented departments, including the multi- and inter-disciplinary research that goes beyond the single-disciplinary boundary. This paper aims to report on a case study of one university research institute established in Universiti Kebangsaan Malaysia (UKM), known as the institute for environment and development (LESTARI). LESTARI conducts multi-disciplinary research that emphasises research and capacity building on issues related to sustainable development. The aims of this paper are to examine the research evolution undergone at LESTARI, and to ascertain its contribution towards sustainable development goals (SDGs).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>LESTARI was established two years after the Rio Conference held in 1992, with the aims of promoting sustainable development through research and capacity building. This paper uses a qualitative approach to evaluate the research evolution of LESTARI, and a quantitative analysis to ascertain LESTARI’s contribution to SDGs.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>After almost 30 years of establishment, LESTARI has moved from multi-disciplinary research to inter-disciplinary research. Although the transition was based on respective research areas (e.g. chemicals management and geopark), the research maturity of LESTARI is shown in its transformation from conventional to translational research. LESTARI has proven its capability to conduct multi-disciplinary and inter-disciplinary research, and the research outputs are also contributing to the SDGs.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The LESTARI case study has shown that as long as a research institute has a firm and clear research direction, regardless of how it is evaluated and monitored (e.g. evaluated by SDGs), the research institute remains relevant in the context of its establishment.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>The findings from this paper serve to set LESTARI as an example for other university research institutes, whether in Malaysia or in other countries.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>To the best of the authors’ knowledge, this contribution is the first that discusses the transition from multi-disciplinary research to inter-disciplinary research, as well as the contribution to SDGs, among university research institutes in Malaysia.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"83 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sustainability assessment for indoor air quality using unit-based sustainability assessment tool in 11 Thai public universities","authors":"Silalak Sritima Grove, Suthirat Kittipongvises, Nutta Taneepanichskul","doi":"10.1108/ijshe-10-2023-0513","DOIUrl":"https://doi.org/10.1108/ijshe-10-2023-0513","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This study aims to assess the status of sustainable performance, given the significance of indoor air quality related to health and the environment. This research focus on the current status of indoor air quality management in these universities and simplifies its relevance and criticality in safeguarding the well-being of the academic community and the environment.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;This study used the Unit-based Sustainability Assessment Tool (USAT) as a comprehensive instrument to assess sustainability performance across various modules: Operations Management, Research, Education and Social/Community. In-depth interviews were conducted across the 11 public universities in Thailand to gain a comprehensive understanding of the current practices, challenges and initiatives related to indoor air quality and sustainability management. The approach provides a foundation for future research to identify causal factors and potential solutions for the observed indoor air quality management gaps.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The research outcomes underscore the outstanding efforts in academic research, with many institutions showcasing advanced measures and a solid dedication to mitigating air pollution. However, there is a noticeable disparity in the practical management of indoor air quality, with many universities presenting unsatisfactory conditions for professors, academic staff and students.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;Recognizing that proficient indoor air quality (IAQ) management strengthens the practical and scholarly intersection, this document highlights a crucial alignment with the Sustainable Development Goals (SDGs) and health implications. It advocates for carefully implementing pragmatic IAQ strategies within academic institutions, guiding the pathway towards sustainable, health-conscious environments.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Social implications&lt;/h3&gt;\u0000&lt;p&gt;This research addressed indoor air quality (IAQ) within universities. The document intertwines health implications and Sustainable Development Goals (SDGs), revealing a significant gap between academic research and practical IAQ management. While universities are committed to sustainability and community engagement, inconsistencies in IAQ management practices impact staff and student well-being and productivity. This exploration underscores the universal applicability of IAQ management strategies, driving educational institutions towards cultivating healthier, sustainable indoor environments globally.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Originality/value&lt;/h3&gt;\u0000&lt;p&gt;This research introduces a new approach integrating air quality assessment and sustainability management in Thai universities. It aims to bridge the gap between environmental health and education. The Unit-based Sustainability Assessment Tool is developed as a part of this research, which provides ne","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"65 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Six dimensions of sustainability: a framework for organizing diverse university sustainability curricula at The Ohio State University","authors":"Maria Manta Conroy, Becky Mansfield, Elena Irwin, Gina Jaquet, Gregory Hitzhusen, Jeremy Brooks","doi":"10.1108/ijshe-08-2023-0344","DOIUrl":"https://doi.org/10.1108/ijshe-08-2023-0344","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Integrating sustainability into university curricula brings diverse challenges and conflicts as separate units vie for ownership of courses and topics. This case study presents a six dimensions sustainability framework developed at The Ohio State University to organize curricula under an inclusive strategy.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>An interdisciplinary group of faculty focused on sustainability education engaged in a three-phased process including review of sustainability definitions from diverse disciplines; analysis of key aspects of the definitions in conjunction with course descriptions and learning outcomes; and identification of commonalities across the key aspects. This yielded six foundational dimensions of sustainability which serve as a means to assess curricular contributions across University units and topics. The six dimensions framework has been used in practice in multiple contexts.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The six dimensions framework provides a way to identify and foster diverse sustainability curricula efforts. It has enabled academic units to describe their disciplinary and interdisciplinary perspectives on diverse sustainability topics and the University to advance a broad sustainability vision.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The six dimensions framework provides a novel “big tent” approach to integration of sustainability into higher education curricula. The framework provides guidance about what counts as sustainability while maintaining the breadth that widens participation.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"164 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142194542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research on the influencing factors and upgrading paths for innovation and entrepreneurship education in universities under the background of sustainable development goals: a QCA empirical study on new engineering of Chinese and foreign universities","authors":"Xu Wang","doi":"10.1108/ijshe-12-2023-0595","DOIUrl":"https://doi.org/10.1108/ijshe-12-2023-0595","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The global COVID-19 epidemic has posed significant challenges to the development of innovation and entrepreneurship education in Chinese and foreign universities, and the application of artificial intelligence generated content (AIGC) technology has presented both opportunities and challenges to its development. The purpose of this study is to summarize advanced experiences and models of new engineering innovation and entrepreneurship education development in Chinese and foreign universities, as well as to analyze the influencing factors. Taking the sustainable development goals (SDGs) into account, this study qualitatively proposes enhancement paths and improvement suggestions based on the application of AIGC technology, providing a reference for promoting the sustainable development (SD) of innovation and entrepreneurship education in Chinese universities.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>By using the qualitative comparative analysis (QCA), this paper studies the interaction mechanism between the influencing factors of innovation and entrepreneurship in universities under the background of SDGs. This paper selects 12 representative universities with different cultures and strengths. Meanwhile, this paper analyzes the content of 2,535 publications on innovation and entrepreneurship education and summarizes seven influencing factors as comparison criteria. Then, this paper codes, summarizes and uses configuration to assess the primary factors influencing the development of innovation and entrepreneurship in colleges and universities at home and abroad.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>On the quality of new engineering innovation and entrepreneurship education, comprehensive, diverse influencing factors and upgrading paths are obtained. Furthermore, this research proposes that the SD of innovation and entrepreneurship education in universities should make effective use of “AI plus education” and actively construct practical and teaching platforms. Meanwhile, the ChatGPT is being used to strengthen the innovation and entrepreneurship curricular system and talent training mode. The research also makes recommendations for improving teachers’ ability to acquire intelligent tools and promotes three-way teaching modalities of “teacher-AI-student” by taking into account the influence of various aspects.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research uses the QCA research method, which analyzes not only influencing factors on the SD of innovation and entrepreneurship education but also explores the interaction mechanisms among factors. Furthermore, the research incorporates SDGs and AIGC technology application scenarios into the field of domestic innovation and entrepreneurship education, which will be helpful in SDGs of innovation and entrepreneurship education on both theoretical and practical levels.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A study about pre-service teachers’ knowledge of the Sustainable Development Goals","authors":"María Calero, Tatiana Pina, Olga Mayoral, José Cantó, M. Ángeles Ull, Amparo Vilches","doi":"10.1108/ijshe-07-2023-0284","DOIUrl":"https://doi.org/10.1108/ijshe-07-2023-0284","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019–20, 2020–21, 2021–22).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"6 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student engagement on climate learning: what does the academic community say about it?","authors":"Luciana Londero Brandli, Giovana Reginatto, Amanda Lange Salvia, Pedro Henrique Carretta Diniz","doi":"10.1108/ijshe-06-2023-0219","DOIUrl":"https://doi.org/10.1108/ijshe-06-2023-0219","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to describe the academic community’s perspectives about climate change learning and engagement opportunities by means of a case study at the University of Passo Fundo, Brazil.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A set of interviews and focus groups were conducted, and data collection focused on three main groups, namely, university students, professors and managers. The analysis was developed through content analysis of the individual interviews and focus groups.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results showed that the academic community is trying to change their attitudes and behaviours, and students would like to learn more about climate change.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This investigation combines the views of different academic groups and indicates initiatives that could boost the university initiatives towards climate action and learning.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"162 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141869931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Carbon neutral higher education institutions: a reality check, challenges and solutions","authors":"Veronica Lucia Ahonen, Aleksandra Woszczek, Stefan Baumeister, Ulla T. Helimo, Anne Kristiina Jackson, Maria Kopsakangas-Savolainen, Juha Kääriä, Tommi Lehtonen, Mika Luoranen, Eva Pongrácz, Risto Soukka, Veera Vainio, Sami El Geneidy","doi":"10.1108/ijshe-11-2023-0515","DOIUrl":"https://doi.org/10.1108/ijshe-11-2023-0515","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Calculating an organization's carbon footprint is crucial for assessing and implementing emission reductions. Although Finnish higher education institutions (HEIs) aim for carbon neutrality by 2030, limited research exists on plans to reach a similar target in any country. This paper aims to address the shared and individual challenges Finnish HEIs have with carbon footprint calculations, reductions, resources and offsetting.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A survey was targeted to sustainability experts in all 38 HEIs in Finland to identify key patterns and trends in the focus fields of the study. SWOT analysis was used to classify main strengths, opportunities, weaknesses and threats, based on which a series of policy recommendations was drafted.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Finnish HEIs are committed to carbon footprint tracking (97%, annually by 87%). The lack of standardization and the number of external stakeholders complicate accounting indirect emissions, impeding comparability and reliability. Only 39% had set separate emission reduction targets, suggesting a preference for carbon footprint over other environmental impact indicators. Insufficient monetary and human resources emerged in 23% of institutions, especially those smaller in size. Only 52% had clear offsetting plans, with shared concerns over trust and responsibility.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>By including both research universities and universities of applied sciences, the findings provide an unprecedented outlook into the entire Finnish HEI sector. The policy recommendations guide HEIs both locally and globally on how to improve their transparency and scientific integrity, reflect on core successes and weaknesses and how they complete their objectives of education, research and social impact while promoting stronger sustainability.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"188 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141931268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enabling change agents for sustainable development: a whole-institution approach to embedding the UN Sustainable Development Goals in higher education","authors":"Elizabeth Price, Dawn Theresa Nicholson, Rachel Dunk, Cormac Lawler, Matthew Carney, Valeria Ruiz Vargas, Sally Veitch, Sophie Leigh, Matt Singleton, Sarah Mottram","doi":"10.1108/ijshe-02-2024-0112","DOIUrl":"https://doi.org/10.1108/ijshe-02-2024-0112","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Recognising that there is increasing urgency to equip graduates to become future leaders in delivering the sustainable development goals (SDGs), this study presents a critical analysis of a whole-institution approach to embedding education for sustainable development (ESD) in curricula. This study aims to explore the wider reach of adopting a similar approach within varied professional practices and institutional settings.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The approach is mixed-methods action research framed within a revised institutional strategy. The authors place this in the wider context of ESD in higher education.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Embedding ESD in curricula and recognition of its relevance across all disciplines were important to stakeholders. These outcomes translated into strategic commitments. Within the first year of the strategy, Carbon Literacy was embedded in almost 20% of courses and in progress in a further 25%; ESD was embedded in 42% of courses and in progress in a further 7%; and over 80% of students agreed with the statement “My course provides me with the opportunities to gain knowledge and skills relating to sustainable development”.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This work demonstrates effective measures that can be amplified across the sector, framed by two overarching principles that are effective regardless of context: demonstration that sustainability adds value to academic activities and consultation and co-creation to build a shared vision and support for change.</p><!--/ Abstract__block -->","PeriodicalId":47989,"journal":{"name":"International Journal of Sustainability in Higher Education","volume":"34 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"环境科学与生态学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}