Purpose
This study aims to better inform environmental management at universities by applying and validating the policy integration processes theory through a case study of Manchester Metropolitan ...University.
Design/methodology/approach
Social network analyses were used to identify, differentiate and categorise working networks of individuals and departments and the interconnections between them.
Findings
In an organisation, networks can be developed and active at departmental level but not at individual level. High numbers of departments can be doing work related to sustainable development whilst having low and medium levels of interconnections between departments. Influence of stakeholders throughout the network suggests levels of sustainable development policy integration at individual and departmental.
Practical implications
New insights provide evidence for universities’ environmental managers of the need of developing and implementing strategies that involve individuals’ work between departments by providing incentives, supporting capacity building and staff empowerment.
Originality/value
This paper applied and validated the theory of policy integration processes, showing that work at individual level and between departments needs more attention.
The main objective of this paper is to use the successful example of the Hill Centered Education Network in Bogota, Colombia, to discuss the role that education and bottom-up initiatives can have in ...the integrated implementation of the 2030 Agenda. Founded in 2015 by a team of three organisations, the Bogota Hill Network includes today more than 100 schools, 21 non-governmental organisations and three governmental agencies. Oriented to promote ecological conservation through education, the network uses the natural ecosystems of the city as a learning environment where collaborative projects are created and implemented. By involving a large number of pupils with different socio-economic and cultural backgrounds, the initiative has been able to promote equality and inclusion while developing environmental stewardship of students and communities. The achievements of the projects, together with the main opportunities and challenges, are used in this paper to map the interlinkages across targets and goals and to discuss the role of education in the development of integrated partnerships across a wide range of sustainability dimensions. From a policy perspective, the discussion of the bottom-up initiatives and the identification of successful examples can support the design of policies and the replication of sustainability initiatives.
The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in ...research, on individual SDGs, as well as in pursuing their “third mission” linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation.
•The implementation of the Sustainable Development Goals (SDGs) at universities is still on its infancy.•The SDGs may assist universities to better relate with external stakeholders and society.•A greater involvement of students may be achieved by the integration of the SDGs in teaching.•More systematic efforts are needed to increase the presence of the SDGs in higher education institutions.
Progressing towards sustainable development remains a key global challenge. And yet, the various interpretations of the concept of sustainable development and the questions it raises about economic ...growth make its implementation difficult. Higher education institutions may help to overcome these difficulties by developing new processes of change. However, to achieve this they need to integrate sustainable development in all their areas of activity. The aim of this paper was to develop new insights into organisational change processes in universities relating to sustainable development. Contributing to this aim, this paper reports on a case study of United Kingdom higher education drawing on findings and conclusions from a survey of their policy frameworks relating to sustainable development. The method comprised a critical policy analysis in order to identify, differentiate and categorise stakeholder interactions. The data generated comprised the range of higher education stakeholders and the network of interactions that they formed. Theoretical insights from social network analysis, stakeholder theory and the normative business model were used to find opportunities to address the difficulties in the implementation of sustainable development. Results suggested that the existing networks identified in the policy frameworks may not support the effective integration of sustainable development in higher education. Low-density of the national networks; the lack of a clear governance vocabulary for national policy frameworks; and the lack of explicit funding flows between organisations all pose problems for organisational change towards sustainable development in higher education.
•The paper develops insights in organisational change at universities in sustainable development.•Critical policy analysis identifies, differentiates and categorises stakeholder interactions.•Social network analysis, stakeholder theory, Normative Business Model inform interpretation.•Density, governance and funding of policy networks could aid change at universities.
Purpose
Higher education institutions have a significant role in preparing future generations for the world of work and sustainable development. This paper aims to present a curriculum model of an ...enquiry-based learning pedagogy and a sustainable development conceptual context as a mechanism for teaching skills in a geography module. Potential influences of this model on organisational change towards integrating sustainable development are explored.
Design/methodology/approach
Following the design and implementation of the curriculum model, semi-structured interviews of the module teaching team were conducted. Thematic analysis was undertaken against a priori objectives determined from existing theoretical frameworks.
Findings
Thematic analysis suggests powerful synergies exist between enquiry-based learning, education for sustainable development and skills teaching. Potential impacts are as follows: conceptual perspectives enhance cognitive potential around systems thinking, learning methods promote behavioural potential around professional capability and agency and cultural encounters raise affective potential around inclusive curricula.
Practical implications
Findings indicate potential for bottom-up curriculum intervention to enhance individual learner capability and outcomes, to promote the role of Geography in responsible futures, to build teaching team capacity for active learning pedagogies, to influence individual and institutional behaviour change towards sustainability practices, diversity and inclusion, and to catalyse organisational change around sector priorities including integrating education for sustainable development, active learning, inclusive education and enhanced graduate outcomes.
Originality/value
This paper identifies multiple benefits from a curriculum model combining skills teaching in a synergistic pedagogical and conceptual framework and its bottom-up potential to catalyse organisational change in higher education.
The United Nations together with various national and local actors have acknowledged the importance of sustainable development. However, sustainable development implementation is not straightforward ...and requires contribution by different actors. Universities have a role in influencing and contributing towards sustainable development. Also, some universities have committed to support sustainable development implementation. One of the instruments to implement sustainable development are policy frameworks, which exist at international, national and institutional level. Vertical policy integration is crucial to support effective implementation of sustainable development. Analysing vertical policy integration could provide information to help improve sustainable development implementation. Therefore, the aim of this paper is to improve understanding of sustainable development implementation in higher education by undertaking a multilevel (international, nationally, organisational) analysis of policy frameworks. Results suggested that policy frameworks include policy issues such as collaboration, partnership, education, outreach, teaching and learning, staff development, curriculum review, research, campus operations and policy that can support sustainable development implementation. However, these policy issues are not consistently integrated at all levels of policy frameworks. Achieving consistency could enhance sustainable development implementation in higher education institutions.
Display omitted
•Higher education policy includes relevant sustainable development policy issues.•Inappropriate policy issues such as advocacy can hinder implementation.•Policy is comprehensive and aggregated for relevant sustainable development policy issues.•Policy is not consistent for relevant sustainable development policy issues.•Consistency of policy issues could enhance sustainable development implementation.
The demands placed on Higher Education Institutions (HEIs) to deliver sustainability initiatives alongside their long-standing social responsibility commitments has been recognised in literature. ...However, how these interrelate in practice continues to be relatively unexplored. The extant literature suggests that the integration of the two connected agendas can be problematic due to a range of factors, including a general lack of awareness or even misconceptions of the respective agendas. This paper explores the attitudes and practices related to the integration of social responsibility and sustainability initiatives at HEIs. Theoretically, this study highlights the ongoing relative positioning and importance of economic factors – as it relates to differentiation rather than integration – over others such as social responsibility and sustainability. The main implication of this study is that provide useful insights into how HEIs can closer integrate two contemporary but potentially competing agendas.
Display omitted
Universities are central players and important economic actors in many regions, and many of them are, in general, nationally and internationally active in respect of matters related to sustainable ...development. But there is a paucity of research which examines their contributions towards sustainability efforts at the local level, i.e. in the places they are situated. This paper addresses this need, by reporting on a qualitative study deploying a Matrix, which allows an analysis and reporting of regional sustainable development initiatives of a set of 22 universities in industrialised and developing countries. Recommendations to enhance their role are provided, including the importance of pursuing partnerships and joint initiatives, understanding the need of local communities, and making their know-how more widely available. The scientific value of this research is related to the understanding of how the interaction between universities and local communities happens and by shedding light to this topic, it supports universities to improve their own actions. Its implications are two-fold: it demonstrates the potential of universities as local players and outlines the range of activities they may engage with, and which may allow them to act as pillars to local sustainability initiatives.
•Universities are central players and important economic actors in many regions.•Their contributions towards sustainability efforts at the local level may be substantial.•An analysis and reporting of regional sustainable development initiatives shows some deficiencies.•Understanding the potential role that universities can play on sustainability could help address global challenges.
Purpose>This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate ...pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments.Design/methodology/approach>The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation.Findings>The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators.Originality/value>A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.
Innovation is believed to be a key driver of societal and economic well-being. In many cases, it has also led to more sustainable lifestyles and a more efficient use of natural resources. But despite ...the relevance of innovation as a tool to support sustainable development, there is a need for research that analyses current trends in order to guide future efforts. The present paper addresses this research need. It examines existing methods and tools for fostering social innovation in matters related to sustainable development, within the framework of the SDGs. By means of an online survey undertaken among sustainability and innovation experts in a sample of industrialised and developing nations, this study has identified some of the means via which social innovation is being pursued, along with its applications and limitations. A number of case studies showing examples of sustainable innovation have been mapped to demonstrate its usefulness. A causal loop diagram, which links the factors associated with social innovation within the context of the UN Sustainable Development Goals, is also presented, offering a greater understanding of their interconnections. The paper concludes by outlining some measures that may help to take better advantage of the many opportunities offered by social innovation that put the principles of sustainable development into practice.
PDF
