The COVID-19 pandemic has caused severe disturbances in the work of hundreds of millions of people around the world. One of the groups affected is the academic staff at higher education institutions, whose original business model, i.e., presence teaching, suddenly changed to online learning. This has, in turn, exacerbated pre-existing problems such as shortage of time, busy schedules, and challenges to a work-life balance. Since academic staff plays a key role in respect of teaching and research, often acting as leaders in their fields, it is important to reflect on the influences of the lockdowns on their work routines. In order to address this research need, this paper reports on a study that examined the impacts of the lockdowns on the work of academic staff at universities. Using a bibliometric analysis and investigation of a set of case studies, the study sheds light on the difficulties encountered and the means deployed to address them. Our study did not identify a one-size-fits-all response to manage the manifold changes brought on HEIs by the COVID-19 pandemic. Selected arising priorities include creating a culture of educational resilience through a container of complementary measures.
Biological and agricultural diversity are connected to food security through strengthened resilience to both anthropogenic and natural perturbations. Increased resilience to stress via increased biodiversity has been described in a number of natural systems. Diversity in food production can be considered on the following three levels: (a) genetic diversity as reflected in the range of cultivars which can be selected for production; (b) species diversity, captured through production of a wide range of crops on each farm; and (c) broad ecosystem diversity, described by the diversity of production between farms and within the broader food system. A network of locally based food producers and entrepreneurs provides opportunity for high diversity at each network stage, with increased adaptive capacity and the ability for rapid response to disturbance. We argue that production techniques that use carefully planned diverse plantings, such as biointensive cultivation, increase resilience by increased water use efficiency, yield and nutrient retention while reducing pressure from pests and pathogens. We present a model for a diverse, distributed food system in the North Carolina Piedmont and analyze an existing distributed network by a food hub in South Carolina. Through these models, we argue that a shift in the food network has the potential to increase local food security by having food more reliably available where it is needed and by contributing to local resilience through community economic development. The shift in food production and distribution systems serves multiple goals: When crop loss occurs, other crops still contribute to overall harvest, reducing net loss. Diverse on-farm production can support a more distributed network of food aggregators, processors, and markets than the current approach of large-scale consolidation. Finally, a distributed food supply network supported with diverse agricultural products can increase resilience by providing access to diversified markets for producers and improved food access to consumers with more food choices, while expanding the need for skilled jobs supporting the regionally based food industry.
Private universities are important actors in higher education, and also play a key role in the sustainability debate. But despite their importance, there a shortage of research on how sustainability is being implemented at private universities. Based on the need to address this gap, this paper investigates the nature and diversity of sustainability-based practices undertaken at private universities. It outlines the ways private universities see and perceive sustainability, and examines by means of a survey involving 10 universities from across all geographical regions which educate over 150.000 students, how these universities incorporate sustainabilityrelated practices, as part of their operations. The results suggest that, unlike their public counterparts, about half of the respondents stated that they do not have projects undertaken to promote sustainability in local communities or in their respective regions. Also, some private universities perceive themselves as leaders in sustainability in higher education, while some are still developing a more robust sustainability profile. The conclusions of the paper are that the special features related to sustainable development teaching and research at private universities need to be better identified, in order to involve them more on sustainability efforts. Also, whereas many of them are highly engaged on improving energy efficiency, reduce greenhouse gas emissions, promote sustainable water usage and promote sustainable landscaping, there is a need for them to also engage in other areas. Finally, private universities should engage on further efforts to increase their sustainability activities, which are beneficial to them in financial terms, as well as in respect of their image and the greening of their operations.
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