Communicating the Sustainability Issues in Higher Education Institutions World Wide Webs

Katiliūtė, Eglė; Daunorienė, Asta; Katkutė, Julija

doi:10.1016/j.sbspro.2014.11.129

Cited by 29 publications

(20 citation statements)

References 3 publications

(3 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Yet, our findings show that partnerships with local actors still represent a gap in HEIs external collaborations. Given that HEIs work and decisions may affect the economic, social and environmental aspects of local communities and regions [35], it should be highlighted the urgency of boosting the inclusion of local actors in HEIs actions. By establishing bidirectional communication channels and mechanisms for mutual learning, HEIs could also benefit from local actors' knowledge and ideas to navigate sustainability locally.…”

Section: Discussionmentioning

confidence: 99%

What Sustainability? Higher Education Institutions’ Pathways to Reach the Agenda 2030 Goals

2020

View full text Add to dashboard Cite

Higher Education Institutions (HEIs) have the mandate of promoting sustainability through addressing the Agenda 2030. However, how this is being understood and framed in both discourse and practice by HEIs remains an underexplored issue. This article interrogates the concept of sustainability embraced by ten key HEIs networks at global and regional levels while identifying and discussing the main pathways for action displayed. We rely on HEIs networks' data from available online documents related to the Agenda 2030. "Greening" is the dominant sustainability discourse among the global and many regional HEIs networks, that is, the one that refers to the links between people, planet and profit. Two other discourses are minor and regional, "resilience" and "alternative". The "alternative" discourse is the only one entailing a critical approach to the Agenda 2030 goals. All networks promote changes in HEIs organizational culture to embed sustainability values in strategic planning, academic and managerial work. Yet there is a need for further engagement with society to readdress HEIs societal role. Deep and critical reflection of the worldviews, contradictions and tensions in the discourses and practices proposed by HEIs networks at global and regional scales is also needed to build common pathways toward sustainability.

show abstract

Section: Discussionmentioning

confidence: 99%

What Sustainability? Higher Education Institutions’ Pathways to Reach the Agenda 2030 Goals

2020

View full text Add to dashboard Cite

show abstract

“…Hence, with respect to the official reports of the Center for USR of Ministry of Education in Taiwanese USR promotion and social operation situation, there are a series of five critical issues in USR for contemporary Taiwanese higher education institutions. Eventually, based on an official report of the Ministry of Education in Taiwan in 2019, there are 17 SDGs of USR that have been defined as the evaluated sub-criteria as Diminishing Poverty ("DP"), Promoting Food and Agriculture ("PFA"), Advancing Health and Wealth ("AHW"), Making Education More Equitable ("MEME"), Making Gender More Equality ("MGME"), Strengthening Water Quality and Hygiene ("SWQH"), Promoting Green Energy ("PGE"), Facilitating Employment and Economy ("FEE"), Forcing Industrial Infrastructure Innovation ("FIII") and Endeavoring Equity Rights ("EER") [39][40][41].…”

Section: University Of Social Responsibility Of Higher Education Instmentioning

confidence: 99%

The Most Sustainable Niche Principles of Social Media Education in A Higher Education Contracting Era

Hsieh

2020

Sustainability

View full text Add to dashboard Cite

In view of recent higher education contracting because of a declining birth rate and an explosive forming of technology, this research systematically cross-employed a technology acceptance model (TAM) and rational decision-making model (RDM) methodology to discuss from an interdisciplinary perspective the co-relationships between the assessed criteria and evaluated weights of four famous and accredited World University Rankings, the most promising features of massive open online courses (MOOCs), and the sustainable development goals (SDGs) of university social responsibility (USR) principles based on students’, faculties’ and government officers’ interviewee appraised perspectives. Statistically, the weight-questionnaires of random students and professional experts were cross-measured by a factor analysis (FA) of quantitative analysis and an analytical network process (ANP) method of qualitative analysis. As a result, the aggregation technology function (ATF) is the most sustainable niche principle of social media education, not only fulfilling the Making Education More Equitable (MEME), Diminishing Poverty (DP), and Making Gender More Equality (MGME) initiatives of the institution’s USR principles but also increasing the Industry Income (II) of the Times Higher Education (THE) World University Rankings in order to attract, trigger, and drive the students to make a decision to sincerely register in institutions in a higher education contracting era.

show abstract

“…People with higher levels of education are more likely to hold proenvironmental attitudes and to have a greater sense of efficacy that facilitates their participation in movements (Liere & Dunlap, 1980). Vol.11, No.18, 2019 Higher education institutions as universities can make a positive impact on students, professors and other staff members, making them mindful about the importance of reducing water and energy consumption, but also teaching them to diminish waste production, to recycle and changing their habits into more sustainable ones (Katiliūtė et al, 2014). Education went alongside the development of more comprehensive learning outcomes that had been conceptualized as key competencies for sustainable consumption (Fischer & Barth, 2014).…”

Section: Literature Review 21 Sustainable Consumptionmentioning

confidence: 99%

Embedding Sustainable Consumption into Higher Education in Vietnam

Ha¹,

Tran²,

Nguyen³

et al. 2019

EJBM

View full text Add to dashboard Cite

Changing in the way that human produces and consumes are indispensable to achieve sustainable consumption. All of the countries in developed economies, economies in transition and developing economies should promote sustainable consumption. This will require larger changes in society. Higher education plays a vital role in promoting understanding, awareness of professors, staff members and students of sustainable consumption. Through higher education, these people would be positively change their mind about this issue. National Economics University (NEU) is one of the leading university in economics in Vietnam as a case study. Students graduated from the university will be future experts, leaders and businessmen. After graduation, as academic citizens with acquainted knowledge and skills, they will influence the economic and social changes though their business and private purchasing habits and decisions. Using data from the University, this paper will reveal the current landscape of sustainable consumption at National Economics University through the years. In order to embed this issues into education, the university should incorporate sustainable consumption into the curriculum, create and implement a sustainability plan and adjust teaching method to encourage students asking questions, analyzing, thinking critically and making decisions toward sustainable consumption.

show abstract

Communicating the Sustainability Issues in Higher Education Institutions World Wide Webs

Cited by 29 publications

References 3 publications

What Sustainability? Higher Education Institutions’ Pathways to Reach the Agenda 2030 Goals

What Sustainability? Higher Education Institutions’ Pathways to Reach the Agenda 2030 Goals

The Most Sustainable Niche Principles of Social Media Education in A Higher Education Contracting Era

Embedding Sustainable Consumption into Higher Education in Vietnam

Contact Info

Product

Resources

About