Enhancing the Roles and Responsibilities of Higher Education Institutions in Implementing the Sustainable Development Goals

Ketlhoilwe, Mphemelang Joseph; Silo, Ntha; Velempini, Kgosietsile

doi:10.1007/978-3-030-26157-3_10

Cited by 14 publications

(12 citation statements)

References 10 publications

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“…It is evident that the SDGs are being woven into the fabric of higher education on many fronts (de Miranda Azeiteiro and Davim, 2020;Ketlhoilwe et al, 2020;Nhamo and Mjimba, 2020;Zhou et al, 2020). This paper provides an overview of the field and a case study example from the USF where we have directly integrated the SDGs in curricular and cocurricular arenas, civic engagement events and college branding, and indirectly incorporated them in facilities, operations and administration.…”

Section: Sdg Integration and Reportingmentioning

confidence: 99%

Innovations and challenges in SDG integration and reporting in higher education: a case study from the University of South Florida

Hansen

Stiling

2021

IJSHE

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Purpose As the UN Sustainable Development Goals (SDGs) have been widely adopted since 2015, higher education institutions (HEIs) are experimenting with ways they can be measured, reported and incorporated into all realms of the university. In this process, the challenges of SDG integration into HEIs have become more evident, from lack of resources and sustainability literacy to having multiple disconnected programs that feature the SDGs. Design/methodology/approach A mixed methods approach using archival materials, literature reviews, interviews and participant observation has been adopted for a case study at a university in the process of adopting the SDGs in multiple areas. Findings The University of South Florida began with efforts to incorporate SDGs at the undergraduate level, such as the Global Citizens Project that brands both events and courses with SDGs. Institutional changes coupled with the launch of the Times Higher Education University Impact Rankings provided more opportunities to have broader conversations about SDGs in all areas of campus.

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Section: Sdg Integration and Reportingmentioning

confidence: 99%

Innovations and challenges in SDG integration and reporting in higher education: a case study from the University of South Florida

Hansen

Stiling

2021

IJSHE

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“…In order to transfer the reform agenda of the SDGs to the university space, Ketlhoilwe et al (2020) highlighted workshops and seminars as excellent conduits. Projects should also be identified; Stellenbosch University in South Africa has identified 254 potential projects for implementation in line with the 17 global goals.…”

Section: Literature Surveymentioning

confidence: 99%

“…Zhou et al (2020) highlighted the dimension of collaboration between various higher education institutions from the developed northern hemisphere and the developing southern hemisphere. Such collaborative partnerships are believed to harness collective intelligence, resulting in shared problem solving (Ketlhoilwe et al, 2020). Kupika, Mbereko and Chinokwetu (2020) extended the debate by describing how Chinhoyi University of Technology in Zimbabwe was addressing Climate Action (SDG 13).…”

Section: Literature Surveymentioning

confidence: 99%

“…In the Madrid project, the authors learnt several lessons, including the importance of the creation of both an online and offline space for collaboration, building relationships between stakeholders that promote an enabling environment for active participation and engagement with citizens, and incorporating cultural dimensions. The inclusion of citizen science links collaborative projects, which the SDG space requires, given the demand for Big Data use (DITOS Consortium, 2017;Ketlhoilwe et al, 2020). Weybrecht (2017) has focused on the PRME space occupied by business schools.…”

Section: Literature Surveymentioning

confidence: 99%

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Localisation of SDGs in Higher Education: Unisa’s whole institution, all goals and entire sector approach

Nhamo

2021

SAJEE

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This paper documents the processes leading to the hosting of the University of South Africa (Unisa) Sustainable Development Goals (SDGs) Localisation Indaba1 in November 2019. Of interest is how the programming, which started as a purely inreach community engagement project, ultimately embraced the whole institution, all SDGs and the South African higher education sector. Data was generated via two platforms, namely participatory action research and a survey evaluating the Indaba. The following cycles emerged: the development of a Unisa Management Policy Brief calling for the SDGs Localisation Indaba in 2017 (Cycle 1); the development of an SDGs for Society Research Stream as part of the Unisa Annual Interdisciplinary Academy and Summer School in 2018 (Cycle 2); and the SDGs Localisation Indaba in 2019 (Cycle 3). The Indaba led to the SDGs Localisation Declaration which resulted in the formation of the SDGs Liaison Committee. Several agreements were made to expand SDGs localisation at Unisa. Finally, the Indaba attracted many participants from outside Unisa, especially from other institutions of higher education. However, it took almost three years to realise the SDGs localisation dream at Unisa. The key recommendation is thus that those championing SDGs localisation should be prepared to continue moving forward despite delays due to management changes and processes.Keywords: Higher education, sustainable development goals, domestication, localisation of the SDGs Introduction

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“…In all three categories, universities are classified as institutions that play a fundamental role. In well-being, access to good quality education is considered [ 5 , 10 ] a crucial factor for sustainable development and a prerequisite for reaching the other objectives. Concerning the environment, universities are referred [ 5 , 11 ] to as institutions where vital research is carried out to enable us to understand natural phenomena and discover valuable knowledge from multiple fields and talents that will help us find solutions to the challenges of this constantly developing world.…”

Section: Introductionmentioning

confidence: 99%

Role of Academics in Transferring Knowledge and Skills on Artificial Intelligence, Internet of Things and Edge Computing

Dec

Stadnicka

Paśko

et al. 2022

Sensors

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Universities play an essential role in preparing human resources for the industry of the future. By providing the proper knowledge, they can ensure that graduates will be able to adapt to the ever-changing industrial sector. However, to achieve this, the courses provided by academia must cover the current and future industrial needs by considering the trends in scientific research and emerging technologies such as Artificial Intelligence (AI), Internet of Things (IoT), and Edge Computing (EC). This work presents the survey results conducted among academics to assess the current state of university courses, regarding the level of knowledge and skills provided to students about the Internet of Things, Artificial Intelligence, and Edge Computing. The novelty of the work is that (a) the research was carried out in several European countries, (b) the current curricula of universities from different countries were analyzed, and (c) the results present the teachers’ perspective. To conduct the research, the analysis of the relevant literature took place initially to explore the issues of the presented subject, which will increasingly concern the industry in the near future. Based on the literature review results and analysis of the universities’ curricula involved in this study, a questionnaire was prepared and shared with academics. The outcomes of the analysis reveal the areas that require more attention from scholars and possibly modernization of curricula.

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Enhancing the Roles and Responsibilities of Higher Education Institutions in Implementing the Sustainable Development Goals

Cited by 14 publications

References 10 publications

Innovations and challenges in SDG integration and reporting in higher education: a case study from the University of South Florida

Innovations and challenges in SDG integration and reporting in higher education: a case study from the University of South Florida

Localisation of SDGs in Higher Education: Unisa’s whole institution, all goals and entire sector approach

Role of Academics in Transferring Knowledge and Skills on Artificial Intelligence, Internet of Things and Edge Computing

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