Modelling Organisational Factors Influencing Sustainable Development Implementation Performance in Higher Education Institutions: An Interpretative Structural Modelling (ISM) Approach

Abstract

Globally, higher education institutions (HEIs) have continued to record varied sustainable development (SD) implementation performances. This variance has been attributed to the presence of certain organisational factors. Whereas previous studies have successfully identified the factors influencing SD implementation performance in HEIs, few studies have attempted to explore the relationship between these factors and the influence of such a relationship on the management of SD implementation in HEIs. This is the objective of this study. Understandably, knowledge of such relationships will facilitate the development of appropriate frameworks for managing SD implementation in HEIs. Relying on a case study of a South African University of Technology (SAUoT), this study elicits data through a focus group discussion session. An interpretative structural modelling (ISM) focus group protocol indicating extant pair-wise relationships between identified organisational factor categories was extensively discussed. The emergent data was recorded, transcribed verbatim and subsequently analysed. The findings suggest that communication was critical to the prevalence of other factors, hence indicating its centrality to the effective management of SD implementation in HEIs. These findings will guide implementing agents in HEIs towards developing appropriate mechanisms for communicating SD implementation strategies.

Interdependencies of Culture and Functions of Sustainability Governance at Higher Education Institutions

“…The aspiration of integrating sustainable development (SD) into the structures and processes of higher education institutions (HEIs) while taking account of all their different fields of activity, such as research, teaching, outreach, and operations, has been recognized in practice and research alike as a complex and highly context-dependent task [1][2][3][4]. The definitions of sustainable development in the context of higher education institutions remain as rhetorically malleable and as fluid as those in public and political discourse [5].…”

Cultures of sustainability governance in higher education institutions: A multi‐case study of dimensions and implications

“…This includes classifying drivers of and barriers to change (cf. Awuzie & Abuzeinab, 2019;Hoover & Harder, 2015;Verhulst & Lambrechts, 2015) as well as developing wider frameworks of organisational change and identifying phases or steps in the process towards sustainability (Holm, Sammalisto, Grindsted, & Vuorisalo, 2015;Newman, 2007;Rath & Schmitt, 2017). Overall, however, the governance structures as well as processes of sustainable development in higher education institutions are still not well understood (Hoover & Harder, 2015).…”

Modeling of the Factors of Higher Education Institutions (HEIs) Influencing the Strategic Linking Decisions with the Industrial Sector: Whole-Institution Approach

“…In European countries, the participation of entrepreneurial companies focused on innovation stands out through participation in HEI study programs to develop students' competencies; therefore, the awareness of companies about the importance of linkage and its impact is relevant [15]. Leadership, in its different styles, interpreted through human, personnel, and organizational factors, was also considered as a variable that affects the SD of HEIs [16][17][18]. HE is undoubtedly an essential factor when it comes to Agenda 2030 for Sustainable Development; specifically, Goal 4 of Quality Education and Goal 8 of Decent Work and Economic Growth, because they indicate that human resource development is required to guarantee a sustainable society and national economic performance.…”