On the Nature of Quality in the Contexts of Academic Publication and Sustainability

Abstract

Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections on matters such as: how current quality indicators define the quality of academic publications; how effective current quality assurance processes may be; how congruent open access publication processes may be with the ideals of sustainability and of the SDGs; and about what new and different indicators of quality might look like. An inductive analysis of their reflections yielded three emergent and reoccurring themes: casting doubt on the fitness for purpose of current academic publication processes and means to assure their quality; seeking justice for all involved in academic publication; and creating opportunities for change. In writing this article, authors considered these themes and how academia might address them.

In Search of Transformative Learning for Sustainable Development: Bibliometric Analysis of Recent Scientific Production

“…Macfarlane ( 2021) also talks about the rise of neoliberal values and the advance of competitiveness in academia. In the field of sustainability, Shephard et al (2021) discuss how the current demands of researchers, quality indicators, and the review and publication processes for articles often clash with the values that should advance sustainable development. Moreover, Rodríguez-Aboytes and Barth (2020), now in the field at hand, warn of the superficial use of transformative learning theory in many studies.…”

“…Sinclair and Sterling, in particular, stand out among them. Nevertheless, the data also appear to indicate a need to continue creating collaborative networks where researchers from countries far from the West become more relevant and improving North-South networks, in order to favor more global, pluralistic, and intercultural research (Reid and Scott, 2013;Shephard et al, 2021;Tight, 2021).…”

ESD-based education

“…Whether it regards the limited progress made in the last twenty years since the start of UNESCO's DESD (Theodore, 2020), the lack of evidence of good cross-curricular teaching practice in sustainability education (Dyment et al, 2015) or the fact less than 10% approach ESD in a significant way (Lambrechts & Hindson, 2016), the system is found irresponsive, therewith acting irresponsible. Also recent reflections speak of a "… hegemony that has created the circumstances in which only some academics thrive, and that will surely limit higher education's contributions to the SDGs" (Shephard et al, 2021).…”

“…7. Multiple perspectives and visions are less democratic than they appear as the discourse is dominated by international organizations (Kopnina, 2012), access to science restricted (Shephard et al, 2021 12. ESD-researchers were seen to lack professional experience or will to look through a masquerade of NGO's and consultancy-agencies, coming forth with 'entrepreneurs' who wear sustainability like a loosely fitting jacket.…”