Remodelling urban planning education for sustainable development: the case of Serbia

Maruna, Marija; Rodić, Danijela Milovanović; Čolić, Ratka

doi:10.1108/ijshe-07-2017-0102

Cited by 26 publications

(16 citation statements)

References 22 publications

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“…Financial sustainability can be defined as the function through which we can develop the financial sector of higher educational institutions, in light of changes in the internal and external environment, within an acceptable risk level range (Maruna et al , 2018). In other words, financial sustainability is managed in HEIs through their ability to fully recover economic costs and continue to develop infrastructure (physical, human and intellectual) to maintain a sufficient future production capacity (Pedersen et al , 2017).…”

Section: Introductionmentioning

confidence: 99%

Analysis of financial sustainability indicators of higher education institutions on foreign direct investment

Alshubiri

2020

IJSHE

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Purpose The purpose of this study is to examine the impact of financial sustainability indicators of higher education on foreign direct investment (FDI) using empirical evidence from 26 Organization for Economic Co-operation and Development (OECD) countries. The basic criterion for determining the financial sustainability of higher education institutions included indicators of income generated by higher education institutions being greater than the operational costs. However, this requires financial sustainability, which depends on financial self-sufficiency without seeking external financial assistance. This situation is affected by investment attractiveness. Design/methodology/approach Three quantitative proxies were used in this study to explain the financial sustainability indicators in higher education institutions of OECD countries: financial expenditures proxy measured by current tertiary education expenditure (CE); efficiency proxy measured by university-life expectancy (ULE) and endogenous growth proxy measured by gross enrolment tertiary ratio (GETR) to show the effect on FDI. Also, this study used six control variables considered an important part of experimental design and refers to contributing factors that were eliminated to clarify the independent variable and a dependent variable nexus. The quantitative data was collected from World Development Indicators (WDI). This study applied a STATA version using panel data techniques for over 15 years from 2001 to 2015 and also used fixed effect (FE) and random effect (RE) estimations to address problems of heterogeneity. To mitigate the endogeneity problem, the generalized method of moments (GMM) was also used. Findings The results of this study were derived from the adoption of financial models applied in higher education institutions to test the financial sustainability indicators. Based on the RE and FE results, a one per cent increase in the current tertiary education expenditure caused about 0.19 and 0.18 per cent increase in FDI in the OECD economies. This positive and significant impact was higher when considering the problem of endogeneity by applying the GMM estimations. FDI grew by about 0.22 per cent when the CE increased by one percent. Meanwhile, there was a significant and negative relationship between FDI and the GETR variable for the FE results but this previous relationship was insignificant for RE estimations. The FDI in OECD economies decreased by about 0.0006 per cent when the GETR increased by 1 per cent. This negative effect became larger when applying the GMM estimations. Finally, the ULE results showed there was a positive and insignificant relationship between ULE and FDI for all estimators. Practical implications The management and analysis of the financial health indicators is necessary to evaluate educational activities but is not sufficient to achieve financial sustainability, which extends beyond the indicators of financial health to encompass factors such as student achievements; research and scientific output; community engagement; productive capacity; quality inputs; risk and infrastructure; and systems. Originality/value This study is considered one of the few existing studies examining the ways in which to achieve financial sustainability in higher education institutions using quantitative financial methods. Specifically, this study adopted Pecking order theory in its analysis of the financial sustainability indicators to clarify whether the financial sustainability indicators of higher education institutions lead to an improvement in the attractiveness of foreign investment in OECD countries in the long run. The findings contribute to the necessity of adopting internal financing sources in accordance with the Pecking Order theory to help achieve financial sustainability growth.

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Section: Introductionmentioning

confidence: 99%

Analysis of financial sustainability indicators of higher education institutions on foreign direct investment

Alshubiri

2020

IJSHE

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“…Building on the existing practice of organizing workshops in times of emergency [34], constant endeavors to improve education processes through innovative curricular and extracurricular activities in architecture and urbanism at the University of Belgrade-Faculty of Architecture (UB-FA) [35][36][37], and integration of the SDGs in curricula [38][39][40], a group of teaching and research assistants (authors of the paper) initiated an online workshop aiming to address COVID-19 challenges. The online workshop was implemented by the UB-FA in April 2020.…”

Section: Methodsmentioning

confidence: 99%

Transferring COVID-19 Challenges into Learning Potentials: Online Workshops in Architectural Education

et al. 2020

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The paper addresses the shift in architectural education regarding the need to develop new approaches in teaching methodology, improve curricula, and make advancements in new learning arenas and digital environments. The research is based on the assumption that online workshops could offer a unique learning experience for students in higher education. Accordingly, workshops are considered an essential element in teaching emergency design. As a result, this can produce broader and more innovative solutions to COVID-19 challenges regarding social distancing, limited movements, regulated use of public space, and suspended daily activities. The theoretical notions of emergency design and education for sustainable design enabled the identification of research perspectives and spatial levels to be taken as a starting point of the workshop “COVID-19 Challenges: Architecture of Pandemic” that was conducted by the University of Belgrade—Faculty of Architecture in April 2020. The critical review of the workshop’s procedural and substantial aspects led to identifying four main COVID-19 design challenges perceived in performance, innovation, alteration, and inclusion. Additionally, the paper’s findings concern the identification of learning potentials and limitations arising from a current topic affecting global society, for which neither solutions nor adequate answers in the field of architecture and urbanism have been found.

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“…In accordance with this, the study program's mission was formulated as the basis for its structure: (a) an interdisciplinary orientation inclined toward related fields, (b) knowledge based in scientific work, (c) developing partnerships with relevant professional institutions and organizations, (d) cooperation with foreign faculties, (e) including experts in the teaching process, and (f) presenting results on the national and international levels. These principles directly impacted the development of pedagogical approaches and the attainment of numerous successful and important results [40][41][42][43].…”

Section: Context and Concept Of The Study Programmentioning

confidence: 99%

Toward the Integration of SDGs in Higher Planning Education: Insights from Integrated Urbanism Study Program in Belgrade

Maruna

2019

Sustainability

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With the adoption of the UN Agenda 2030, UNESCO has put forward new recommendations to integrate Sustainable Development Goals (SDGs) into the teaching process. In particular, SDG 11—“Sustainable cities and communities”—is aimed at education in the field of urban planning. In parallel with this, the Guidelines of the European Council of Spatial Planners ECTP-CEU have set out the skills needed for the planning profession. The goal of this paper was to verify the compatibility of the curricula of the master’s study program in Integrated Urbanism at the Faculty of Architecture, University of Belgrade, with the recommendations of the UN, UNESCO, and ECTP-CEU. A qualitative analysis of the structure and content of the course curricula was applied on three levels; curricula were compared to: (a) the expected skills in the planning profession, (b) the SDG 11 targets defined in UN Agenda 2030, and (c) the learning objectives, as formulated by UNESCO. The research results highlight several key aspects to improve the curricula, and include the concept of sustainability: (a) the structure of the course curricula, (b) interdisciplinarity, (c) partnerships with institutions and communities, (d) links with scientific research work, (e) practice orientation, (f) improving teachers’ competence levels, and (g) improving the accreditation process. These results can be used as guidelines to improve the curricula of the Integrated Urbanism study program in the next accreditation cycle, and also as a methodological approach to verify the compatibility and dimensions of higher planning education (HPE) in relation to the expected skills and global requirements of education for sustainable development (ESD).

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Remodelling urban planning education for sustainable development: the case of Serbia

Cited by 26 publications

References 22 publications

Analysis of financial sustainability indicators of higher education institutions on foreign direct investment

Analysis of financial sustainability indicators of higher education institutions on foreign direct investment

Transferring COVID-19 Challenges into Learning Potentials: Online Workshops in Architectural Education

Toward the Integration of SDGs in Higher Planning Education: Insights from Integrated Urbanism Study Program in Belgrade

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