Students' perceptions on environmental management of HEIs and the role of social capital

Jones, Nicola; Roumeliotis, S.; Iosifides, Theodoros; Hatziantoniou, Maria N.; Sfakianaki, Eleni; Tsigianni, Eleni; Thivaiou, Kalliopi; Biliraki, Athina; Evaggelinos, Kostas

doi:10.1108/ijshe-07-2011-0050

Cited by 16 publications

(14 citation statements)

References 29 publications

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“…The notion of social capital was first proposed by Bourdieu [25] and is considered to be "one of the most influential concepts in sociology" (p. 279) [26]. It has been deployed in a diversity of contexts including higher education [27].…”

Section: Differences In Adjustment Experiences Between Des and Tesmentioning

confidence: 99%

Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Cheung

Tsang

et al. 2020

IJERPH

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Psychological wellbeing is vital to public health. University students are the future backbone of the society. Direct and transfer entrants might encounter different adjustment issues in their transition from secondary school or community college to university studies. However, worldwide, the factors affecting their active coping and satisfaction with the university are currently unknown. The purpose of this study was to address this gap. Nine-hundred-and-seventy-eight direct entrants and 841 transfer entrants, recruited by convenience sampling, completed a cross-sectional survey study in 2018. A valid and reliable Hong Kong modified Laanan-Transfer Student Questionnaire (HKML-TSQ) was used to collect data. Multiple methods of quantitative data analysis were employed, including factor analyses, test of model fit, t-tests, correlations, and linear regression. The results showed that the transfer entrants had relatively less desirable experiences in their adjusting processes than did the direct entrants. There was evidence of both common and different factors affecting the two groups’ active coping and satisfaction with the university. Different stakeholders from community colleges, universities, and student bodies should work collaboratively to improve students’ transitional experiences before, during and after admission to the university.

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Section: Differences In Adjustment Experiences Between Des and Tesmentioning

confidence: 99%

Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Cheung

Tsang

et al. 2020

IJERPH

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“…(3) institutional trust, in connection with perceptions by individuals of the effectiveness of the policies, management and behaviors of entities that they relate directly or indirectly with (Jones et al, 2013).…”

Section: The Role Of Social Capital In the Effects Of Education For Sustainable Development On Social Sustainabilitymentioning

confidence: 99%

“…At the institutional level, the external impact of university networks as drivers of the overall ESD policy environment has been recognized (Dlouha et al, 2018). At the individual level, the role of dense social networks in transmitting information about environmental regulations, standards and impacts of university operations has been highlighted, as increased levels of knowledge by students and other stakeholders are a prerequisite for the success of greening efforts (Jones et al, 2013). Second, the role of social trust has been explored in connection with the assumption that the perception of environmentally responsible behaviors by peers (e.g.…”

Section: The Role Of Social Capital In the Effects Of Education For Sustainable Development On Social Sustainabilitymentioning

confidence: 99%

Enhancing the effects of university education for sustainable development on social sustainability: the role of social capital and real-world learning

Rey‐García

Mato-Santiso

2020

IJSHE

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Purpose The purpose of this paper is to understand the roles that social capital and real-world learning may play in enhancing the effects of university education for sustainable development (ESD) on social sustainability. Design/methodology/approach A conceptual framework that identifies the plausible effects of university ESD on social sustainability along three outcome dimensions (think-act-leverage), broadening desirable program learning outcomes and proposing enabling roles for social capital and real-world learning, is substantiated and validated through qualitative insights from a focus group. The framework serves to structure a survey to alumni of a postgraduate program in sustainability (2011–2018). Hierarchical clustering analysis is used to identify differences in perceived, sustainability-related effects of the program on direct beneficiaries and their relationship with stakeholders in their communities. Findings Implementation of real-world learning in partnership with organizations in the community that actively involves alumni not only extends desirable effects beyond individual program learning outcomes and outside the academia but may also renew them over time. Practical implications University administrators should foster the creation of new social capital of students and alumni and their commitment with service learning and other credit-bearing opportunities as actionable enablers to enhance the social sustainability effects of university ESD. Originality/value The paper contributes to a dual theoretical and empirical void related to the effects of university ESD on the social dimension of sustainability through the proposal of a conceptual framework and quantitative assessment of the dynamic effects of university ESD at the local level.

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“…Due to the lack of this definition, some authors have focused on university students' perceptions in general [25], with the absence of references to sustainability at universities. Other authors have addressed sustainability in the university curriculum [26] and the university management [27]. This limited research should go further, analyzing students' attitudes and their knowledge of sustainability through other variables under study.…”

Section: Hypotheses Developmentmentioning

confidence: 99%

Regional Economic Sustainability: Universities’ Role in Their Territories

Gallardo‐Vázquez

Folgado-Fernández

2020

Land

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The sustainability of territories (e.g., regions and countries) is currently an issue that should be considered when implementing organizational strategies. The globalization, industrialization, and population growth trends observed in recent decades have forced experts to adopt a sustainable approach capable of guaranteeing that a population’s present needs can be met without compromising future generations’ well-being. Among the essential pillars of successful sustainability strategies, social development stands out as quite important, so the present study focused on it. Social development strategies include ensuring a satisfactory level of education while simultaneously fostering an adequate quality of life and long-term sustainability. Thus, this study’s objective was to gain a clearer understanding of universities’ role as promoters of education and generators of populations that become more deeply rooted in their territory of origin. One public university, the University of Extremadura in Spain, was found to play a unique, specific role in its region, as this institution has quite unique characteristics that differentiate it from other nearby universities. This study measured the regional population’s preferences by assessing an interest group’s levels of satisfaction and by observing the influence of quality and innovation on this group’s perceptions of the public university’s operations. A questionnaire was prepared and distributed electronically to all University of Extremadura students. The final sample consisted of data from 362 questionnaires, which were analyzed using structural equation modeling. The results indicated that the students’ perceptions of this institution’s innovation and quality are determinants of their satisfaction levels. In addition, this university is considered to be a reason to remain in the region, promoting residents’ sense of belonging and helping consolidate the region as a sustainable area.

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Students' perceptions on environmental management of HEIs and the role of social capital

Cited by 16 publications

References 29 publications

Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Factors Affecting Direct and Transfer Entrants’ Active Coping and Satisfaction with the University

Enhancing the effects of university education for sustainable development on social sustainability: the role of social capital and real-world learning

Regional Economic Sustainability: Universities’ Role in Their Territories

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