Sustainability in Universities: DEA-GreenMetric

Puertas, Rosa; Martí, Luisa

doi:10.3390/su11143766

Cited by 44 publications

(40 citation statements)

References 36 publications

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“…From this perspective, we find that in real life, the options for social and material development are influenced by the existing cultural context, as well as by the direction in which the current social culture is evolving. A series of transnational social movements with global trends [32], which impose cultural characteristics that have a positive impact in relation to sustainable development, are identified and discussed [29,33,34] The associated concept is citizen-led transformation, which induces a multitude of interaction forms, within the private and the public sector, by which community-generated initiatives are promoted [35,36].…”

Section: Sustainability and Gender: Literature Reviewmentioning

confidence: 99%

Gender Parity within the Gender—Sustainability Paradigm: A Case Study on Management Structures of the Romanian Academia

et al. 2020

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Our study proposes a Romanian national perspective of the gender–sustainability paradigm in higher education under the Sustainable Development Goal 5 (SDG5) approach. The starting point is the interlinkage of the two concepts, gender parity and sustainability, depicted on a fundamental societal domain. Data collection was completed following a census approach, resulting in staffing data on 47 Romanian state-owned universities. Data collected envisaged the tenure teaching staff, divided into two gender groups; the count was focused on executive roles and collective managerial elected bodies for the 2015–2019 mandate. The gender situation was analyzed quantitatively by the number of teaching staff, their gender structure, and their representation in the executive functions and collective decision-making bodies. We calculated gender indexes and used statistical correlation coefficients to explain the relations between the different categories of personnel and their influence on establishing the management structures. The results of the gender configuration analysis were further associated with the latest national meta-ranking of Romanian universities. Our findings show that Romanian universities demonstrate sustainability under SDG5 through their institutional capacity to use either feminine majorities or a statistically detected pro-female voting propensity in order to construct optimally gendered management structures through vote only.

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Section: Sustainability and Gender: Literature Reviewmentioning

confidence: 99%

Gender Parity within the Gender—Sustainability Paradigm: A Case Study on Management Structures of the Romanian Academia

et al. 2020

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“…In order to assess environmental performance, taking into account that environmental indicators used by universities are not homogeneous, we have selected the six indicators proposed and computed in UIGreenMetric [40]-probably one of the most widely accepted indices for this purpose worldwide and previously used by Puertas and Martí [41]. This provides time series of numerical information that allows rankings and subsequent classifications to be compiled.…”

Section: The Measurement Of Sustainability and Performance In Spanishmentioning

confidence: 99%

Assessing Sustainability and Its Performance Implications: An Empirical Analysis in Spanish Public Universities

2019

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This paper contributes to the literature about sustainability assessment and goes a step further by studying the effect on university performance. The aim is to analyze, from an external perspective, the relationships between the three dimensions of sustainability in universities (environmental, economic, and social), the similarities between universities, and the impact that it can have on performance. In order to carry out an empirical assessment for Spanish public universities, an index is proposed to measure sustainability through indicators for the three dimensions. The results show that there is a positive correlation among the three dimensions, but only the association between the environmental and the economic dimension is statistically significant, which evidences that there is not an integrated perspective of sustainability. Although there are no common patterns among universities, some similarities among them were found. Finally, the paper shows that the entities that integrate sustainability in their plans and activities have a positive impact on performance.

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“…In fact, implementing the MMM by HEIs has led to the quick widespread emergence of rankings (QS World Ranking, Shanghai Ranking, The World University Ranking, Sc imago Institutions Ranking). To date, the primary aim of these rankings has been to evaluate universities' academic and research reputation, or their performance, by paying minimal attention to sustainability-related issues [47].…”

Section: Introductionmentioning

confidence: 99%

“…As HEIs' concern for sustainability grows, so does the publishing of the rankings that quantify HEIs' contribution to quantifying their sustainability impact (Green League 2007, the Environmental and Social Responsibility Index 2009, UI GreenMetric World University Ranking; STARS) [56,57]. Ever since these green rankings emerged, several analyses have been carried out and reached the same conclusions: The initiative to incorporate sustainability into HEIs is good, but stability and transparency for reporting information about sustainability and the need for an integrated approach to sustainability in culture and university management are lacking [47,[58][59][60].…”

Section: Introductionmentioning

confidence: 99%

Universities’ Reporting on SDGs: Using THE Impact Rankings to Model and Measure Their Contribution to Sustainability

et al. 2021

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Higher education institutions (HEIs) have voiced growing concerns about sustainability issues since Agenda 2030 was approved, but this is not enough for societal stakeholders seeking and delivering innovation and excellence. The 17 Sustainable Development Goals (SDGs) were adopted by all UN Member States in 2015 as a universal call to action, and pose a challenge for HEIs as for the efforts made to fulfill them and knowing how to assess their performance. However, the metric management system implemented by HEIs quickly led to rankings emerging, which compare HEIs to metrics not related to the sustainability dimensions of the 17 SDGs. The main aim of the paper is to assess the level of reporting and alignment of SDG achievements with the overall the Times Higher Education (THE) ranking score. For this purpose, our study (i) models and quantifies the impact of HEIs’ disclosure of SDG information on HEIs’ overall THE Impact Rankings score, (ii) analyzes whether the best ranked universities are indeed significantly related to different SDGs than other not-so-well-ranked ones, and (iii) models the differences in the overall score and its alignment with distinct SDGs by dimensions, subjects, and geographical regions. In order to do so, a descriptive analysis, non-parametric tests, and linear and logistic regression analyses were performed. Our results reveal that the overall ranking is related to the reporting of HEIs’ SDG achievements. Moreover, the more positive actions related to health, education, industry, responsible consumption and production, climate action, and partnerships there were, the higher the position of HEIs in the general ranking was. However, we found differences between top-ranking universities and others in geographical location, disclosed information, and impact. Thus, the best-ranked universities are more committed to transferring knowledge to industry to satisfy its needs (SDG9), support strong institutions in their countries, and promote peace and justice (SDG16). Finally, SDG9 and SDG17 are the most relevant and constant SDGs when modeling the alignment of SDGs with HEIs’ dimensions (teaching, research, citations, industry income, international outlook) and subjects (technological and social sciences and humanities). HEIs integrating SDG actions into the strategic management of universities and, consequently, reporting their SDG performance to promote sustainability and contribute to sustainable development, is advisable.

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Sustainability in Universities: DEA-GreenMetric

Cited by 44 publications

References 36 publications

Gender Parity within the Gender—Sustainability Paradigm: A Case Study on Management Structures of the Romanian Academia

Gender Parity within the Gender—Sustainability Paradigm: A Case Study on Management Structures of the Romanian Academia

Assessing Sustainability and Its Performance Implications: An Empirical Analysis in Spanish Public Universities

Universities’ Reporting on SDGs: Using THE Impact Rankings to Model and Measure Their Contribution to Sustainability

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