Sustainable Development Goals (SDGs): Assessing the Contribution of Higher Education Programmes

Abstract

Universities are engines of societal transformation and can nurture future citizens and navigate them towards sustainability through their educational programmes. Here, we developed an assessment framework for educational institutions to evaluate the contribution of their educational programmes to sustainability by reviewing the alignment of their intended learning outcomes to the enabling conditions for a vision of sustainability based on the Sustainable Development Goals (SDGs). The tool is based on a systemic grouping of the SDGs into eight sustainability attributes, namely, Safe Operating Space, Just Operating Space, Resilient Sustainable Behaviours, Alternative Economic Models, Health and Wellbeing, Collaboration, Diversity and Inclusion, and Transparency and Governance, and uses a word code developed specifically for each sustainability attribute to assess the coverage of the SDGs in master’s programmes’ learning outcomes. The tool uses multi-criteria analysis to compare and rank programmes according to the alignment of their learning outcomes to the sustainability attributes and their contribution to sustainability. It was first tested using data from a University’s eighteen master’s programmes on a range of subjects and subsequently applied to compare forty UK and European master’s programmes focusing on environment and sustainability. Findings demonstrate that even environmental programmes face some important gaps related to health, wellbeing, diversity, inclusion, and collaboration, amongst others, and reinforce the need for all universities to understand the contribution of their programmes to sustainability. The application of the tool can generate empirical evidence on the effectiveness of university programmes and establish a strong argument regarding the potential of education as a tool for achieving the SDGs.

Role of the Food Supply Chain Stakeholders in Achieving UN SDGs

“…Universities play a key role in providing education that goes in accordance with sustainable development. In this regard, Kioupi and Voulvoulis [108] developed a framework to assess the alignment of 40 UK and European master's programs (related to environment and sustainability) to the SDGs. They reported the lack of some aspects (i.e., health, well-being, among others) within these educational programs and highlighted that universities must be aware of their contribution to sustainable development.…”

The Influence of International Education Experience on Host Country-Related Outcomes: An Analysis of Chinese Students’ Relationships with South Korean Universities

“…In a highly globalized education system, internationalization is a prerequisite for the sustainable development of higher education institutions; recruiting qualified international students and maintaining a good relationship with them are necessary [61]. This approach directly corresponds to the attributes of diversity and inclusion, focusing on international and intercultural interactions and interdependence, which are addressed in the Sustainable Development Goals (SDGs) of higher education programs [18]. We believe that this study provides educational institutions with a useful guideline for building and maintaining mutually beneficial relationships with international students.…”

Understanding Gender Differences in Students’ Perceptions of Competency Certification for Enhancing Sustainability in Higher Education

“…Universities are expected to offer sustainable education in the rapidly changing era of the Fourth Industrial Revolution. Indeed, higher education institutions play a critical role in societal transformation toward sustainability through their leadership and curricula [13]. Universities help society develop by preparing graduates to acquire knowledge and skills required by companies.…”

“…Spencer and Spencer (1993) suggested that competency is a potential characteristic of individuals who perform effectively according to specific criteria in any task or situation [19] (pp. [11][12][13][14][15]. Parry (1996) and Lee (2002) viewed competency as a collection of knowledge, skills, and attitudes that can aid performance [20] (p. 50), [21] (pp.…”