The Efficiency of Universities in Achieving Sustainable Development Goals

Perović, Lena Malešević; Kosor, Maja Mihaljević

doi:10.24818/ea/2020/54/516

Cited by 25 publications

(19 citation statements)

References 25 publications

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“…Likewise, international ranking systems (such as Times Higher Education and Green Metrics) are gaining relevance due to their growing impact on higher education policies, governance strategies, and institutional practices. However, such ranking systems sometimes fail to accurately reflect the SDGs and may neglect to consider the leadership skills and mindsets needed to promote a transition to sustainability (Dyllick and Muff, 2020;Perović and Kosor, 2020;Torabian, 2019). Table 8 summarizes the main takeaways from the literature on management operations and SDGs at the macro-level.…”

Section: Management Operations-macromentioning

confidence: 99%

How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

2022

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Universities are rethinking their teaching and research programs and their whole third mission in response to the framework provided by the Sustainable Development Goals (SDGs). But how do universities walk the talk? What are the main strategies and activities undertaken by universities to implement the 2030 Agenda? While the higher education literature has documented the growing number of practices and strategies around SDGs, there have been few attempts to synthesize these scholarly resources. Moreover, the knowledge base revolves around an array of activities, which makes the literature seem fragmented. To fill this gap, the present paper conducts a systematic literature review and derives a method of categorizing activities that can support further knowledge growth. We classified 130 selected papers based on the type of university activities considered (research, teaching, third mission, and managing operations) and the level of the implemented action (macro, meso, and micro). Subsequently, we identified the main gaps in the literature and discussed future research avenues for addressing higher education's role in accomplishing SDGs.

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Section: Management Operations-macromentioning

confidence: 99%

How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

2022

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“…Scholars and researchers are using the ranking to measure the performance of universities in terms of the SDGs. For example, Perović and Kosor [14] analyze the efficiency of public expenditure of universities in achieving SDGs, making use of the University Impact Rankings. Through Data Envelopment Analysis (DEA), their results show that only three to four countries were fully efficient.…”

Section: Measuring and Reporting The Contribution Of Universities To Sdgsmentioning

confidence: 99%

“…Based on the previous literature about experiences of SDGs in universities [9,14,17,22] and sustainability [26][27][28], three factors have been selected in order to analyze their impact on the contribution of universities to SDGs. The rationale for each factor is explained below, as well as the corresponding hypothesis.…”

Section: The Influence Of Internal and External Factors On The Progress And Contribution To Sdgsmentioning

confidence: 99%

“…They have a double role, in implementing active policies for developing SDGs through all their activities and in promoting awareness among other actors, mainly students, of their role in achieving the SDGs and acquiring the skills and mind-sets needed to contribute to these challenges. The SDGs require the participation of every citizen, and they need the skills, attitudes and values that enable their participation [14].…”

Section: Introductionmentioning

confidence: 99%

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Drivers for Universities’ Contribution to the Sustainable Development Goals: An Analysis of Spanish Public Universities

2020

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Universities have a critical role in achieving the Sustainable Development Goals (SDGs), both for implementing active policies and for encouraging other actors to participate. This requires having the skills and mind-sets to contribute to these challenges. The relevance and the commitment of universities to sustainability has led to the inclusion of SDGs in the strategies and agendas of these institutions. This requires the involvement of all the actors and some structural and cultural changes that put SDGs at the core of the governance and management of the university, embracing all the stakeholders. Various internal and external factors may influence the impact and success of the policies and activities aiming at achieving the SDGs, both from an overall perspective and for individual SDGs. This paper assesses the influence of some internal factors, such as the presence of universities on the internet, the level of internationalization or the availability of financial resources. Through both regression analyses and the Gephi method, our results confirm the importance of the presence on the internet, the internationalization of the university and the financial resources for research and infrastructure received from regional governments for Spanish public universities to make a greater contribution to SDGs.

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“…As references, various works highlight the need to implement the SDGs in this context. Among them, we highlight the works of Perovic and Kosor (2020), who investigate the efficiency of European universities in achieving SDGs, concluding that there is a low efficiency in its application.…”

Section: Introductionmentioning

confidence: 99%

Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)

Vilches

García-González

Solís-Espallargas

et al. 2021

IJSHE

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Purpose The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research. Findings The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability. Originality/value This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

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The Efficiency of Universities in Achieving Sustainable Development Goals

Cited by 25 publications

References 25 publications

How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

How Higher Education Institutions Walk Their Talk on the 2030 Agenda: A Systematic Literature Review

Drivers for Universities’ Contribution to the Sustainable Development Goals: An Analysis of Spanish Public Universities

Greening of the syllabus in faculties of education sciences through sustainable development goals: the case of public Andalusian universities (Spain)

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