The impacts of higher education institutions on sustainable development

Abstract

Purpose This paper aims to conceptualize impacts of higher education institutions (HEIs) on sustainable development (SD), complementing previous literature reviews by broadening the perspective from what HEIs do in pursuit of SD to how these activities impact society, the environment and the economy. Design/methodology/approach The paper provides a systematic literature review of peer-reviewed journal articles published between 2005 and 2017. Inductive content analysis was applied to identify major themes and impact areas addressed in the literature to develop a conceptual framework detailing the relationship between HEIs’ activities and their impacts on SD. Findings The paper identifies six impact areas where direct and indirect impacts of HEIs on SD may occur. The findings indicate a strong focus on case studies dealing with specific projects and a lack of studies analyzing impacts from a more holistic perspective. Practical implications This systematic literature review enables decision-makers in HEIs, researchers and educators to better understand how their activities may affect society, the environment and the economy, and it provides a solid foundation to tackle these impacts. Social implications The review highlights that HEIs have an inherent responsibility to make societies more sustainable. HEIs must embed SD into their systems while considering their impacts on society. Originality/value This paper provides a holistic conceptualization of HEIs’ impacts on SD. The conceptual framework can be useful for future research that attempts to analyze HEIs’ impacts on SD from a holistic perspective.

Integrating education for sustainable development into a higher education institution: beginning the journey

“…Due to the importance of shaping and guiding action(s) as well as the mapping of SD (impacts and priorities) by HEIs, there is a role for some form of review or assessment and ultimately for monitoring, auditing and reporting. Lozano et al (2015) clearly identify a place (and challenge in terms of current practice) for assessments related the institutional SD/ESD 'framework' (noted too by Findler et al, 2018). Gomez et al (2015), in reviewing the tools available, support this view with a focus on HEIs' (and SD assessment tools') ability to identify the important issues and how the 'problem' (of SD for the HEI) is structured.…”

“…The activities and 'reach' of HEIs in terms of their actual and potential impact, and thus role, connects all dimensions of SD and encompasses: campus operations community engagement and outreach, research, education, and campus experience (see Findler et al, 2018 for recent comment on earlier work on this topic by Cortese, 2003 and others). In addition to models, frameworks and strategies proposed for example by Casarejos et al (2017) and Gomez et al (2015), a range of assessment tools exist (see a review of these by Berzosa et al, 2017 andalso in Gomez, 2015).…”

The Collapse of Venezuela vs. The Sustainable Development of Selected South American Countries

“…Nowadays, it is assumed that SD is an improvement in the environment and in the quality of life of people without endangering the sustenance for the survival of future generations and the planet. The three pillars of the SD are economic, social, and environmental sustainability [14]. Table 1.…”

Productive, Structural and Dynamic Study of the Concept of Sustainability in the Educational Field

“…There can be no doubt that all organizations have an inherent responsibility to make societies more sustainable [17].…”