Trends in research on the carbon footprint of higher education: A bibliometric analysis (2010–2019)

Li, Zhaofeng; Chen, Zheng; Yang, Ningshu; Wei, Kaiyao; Ling, Zexin; Liu, Qinqi; Chen, Guofeng; Ye, Ben Haobin

doi:10.1016/j.jclepro.2020.125642

Cited by 46 publications

(31 citation statements)

References 84 publications

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“…Many universities and colleges worldwide are looking for ways to reduce their carbon footprint as one response to what is increasingly referred to as "climate urgency" (UoE, 2019). Studies about the carbon footprint of a HEI are rare (Li et al, 2021), and only some of these studies include student travel in their measurements. The reported estimations of the annual carbon emissions owing to students' commuting vary between 300 and 630 kg CO 2 per student in countries, such as the UK (Caird et al, 2015;Ozawa-Meida et al, 2013), the USA (Bailey and LaPoint, 2016) and The Netherlands (Versteijlen et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Exploring sustainable student travel behaviour in The Netherlands: balancing online and on-campus learning

Versteijlen

Wee

Wals

2021

IJSHE

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Purpose Daily commuting trips of higher education (HE) students account for a large proportion of the carbon footprint of a HE institution. Considerations of students underlying their choice of travel mode and their decision to make the trip to campus or to study online are explored as a necessary first step for finding an optimal balance between online and on-campus learning from both a sustainability and an educational perspective. Design/methodology/approach Focus group conversations were held with student groups from different study programmes of a university of applied sciences in the Netherlands. Findings Dutch students’ travel mode choices seem to depend on measures regulating travel demand such as a free public transport card and high parking costs. The findings indicate that students make reasoned choices about making a trip to campus. These choices depend on considerations about their schedule, type, lecturer and content of a course, social norms and their own perceived behavioural control. Alternative online options can provide students with more flexibility to make choices adapted to their needs. Social implications While these findings are useful for sustainable and educational reasons, they also seem helpful in times of COVID-19 which calls for a re-design of curricula to allow for blended forms of online and on-campus learning. Originality/value To the best of the authors’ knowledge, this paper is one of the first studies looking at students’ considerations when deciding whether to travel to campus to learn or stay at home learning online.

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Section: Introductionmentioning

confidence: 99%

Exploring sustainable student travel behaviour in The Netherlands: balancing online and on-campus learning

Versteijlen

Wee

Wals

2021

IJSHE

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“…These interactive disciplines formed seven discipline groups. Clustering divides similar objects into one group [ 63 ]. The scale of each cluster includes one or two disciplines.…”

Section: Resultsmentioning

confidence: 99%

Research disciplinary interactions on scientific collaboration network in photocatalytic hydrogen evolution: Characteristics and dynamics

Yao

Zou

et al. 2022

PLoS ONE

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Interdisciplinary scientific collaboration promotes the innovative development of scientific research. Photocatalytic hydrogen evolution (PHE) is a typical interdisciplinary subject. This study aims to explore the characteristics of discipline interaction and the temporal evolution in the field. Bibliometric analysis could be used to understand the stage of research in a particular subject. In this work, the publications on the topic in Web of Science (WoS) platform from 1999 to 2020 were selected. On the basis of social network theory, the characteristics of interdisciplinary were revealed from three perspectives. First, the disciplinary interaction network is constructed through disciplinary co-occurrence to detect the characteristics of interaction structure among different disciplines. Then the node centrality index is employed to explore the influence of disciplines in the interactive network by using network centrality analysis. Moreover, the dynamic of discipline interaction evolution is studied using blockmodeling analysis. In the field of PHE, the number of disciplines and the intensity of interaction among different subjects gradually increased in the past 20 years. Chemistry and Material Sciences are the core discipline, and they play an important role in the network. The whole network is divided into different discipline groups. The scale of the discipline group is becoming large, and the disciplinary interaction is becoming more complex. The obtained results are helpful for guiding scholars to carry out interdisciplinary interaction. The methods of detecting interdisciplinary interactive relationship could provide paths for interdisciplinary research in other fields.

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“…First, in Indonesia, students make up a substantial portion of the population within the age bracket of 15-24 years old at 17% (46 million people) of the population [29], and therefore, their travel contributes significantly to traffic congestion. Second, with such a significant number, student travel contributes to the production of Greenhouse Gas (GHG) emissions, which consequently accelerates climate change [28], and many universities worldwide are looking for ways to reduce their emission [30]. Therefore, understanding the impact of online learning can be beneficial to comprehend its impact on sustainability.…”

Section: Introductionmentioning

confidence: 99%

Online Learning Participation Intention after COVID-19 Pandemic in Indonesia: Do Students Still Make Trips for Online Class?

2022

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In response to the COVID-19 pandemic, educational institutions worldwide have made online learning their primary channel. While the various benefits of e-learning have influenced governments to extend the use of this platform after the pandemic, there is the question of the intention of students toward online learning (i.e., participation and location) after the pandemic. This research aims to examine the intention of undergraduate students to do online learning post-COVID-19 pandemic and explore the factors that affect them in Indonesia. To that end, this study distributed an online questionnaire to 906 undergraduate students in mid-2021 in Bandung, Indonesia, and used the Discriminant Analysis (DA) and Multinomial Logistics Regression (MNL) model to explore the factors that influence the intention for e-learning after the pandemic. Teaching quality and time management benefits were found to influence students’ intention to spend more days on e-learning. Lower frequency of e-learning is associated with communication problems, internet problems, and unfavorable conditions at home. While the substitution effect is found in e-learning for students who are able to focus during online class, the neutral effect is found for students who experience internet problems and have a lower monthly allowance. E-learning also modifies trips for students who have higher monthly allowances and experience dizziness from long screen time. Students who reside in well-developed neighborhoods tend to prefer to attend online classes from home.

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Trends in research on the carbon footprint of higher education: A bibliometric analysis (2010–2019)

Cited by 46 publications

References 84 publications

Exploring sustainable student travel behaviour in The Netherlands: balancing online and on-campus learning

Exploring sustainable student travel behaviour in The Netherlands: balancing online and on-campus learning

Research disciplinary interactions on scientific collaboration network in photocatalytic hydrogen evolution: Characteristics and dynamics

Online Learning Participation Intention after COVID-19 Pandemic in Indonesia: Do Students Still Make Trips for Online Class?

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