Analysis of sustainability insertion in materials selection courses of engineering undergraduate programmes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeniffer Fonseca Zanitt ◽  
Izabela Simon Rampasso ◽  
Osvaldo Luiz Gonçalves Quelhas ◽  
Milena Pavan Serafim ◽  
Walter Leal Filho ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Content Analysis ◽  
Delphi Method ◽  
Design Methodology ◽  
Sustainable Development Goals ◽  
Materials Selection ◽  
Content Type ◽  
Development Goals ◽  
The Subject

Purpose This study aims to analyse how the materials selection courses of engineering undergraduate programmes can be better aligned with the United Nations Sustainable Development Goals (SDGs). Design/methodology/approach Initially, a content analysis was performed in 39 materials selection course descriptions from 40 engineering undergraduate programmes of Brazilian higher education institutions, and subsequently, Delphi method procedures were conducted with professors that teach or have taught the course and are knowledgeable in the subject of sustainability. Findings Considering the analysed course descriptions, it was shown that most of the materials selection courses do not consider or present little emphasis on sustainability aspects. Regarding the Delphi method, eight items were evidenced to consider sustainability aspects in the analysed courses. Originality/value This study contributes to the debates about sustainability insertion in engineering undergraduate programmes. More specifically, the findings presented consolidated information that professors and coordinators can use to align materials selection courses with the SDGs better.

scholarly journals Viewpoint: accelerating the implementation of the SDGs

2020 ◽  
Vol 21 (3) ◽  
pp. 507-511 ◽  
Author(s):  
Walter Leal Filho
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Design Methodology ◽  
Sustainable Development Goals ◽  
Higher Education Institutions ◽  
Active Part ◽  
Content Type ◽  
Perceived Need ◽  
Development Goals

Purpose The purpose of this paper is to describe the need to accelerate the implementation of the UN Sustainable Development Goals (SDGs) and the actions needed to reach them. In particular, it outlines a variety of actions which higher education institutions may undertake, to take an active part in the process. Design/methodology/approach This paper presents an analysis of the trajectory leading to the SDGs, their relevance and the problems seen in the implementation. Findings There are many needs to be met to implement the SDGs, and there is a perceived need to accelerate their implementation. Originality/value The viewpoint tackles the complexity inherent to the implementation of the SDGs and points out some of the needs to be met, so as to enable their implementation.

scholarly journals Sustainable development goals: a framework for deploying indicators for higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Juliane Sapper Griebeler ◽  
Luciana Londero Brandli ◽  
Amanda Lange Salvia ◽  
Walter Leal Filho ◽  
Giovana Reginatto
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Design Methodology ◽  
Sustainable Development Goals ◽  
Higher Education Institutions ◽  
Content Type ◽  
The Sustainable Development ◽  
Development Goals ◽  
Initial List

Purpose This paper aims to analyse the extent to which the sustainable development goals (SDGs) are being considered at higher education institutions (HEIs) and propose and test the possible acceptance of a list of indicators to evaluate the contribution of HEIs to the SDGs. Design/methodology/approach The methodology consisted of the collection of indicators of sustainable development based on the existing bibliography. Afterwards, a set of indicators related to the SDGs were selected, based on the most frequent SDGs’ expressions found in the selected indicators. A sample of researchers was also asked to indicate to which extent this set of indicators is perceived as relevant. Findings The results indicated an initial list with 432 indicators, of which 268 were selected for having at least one of the keywords searched for, related to the SDG descriptions and targets. Thus, redundant indicators were excluded and, when necessary, indicators were aggregated, resulting in a final list of 61 indicators. Originality/value The set of indicators resulted from this analysis was considered appropriate to evaluate the contribution of HEIs towards the SDGs, demonstrating that it might not be necessary to create new indicators for that purpose.

Sustainable tourism and the role of stakeholders in North Cyprus: a literature review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shiva Ilkhanizadeh
Keyword(s):  
Sustainable Development ◽  
Literature Review ◽  
Design Methodology ◽  
Sustainable Development Goals ◽  
Sustainable Tourism ◽  
Content Type ◽  
North Cyprus ◽  
Development Goals

Purpose This paper aims to identify the main stakeholders and the extent of their collaboration in the management of sustainable tourism policy planning practices in North Cyprus. Design/methodology/approach This paper provides a literature review of previous work. Findings This study recommends that the main stakeholder – national government – should actively involve a wider group of stakeholders in a collaborative effort to attain long-term sustainable development goals. Originality/value This is the first study to review the literature on sustainable development and the role of different stakeholders in North Cyprus.

Barriers to innovation and sustainability in universities: an international comparison

2019 ◽  
Vol 20 (5) ◽  
pp. 805-821 ◽  
Author(s):  
Lucas Veiga Ávila ◽  
Thiago Antonio Beuron ◽  
Luciana Londero Brandli ◽  
Luana Inês Damke ◽  
Rudiney Soares Pereira ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Comparative Analysis ◽  
International Research ◽  
Exploratory Study ◽  
Sustainable Development Goals ◽  
Main Approach ◽  
Content Type ◽  
Teaching Research ◽  
Development Goals

Purpose Sustainability has become a global concern to deal with complex and unprecedent survival, social, political and peace issues. Higher education institutions play a key role in this transformation. This paper aims to conduct a comparative analysis by continents of innovation and sustainability barriers in universities. The document also offers opportunities and potential actions for universities to create initiatives to minimize barriers and move towards a sustainable future. Design/methodology/approach To carry out the study, 25 closed questions, composed of a five-point Likert scale, were applied to 283 university representatives (rectors, managers or specialists in the area of innovation and sustainability), to check the degree of application of the questionnaire. Findings From an exploratory statistical analysis, it was found that the main barriers were lacking of planning and focus, lacking of environmental committee, lacking of applicability and continuity of actions and resistance to changes. Among continents, Africa and Oceania presented the best innovation and sustainability indicators in universities. The main approach of this exploratory study on barriers in universities is as an international research, whose findings showed that several barriers currently prevent universities from getting involved in sustainable development efforts. However, as we debate sustainable development, which is gaining momentum, universities are supposed to move forward to overcome barriers for the sake of implementing goals and initiatives. In addition, universities must seize opportunities to contribute through innovation in teaching, research and initiatives to achieve the 17 sustainable development goals. Research limitations/implications This study has two main limitations: first, online research has involved professionals working in the field of sustainable development in higher education. Second, there were no interviews conducted to gather personal information with students and servers. However, the broad scope of the study and its strong international base provide important results that enable the design of an adequate profile of sustainability and innovation challenges that are currently found in universities. Practical implications The study showed that there is lack of knowledge management to connect science, technology, innovation and sustainability, to improve management conditions, innovate, make decisions, support initiatives, create incentives and control mechanisms. Trends suggest that future professional activities involve skills in dealing with complex problems, sometimes in careers and jobs yet to be created. Traditional teaching methods are generally only prepared for routine tasks and for existing jobs, thus requiring the creation of new approaches capable of stimulating creativity and autonomy, which are essential for the present and future demands of innovation and sustainability. Social implications The exploratory study on barriers in universities brings international research as main approach, which made it possible to check that several barriers currently prevent universities from getting involved in sustainable development efforts. However, as we debate sustainable development, which is gaining momentum, it is important that universities should move forward to overcome the barriers to implementation of goals and initiatives. In addition, universities should take advantage of opportunities to contribute through innovation in teaching, research and action to achieve the 17 sustainable development goals. Originality/value Developed countries are leaders in promoting sustainability, while developing or underdeveloped countries are laggards. In this approach, the study sought to verify the differences through a comparative analysis across continents. As for originality and innovation, this paper presents an international study in the view of specialists who respond based on the experience of their university.

scholarly journals Mathematics Applied to the Economy and Sustainable Development Goals: A Necessary Relationship of Dependence

2020 ◽  
Vol 10 (11) ◽  
pp. 339
Author(s):  
Matilde Lafuente-Lechuga ◽  
Javier Cifuentes-Faura ◽  
Úrsula Faura-Martínez
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Teaching Methodology ◽  
The Sustainable Development ◽  
Development Goals ◽  
The Subject ◽  
Mathematical Techniques ◽  
Relationship Of ◽  
Academic Year

Higher education must include training in sustainability to make all actors aware of the serious problems our planet is facing. Mathematics plays an important role in the achievement of the Sustainable Development Goals (SDG) and at the same time these allow working with real situations in the subject of mathematics, providing the student with active learning. Sustainability is used to make the student see the usefulness of mathematics while instilling values and attitudes towards it. A set of problems have been raised during the academic year that are solved with the developed mathematical techniques, and through a survey, the students’ perceptions about the usefulness of mathematics to reach the goals established in the SDG has been evaluated. The results show that, regardless of the student’s gender, the student’s assessment of the usefulness of this subject in solving real problems improved. It has been observed that this teaching methodology has helped to motivate students and even those who do not like this subject have improved their appreciation of it.

Higher education in Japan: internationalization, the Sustainable Development Goals and survivability

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sachi Edwards ◽  
Akemi Ashida
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Demographic Data ◽  
Content Type ◽  
The Sustainable Development ◽  
Staff Members ◽  
Wide Range ◽  
Development Goals ◽  
Higher Education Internationalization

PurposeThis paper reviews the national and institutional internationalization activities in Japan's higher education sector and considers the extent to which these efforts have attempted to incorporate and/or contribute to meeting the Sustainable Development Goals (SDGs).Design/methodology/approachThis paper was developed based on a review of available demographic data on internationalization in Japan (in both English and Japanese), a survey of recent scholarly literature on this topic and conversations with numerous faculty and staff members working on internationalization issues in a wide range of higher education institutions throughout the country.FindingsThere are substantial internationalization efforts being made at both national and institutional levels, yet scholars and practitioners of higher education question the extent to which genuine internationalization is occurring. Moreover, the metrics used to track internationalization are somewhat limited and the available data, in many cases, can be complicated to interpret. A bit of tension also exists in Japanese universities between those who support the movement to internationalize and those who see it as a passing fad, an intrusion on their academic freedom and/or as a guise for Westernization – a tension that some cite, along with language barriers and system misalignment, as a challenge to internationalization.Originality/valueNumerous scholars discuss the internationalization of higher education in Japan. The originality of this paper is in the comparison of Japan's higher education internationalization efforts to the movement to achieve the SDGs – both in Japan and as a global effort.

Corporate greenfluencing: a case study of sponsorship activation in Formula E motorsports

2020 ◽  
Vol 21 (4) ◽  
pp. 617-631 ◽  
Author(s):  
Hans Erik Næss
Keyword(s):  
Sustainable Development ◽  
Brand Equity ◽  
Design Methodology ◽  
Sustainable Development Goals ◽  
Sport Sponsorship ◽  
Content Type ◽  
Cross Platform ◽  
Development Goals ◽  
Sustainability Reports

PurposeThe purpose of this paper is to demonstrate how companies activate their sponsorship of Formula E (for Electric) championship races to influence consumers' opinion of them as sustainable businesses.Design/methodology/approachDrawing on an original combination of promotional outputs (YouTube spots, social media releases and sustainability reports) from Formula E race title sponsors in the 2017–2019 seasons, the paper is a qualitative analysis of how these sponsors solve the value clash between traditional motorsport imagery and environmentalism to achieve “narrative authenticity”.FindingsFindings show that sponsors do not address this clash directly. Instead, the conflict itself is reframed as a question of what sponsors do to improve the environment, not what they ndo not do. Second, the timeframe for action is redefined, which means that the future is what counts, not the situation today or given aims like the UN 2030 Sustainable Development Goals.Originality/valueSponsorship activation through Formula E as way of generating green brand equity would come across as more credible if companies improved the use of cross-platform synergies to convey narrative authenticity. To qualitative researchers on sport sponsorship, the findings strengthen the understanding of brands as “cultural narrators”.

Universities as the engine of transformational sustainability toward delivering the sustainable development goals

2019 ◽  
Vol 20 (8) ◽  
pp. 1343-1357 ◽  
Author(s):  
Wendy Maria Purcell ◽  
Heather Henriksen ◽  
John D. Spengler
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Critical Role ◽  
Well Being ◽  
Education Sector ◽  
Content Type ◽  
The Sustainable Development ◽  
Living Lab ◽  
Development Goals

Purpose Universities can do more to deliver against the sustainable development goals (SDGs), working with faculty, staff and students, as well as their wider stakeholder community and alumni body. They play a critical role in helping shape new ways for the world, educating global citizens and delivering knowledge and innovation into society. Universities can be engines of societal transformation. Using a multiple case study approach, this study aims to explore different ways of strategizing sustainability toward delivering the SDGs are explored in a university setting with an example from the UK, Bulgaria (Europe) and USA. Design/methodology/approach The first case is a public UK university that adopted enterprise and sustainability as its academic mission to secure differentiation in a disrupted and increasingly marketized global higher education sector; this became a source of inspiration for change in regional businesses and the local community. The second case is a business sector-led sustainability-driven transformation working with a private university in Bulgaria to catalyze economic regeneration and social innovation. Finally, a case from the office for sustainability in a major US research university is given to show how its engagement program connected faculty and students in sustainability projects within the institution and with external partners. Findings Each case is in effect a “living lab,” positioning sustainability as an intentional and aspirational strategy with sustainable development and the SDG framework a means to that end. Leadership at all levels, and by students, was key to success in acting with a shared purpose. Partnerships within and with universities can help accelerate delivery of the SDGs, enabling higher education to make a fuller contribution to sustaining the economic, environmental, cultural and intellectual well-being of our global communities. Originality/value The role of universities as the engine of transformational sustainability toward delivering the SDGs has been explored by way of three case studies that highlight different means toward that end. The collegiate nature of the higher education sector, with its shared governance models and different constituencies and performance drivers, means that sustainability at a strategic level must be led with leaders at all levels acting with purpose. The “living lab” model can become a part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of sustainable development.

scholarly journals Are the sustainable development goals being implemented in the Portuguese higher education formative offer?

2020 ◽  
Vol 21 (2) ◽  
pp. 336-352 ◽  
Author(s):  
Ana Marta Aleixo ◽  
Ulisses M. Azeiteiro ◽  
Susana Leal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Higher Education Institutions ◽  
Public Higher Education ◽  
Content Type ◽  
The Sustainable Development ◽  
Master's Degrees ◽  
Development Goals ◽  
Portuguese Higher Education

Purpose The study aims to examine the vertical integration of the sustainable development goals (SGDs) in Portuguese public higher education institutions, namely, at the level of undergraduate and master’s degrees, and the extent to which Portuguese higher education institutions (HEI) are preparing for the United Nations’ call to promote SDGs. Design/methodology/approach A content analysis of the designations and objectives of the 2,556 undergraduate and master’s degrees (in 33 Portuguese public higher education institutions) was done to determine whether they promote at least one SDG. Findings The results show that 198 courses directly address at least one SDG; on average, each higher education institution (HEI) has six courses that explicitly address at least one SDG; universities have more courses in SDG areas than in polytechnics; more master’s degrees embrace SDGs than undergraduate degrees; and most of the courses addressing SDGs are from the social sciences and humanities areas and from natural and environmental sciences. Originality/value This paper serves to raise the awareness of Portuguese HEIs of their role and responsibility in furthering SGDs.

scholarly journals Geography Education for Promoting Sustainability in Indonesia

2021 ◽  
Vol 13 (8) ◽  
pp. 4340
Author(s):  
Nabila Nurul Hawa ◽  
Sharifah Zarina Syed Zakaria ◽  
Muhammad Rizal Razman ◽  
Nuriah Abd Majid
Keyword(s):  
Sustainable Development ◽  
Content Analysis ◽  
Qualitative Method ◽  
Sustainable Development Goals ◽  
Geography Education ◽  
Outdoor Learning ◽  
Development Goals ◽  
The Subject ◽  
The One ◽  
Formal School

Education for the environment and sustainable development is the one important thing for being studied. At formal school in Indonesia, it was integrated into the subject matter like social science, natural science, geography, or biology. The study about geography education for promoting sustainability had not been thoroughly done in Indonesia. Therefore, this study examined and investigated articles about geography learning and sustainability in Indonesia from 2010 to 2020. The materials were searched through the Garuda and ERIC application, by using keywords related to geography education. It was selected to published articles in journals indexed by Scopus and Sinta. The data were analyzed by a qualitative method with a content analysis approach. The foci of analysis are topics of sustainability elements, learning methods and models, learning media and resources, and students’ assessment in geography learning. All of these were investigated in concern to their relationships and achievements to sustainable development goals (SDGs). As a result, the topics of geography education in Indonesia have contained three main elements of sustainability, namely environment which the most stated, then social, and economic. The learning model and method that was mostly used was outdoor learning with contextual method. The learning media that mostly mentioned were maps, while the learning resources were local wisdom. Aspects of students’ assessment that mostly studied in geography education for promoting sustainability were students’ knowledge, attitude, and skills. Overall, this study has shown that the topics related to sustainability elements contained in the articles on geography education in Indonesia includes their learning components.

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