A methodological framework to analyze stakeholder preferences and propose strategic pathways for a sustainable university

Turan, Fikret; Cetinkaya, Saadet; Ustun, Ceyda

doi:10.1007/s10734-015-9973-8

Cited by 34 publications

(26 citation statements)

References 46 publications

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“…The educational dimension is what makes higher education institutions unique in comparison with other organizations. Turan, Cetinkaya, and Ustun (2016) found teaching to be the most important aspect of a sustainable university to stakeholders.…”

Section: Methodsmentioning

confidence: 99%

Developing a sustainability reporting assessment tool for higher education institutions: The University of California

Sepasi

Rahdari

Rexhepi

2018

Sustainable Development

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Businesses have integrated sustainability reporting into their corporate responsibility efforts. However, universities, as the hubs of sustainability awareness, have been struggling with reporting their sustainability practices. The purpose of this study is to examine sustainability assessment tools in higher education institutions and develop a sustainability reporting assessment tool suitable for evaluating sustainability reporting in these institutions. The study attempts to fill the research lacuna in sustainability reporting in these institutions. In doing so, this study proposes a tool for assessing sustainability reporting in higher education institutions and applies the framework to the University of California. The result of the study shows that University of California is performing stronger in environmental and educational dimensions while social and governance/economic dimensions are lagging behind. Finally, it is concluded that assessment tools have failed to recognize reporting as an integral part of sustainability in universities and sustainability reporting among these institutions is still embryonic.

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Section: Methodsmentioning

confidence: 99%

Developing a sustainability reporting assessment tool for higher education institutions: The University of California

Sepasi

Rahdari

Rexhepi

2018

Sustainable Development

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“…Curriculum changes require active involvement of all internal stakeholders -not just to overcome apprehension, but to capitalize on collective knowledge and experience (Turan, Cetinkaya, & Ustun, 2016). Faculty"s perception of sustainability, links to their discipline, resistance to change, and take on academic freedom are important influencing factors (Cotton, Bailey, Warren, & Bissell, 2009;Reid & Petocz, 2006).…”

Section: The Role Of Faculty and Studentsmentioning

confidence: 99%

Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence

Weiss¹,

Barth²,

Wiek³

et al. 2021

HES

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Progress on the Sustainable Development Goals (SDGs) depends, in part, on the sustainability competencies of professionals in various fields, and thus, on the implementation of sustainability curricula in higher education. While many universities now offer sustainability curricula, and many more aspire to, there is a lack of evidence on what supports or hinders such implementation. This article presents a meta-study on 133 case studies from universities around the world and synthesizes the main drivers and barriers, identifies information gaps, and tests prominent assumptions on implementing sustainability curricula in higher education. The findings confirm that such implementation is associated with strong leadership by the university; incentives and support through professional development; concurrent implementation of sustainability in research, campus operations, and outreach; formal involvement of internal and external stakeholders as well as sustainability champions, among others. Common research protocols for case studies are needed to yield comparable data on these influencing variables and to enhance reliability of cross-case comparisons. Most sustainability programs could utilize the findings for informing their implementation processes.

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“…In recent years, the growing relevance of participative processes related to teaching policies in higher education has driven the development of new methodologies pinpointed by the optimization of group consensus [18]. Specifically, in higher education, MCDM has been efficient in obtaining joint assessments in this context [22]. In fact, these techniques have worked well in the planning and assessment of complex projects and have been used to design public policies when it is necessary to obtain a global assessment from multiple individuals and a high number of stakeholders [34].…”

Section: Literature Reviewmentioning

confidence: 99%

“…The students themselves could be the best referees to assess the achievement of the competences and it seems essential to include their perceptions relating to the goals for the teaching-learning process defined by teaching plans [22][23][24][25]. The loss of communication between students and other stakeholders linked to the education system, such as lecturers but also the institutions themselves, can create gaps that decrease the accuracy of defining competence goals.…”

Section: Introductionmentioning

confidence: 99%

A Multiple Criteria Decision Making Approach to Designing Teaching Plans in Higher Education Institutions

et al. 2020

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The involvement of competences in the teaching–learning planning process in Higher Education is essential for their success in the European Higher Education Area. This study presents a participatory multi-criteria model based on Voting Analytic Hierarchy Process (VAHP) analysis, focusing on the attainment of competences that permits consensus between lecturers and students in the design of teaching plans using two assessments: the assessment of competences by students and the lecturers’ assessment of the contribution of teaching strategies to the attainment of each competence. To validate the methodology, a survey was carried out to determine the preferences of 211 students on the competences of a quantitative subject in several business degrees and a survey of 11 lecturers to assess the contribution of the teaching strategies in the acquisition of each competence. The results show that practical lessons and group work should receive more importance in the teaching plans of the subject Financial Management according to the defined competences, the students’ preferences and the criterion of each lecturer for each teaching strategy. The results show the applicability of the participatory methodology proposed to formally agree on the design of teaching plans in higher education organizations between lecturers and students.

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A methodological framework to analyze stakeholder preferences and propose strategic pathways for a sustainable university

Cited by 34 publications

References 46 publications

Developing a sustainability reporting assessment tool for higher education institutions: The University of California

Developing a sustainability reporting assessment tool for higher education institutions: The University of California

Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence

A Multiple Criteria Decision Making Approach to Designing Teaching Plans in Higher Education Institutions

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