A quantitative assessment model for students’ sustainability: evidence from a Peruvian university

Abstract

Purpose The study of sustainability within universities is recognized as essential for debates and research; in the long term, the “sustainable university” concepts can contribute to sustainability from a larger perspective. This study aims to propose a conceptual model for evaluating the students’ sustainability considering their interactions with the university and the environment. The proposed model is titled Sunshine model. It is applied to students of the La Salle University, Peru. Design/methodology/approach The model combines academic performance, happiness and the ecological footprint to quantify university students’ sustainability. A structured questionnaire survey was elaborated and applied to get the raw data that feeds the three methods. The students’ average grades evaluate academic performance. Happiness is quantified by the happiness index method, and the ecological footprint is measured by the demand for food, paper, electricity, transport and built-up areas. Results are evaluated under both approaches, overall group performance and clusters. Findings The proposed model avoids misleading interpretations of a single indicator or discussions on sustainability that lack a conceptual model, bringing robustness in assessing students’ sustainability in universities. To have a low ecological footprint, the student needs to need up to 1 planet for their lifestyle, be considered happy with at least 0.8 (of 1) for happiness index, and have good academic performance with at least a grade of 7 (of 10) in their course. Regarding the case study, La Salle students show a high academic grade degree of 7, a high level for happiness index of 0.8 and low performance for ecological footprint by demanding 1.8 Earth planets, resulting in an “environmentally distracted” overall classification for students with 2019 data. From a cluster approach, 81% of evaluated students (n = 603) have low performance for ecological footprint, whereas 31% have low performance for indicators of recreational activities of happiness. Changing lifestyles and making more recreational activities available play crucial roles in achieving higher sustainability for the La Salle students. Research limitations/implications The happiness assessment questionnaire can be subject to criticism, as it was created as a specific method for this type of audience based on existing questionnaires in the literature. Although it can be seen as an important approach for diagnoses, the proposed model does not consider the cause–effect aspect. The decision-maker must consider the sociocultural aspects before implementing plan actions. Practical implications University managers can better understand why university students have high or low sustainability performance and provide more effective actions toward higher levels of students’ sustainability. Originality/value The proposed model, Sunshine model, overcomes the single-criteria existing tools that access the sustainability of universities. Rather than focusing on university infrastructure, the proposed model focuses on the students and their relationship with the university.

Determinants of Research Engagement: A Sociodemographic Analysis of First-Year University Students in Peru's Northern Macroregion

“…Regarding specific research dimensions, it was observed that students value hands-on experience and the literature review process, consistent with the idea that a literature review is a pivotal stage in any research process (Giannetti et al, 2023). However, the more critical perceptions about universities' actions and research parameters suggest that students might feel that institutions are not providing enough support or finding certain parameters restrictive, aligning with the concept that attitudes are not formed in a vacuum but are shaped by experiences and expectations (Fox et al, 2023).…”

“…This approach provides context, prevents duplicate efforts, and allows the researcher to identify gaps in existing knowledge. Students' attitudes toward material reviews can be influenced by several factors (Giannetti et al, 2023). These encompass the accessibility of sources, the perceived relevance of material, and the ability to synthesize and critically analyze information.…”