Aligning Strategy with Sustainable Development Goals (SDGs): Process Scoping Diagram for Entrepreneurial Higher Education Institutions (HEIs)

Fleacă, Elena; Fleacă, Bogdan; Maiduc, Sanda

doi:10.20944/preprints201801.0140.v1

Cited by 22 publications

(10 citation statements)

References 11 publications

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“…There are many examples of sustainable development through entrepreneurship education. Entrepreneurial university embarking on the path of sustainable development goals (SDGs) requires HEI to design, launch, implement, and customize specific process architecture to govern the advance of the sustainability approach ( Fleaca et al, 2018 ). Chinese governmental agencies are making all-out efforts to promote schoolwide entrepreneurship education from top to bottom to achieve sustainable economic and social development.…”

Section: Literature Reviewmentioning

confidence: 99%

Are the Teachers and Students Satisfied: Sustainable Development Mode of Entrepreneurship Education in Chinese Universities?

Huang

Liu

2020

Front. Psychol.

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Entrepreneurship education plays an important role in sustainable development. Chinese governmental agencies are making all-out efforts to promote schoolwide entrepreneurship education from top to bottom to achieve sustainable economic and social development. This is a phenomenon worth studying and summarizing. Improving the satisfaction degree of teachers and students of entrepreneurship education in universities for sustainable development becomes a typical mode of entrepreneurship education in Chinese universities. The data are derived from 12,269 valid questionnaires in student volume and 1,241 valid questionnaires in teacher volume from top universities in China, and regression and variance analyses were applied. The results show that the overall satisfaction of teachers and students is higher than the national average. There are significant differences in the overall satisfaction of different types of teachers and students. Teachers are most satisfied with the organizational leadership measures of the universities in entrepreneurship education and least satisfied with the lack of professional human resource management strategies for entrepreneurship education teachers. Students are most satisfied with entrepreneurship policy and least satisfied with entrepreneurship learning, especially that entrepreneurship theory learning and practice learning are closely combined with students’ majors. The overall satisfaction of students of entrepreneurship education mainly comes from the influence of “entrepreneurship policy dividend,” entrepreneurship learning, and entrepreneurship competition and entrepreneurship practice, which go hand in hand. The overall satisfaction of teachers is most affected by the satisfaction of organizational leadership, followed by the satisfaction of mechanism guarantee and teaching management. This study introduces the sustainable development model of entrepreneurship education in top Chinese universities through the improvement of satisfaction of entrepreneurship education and has certain reference significance for managers and teachers of entrepreneurship education practice in other developing countries.

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Section: Literature Reviewmentioning

confidence: 99%

Are the Teachers and Students Satisfied: Sustainable Development Mode of Entrepreneurship Education in Chinese Universities?

Huang

Liu

2020

Front. Psychol.

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“…Third, consistent with Kouam and Asongu (2021), the extant literature on the importance of factors underpinning sustainable development in driving social innovation and doing business has largely focused on, inter alia: the importance of education and university incubation in the achievement of SDG 4 pertaining to inclusive and equitable education of quality as well as the enhancement of lifelong avenues for all (Fleaca et al, 2018;Kumari et al, 2019); the empowerment and inclusion of groups that are vulnerable, especially women in accordance with SDG5 on the empowerment of girls and women as well as the achievement of gender equality (Tchouassi et al, 2018;Tchamyou et al, 2021); challenges of doing business as well as the importance of doing business for inclusive development in Africa (Asongu & Odhiambo, 2019a, 2019b; development of organisational practices and strategies, consistent with SDG 8 on promoting inclusive, sustained and sustainable economic prosperity, decent work for all as well as productive and full employment (Jolink & Niesten, 2015;Stubbs, 2017;Ayuso, 2018;Lotfi et al, 2018); ability and willingness to promote innovation, consistent with SDG 9 on building infrastructures that are resilient, promoting industries that drive sustainable innovation (Belz & Binder, 2017 In the light of the above, the positioning of Watts and Scales (2020) is consistent with the present study in that both papers explore how SII engenders measurable business and social impacts in SSA.…”

Section: Introductionmentioning

confidence: 85%

Duration of Support and Financial Health of Business Support Structures in Burkina Faso, Cameroon, and Ghana: A Micro-Econometric Analysis

Kouam¹,

Asongu

Meh³

et al. 2022

SSRN Journal

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“…The adoption of Education for Sustainable Development at an organisational or programme level may be influenced by competition at a higher-level level, whether competition between universities (supported by meso-level instruments such as awards and league tables), or competition within institutions. In this respect, some HEIs are beginning to develop institutionally wide policies around Education for Sustainable Development such as embedding the UN Sustainable Development Goals into their organisational strategies (Fleacă et al, 2018;Willats et al, 2018).…”

Section: Micro-level (Institution and Individual)mentioning

confidence: 99%

Reducing carbon emissions in business through Responsible Management Education: Influence at the micro-, meso- and macro-levels

Molthan‐Hill

Robinson

Hope

et al. 2020

The International Journal of Management Education

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There has long been an understanding that to achieve meaningful progress against sustainability challenges, action is required at multiple levels. With regards to education initiatives, these levels range from macro-level international agreements and activities such as the United Nations Sustainable Development Goals and the United Nations Principles of Responsible Management Education, meso-level influences such as the role of national bodies supporting sustainability in higher education, and micro-level influences such as the commitment of individual universities or departments. However, decision makers are individuals and the development and delivery of such initiatives requires action at the level of the individual. This paper explores the impact of working within and across these different levels and how jointly they help to work towards addressing carbon reductions in a partnership setting between a business school and various organisations. The paper explores the case of an educational initiative carried out in the United Kingdom where students conduct a carbon footprint of an organisation and recommend measures to reduce the company's greenhouse gas emissions. The total recommended greenhouse gas emissions savings from two years of the project were 507, 435 kg CO2e, averaging over 10 tonnes per organisation and 2 tonnes per student. If this project was extended over 5 years and taken on by an additional educator, the potential reductions increase to 2,562,418 kg CO2e. It demonstrates that action undertaken at the micro-level can result in significant impact at the macro-level when scaled up and provide significant benefits to actors across all levels from individuals though to all participating organisations.

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Aligning Strategy with Sustainable Development Goals (SDGs): Process Scoping Diagram for Entrepreneurial Higher Education Institutions (HEIs)

Abstract: Abstract:The sustainable development of our world has gain particular attention of a wide range 28Visio software tool to articulate processes relationships embedded in the educational model of HEI. 29The benefits relied on the organized view of the work processes needed to be performed to

Cited by 22 publications

References 11 publications

Are the Teachers and Students Satisfied: Sustainable Development Mode of Entrepreneurship Education in Chinese Universities?

Are the Teachers and Students Satisfied: Sustainable Development Mode of Entrepreneurship Education in Chinese Universities?

Duration of Support and Financial Health of Business Support Structures in Burkina Faso, Cameroon, and Ghana: A Micro-Econometric Analysis

Reducing carbon emissions in business through Responsible Management Education: Influence at the micro-, meso- and macro-levels

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