Conceptual Understanding of Sustainability Among Academic Administrators of Pakistan Public Universities

Abstract

The transition of higher education institutions (HEIs) from a traditional role to a modern one has focused on the advancement of the innovative idea of sustainability in their functions. HEIs played their traditional role in promoting the disciplinary nature of teaching and research. The modern role of HEIs makes demands for not only knowledge to be promoted but also for the gap between academia and society to be bridged. This modern role is a fundamental principle of sustainability. Lack of understanding of the concept of sustainability causes hurdles in taking sustainable initiatives. The status of sustainability in Pakistan is in its infancy phase and poorly documented. It is due to the lack of conceptualizing sustainability that is underestimated and unexplored. This study explored how Pakistan Public Universities’ (PPUs) academic administrators conceptualize sustainability, universities’ role in promoting sustainability, and factors supporting or hindering sustainability. A qualitative approach was employed to conduct this study. Data were generated using semi-structured interviews and document analysis. A conceptual framework, comprising the role of universities, barriers and favourable factors to sustainability was used to analyse the data. Interviewees’ responses and documents were meticulously transcribed, read, re-read and coded and findings were presented in thematic form based on the conceptual framework. The study found that academic administrators were aware of the subject of sustainability but faced more constraints than incentives to promote sustainability. The study also found that PPUs are transforming partially into modern role. The findings indicated lack of interest and commitment from top leadership in engaging stakeholders and creating supportive environment to understand sustainability. The findings point out a serious need for concerted efforts from relevant stakeholders to comprehend and embed sustainability in HEIs functions.

Multi-Dimensional Assessment of a Bavarian and Czech University: A Case Study of Sustainability Implementation

“…This result is due to the fact that the university is not aware of a common understanding of sustainability as several UN conferences / researcher discussed the last decades started with the World Commission on Environment and Development, 1987 understanding. We see this phenomenon in another case too, Bukhari et al, 2020 discussed this issue in Pakistani universities. While the mission of the university is well-known, sustainability is not mentioned at all.…”

Impact of knowledge oriented leadership on sustainable service quality of higher education institutes

“…However, despite the topic's significance, very limited research investigates this topic and there are possibilities of academic research (Martins et al, 2019a(Martins et al, , 2019b. Moreover, the literature indicates very few studies examine the sustainable performance or sustainable service quality (SSQ) of universities (Bukhari et al, 2020;Ozdemir et al, 2020;Findler et al, 2019). Until now, linkages between KOL and sustainability are missing in the literature.…”

“…Thus, they bear more responsibilities and potential than any other organization to protect the earth, its environment and resources while respecting cultural diversity. The transition of HEIs from their traditional role to modern role demands that not only knowledge to be promoted but also adopt the innovative ideas of sustainability (Heleta and Bagus, 2021; Santos et al , 2020; Raza et al , 2020; Bukhari et al , 2020).…”

“…The concept of sustainability in Pakistan is at an early stage and poorly documented. There are multiple hurdles in implementing and adopting sustainable initiatives in HEIs (Bukhari et al , 2020), such as lack of understanding, profit-earning mindset, rigid culture and financial constraint (Bukhari et al , 2020; Latif et al , 2019).…”

“…The rigid and inflexible culture is the main hurdle in the implementation of KM practices in HEIs because faculty members assume knowledge of their personal property and feel reluctant to share it with others (Sahibzada et al , 2019). While bureaucratic, hierarchical structure, rigid and inflexible culture, less participation and lack of understanding are some of the major barriers to effective implementation of KM practices (Sahibzada et al , 2021; Iqbal et al , 2019; Bukhari et al , 2020). KM is not effectively implemented without the leadership’s strong commitment as well (Iqbal et al , 2019; Singh, 2008).…”