Higher Education Institutions as a Transformation Platform under the Sustainable Development Goals Framework

Abstract

Previous research has highlighted the critical role of Higher Education Institutions (HEI) in promoting sustainability. In this vein, HEI, as a driving force of change, should actively participate in the diffusion and dissemination of the Sustainable Development Goals (SDGs) proposed by the United Nations. Thus, HEI must boost SDGs attainment both internally, through research, teaching, arts, and curricular programs, and externally, by providing a platform where different stakeholders such as firms, NGOs, public administrations, professional associations, trade unions… meet and create strategic alliances. A Spanish university has implemented a two-year project where different actors (faculties, students, NGO’s, private companies, public administration, professional associations, trade unions,…) are already working jointly in the pursuit of the SDGs. The aim of this project is two-fold. First, we intend to increase awareness of the SDGs among members of the university and, second, we want to exert an effective social impact by promoting intervention activities proposed by NGO’s and schools. Lectures, art exhibitions, workshops, volunteering programs,… enable tackling the SDGs in focus from different perspectives and contribute to their achievement. As a result, we expect more favorable attitudes towards the SDGs and a behavioral change among university members and citizens in general. Keywords: Sustainable Development Goals, Higher Education Institutions, multi-stakeholders partnership, transformation platform

Communication on Sustainability in Spanish Universities: Analysis of Websites, Scientific Papers and Impact in Social Media

“…Reciprocally, sustainability has become increasingly important for HEIs. A growing number of such institutions are embedding sustainability into curricula, research, administration, community involvement and partnerships [13][14][15][16], after having been clearly acknowledged as key actors in the development of sustainable campuses and societies [17,18].…”

Development of Students’ Sustainability Competencies: Do Teachers Make a Difference?

“…2 Average change at the classroom level in students' affective-motivational beliefs and attitudes towards sustainability between T1 and T2. 3 Average change at the classroom level in students' self-reported sustainability-related behavioral intentions between T1 and T2. 4 1 = no; 2 = yes.…”

“…However, to what extent is it possible to translate the idea of sustainable development "from paper" into practice? Educational institutions and the educational program of ESD at schools and universities hereby play a decisive role (for the potential of higher education institutions as platforms to disseminate the Sustainable Development Goals (SDGs) proposed by the United Nations (UN), see, e.g., [3,4]). In the past decade, research literature has increasingly emphasized the pivotal role of academia and higher education institutions at the tertiary level (e.g., [5,6]): on the one hand, universities frequently tackle region-specific issues, provide ESD to local actors, and set thematic sustainability-related priorities in research and teaching.…”

Embedding Sustainability in the Economics Degree of the Faculty of Economics and Business of the University of Murcia: A Methodological Approach

“…First, it intends to increase awareness of the Sustainable Development Goals (SDG) among university members and, second, it wants to exert an effective social impact by promoting intervention activities proposed by non-governmental organisations (NGO) and schools. As a result, more favourable attitudes towards the SDGs and a behavioural change among university members, and citizens in general, is expected [14].…”