Knowledge management, the missing piece in the 2030 agenda and SDGs puzzle

Briceño, Christian Eric Barrantes; Santos, Fernando César Almada

doi:10.1108/ijshe-01-2019-0019

Cited by 28 publications

(11 citation statements)

References 15 publications

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“…Some reports highlight the major SDG 15 (life on earth) goal is lagging in priority ranking (SDG report, 2019) whereas the main environmental goals are showing the slowest progress (Sachs et al, 2019;Arora & Mishra, 2019). The knowledge gap and its management in each SDGs goal are important aspect from local to higher level need to be enhanced which will improve SDGs achievable capability (Barrantes & Santos, 2019). Although there are high numbers of studies available on agroforestry research, still more in-depth studies of the agroforestry knowledge database are required to reveal its complex spatial relationship with land, environment, and community which will serve more meaningfully in achieving the SDGs goals in future.…”

Section: Discussionmentioning

confidence: 99%

Agroforestry: An effective multi-dimensional mechanism for achieving Sustainable Development Goals

Goparaju¹,

Ahmad²,

Uddin

et al. 2020

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The ecological footprint has far surpassed the biocapacity of our globe to fulfill the current requirement of the people living on the earth which needs sustainable vision with synergic alternative/option to meet the current human demand without compromising the need for the future generation. We examined the various SDGs goals with respect to agroforestry capacity and contribution based on available literature and knowledge. The study provides a better understanding of the synergic approach/strategies with retrospective and prospective ways for choosing agroforestry exercise which is an effective mechanism for providing multi-dimensional ecosystem services without interruption in achieving the majority of SDGs goals. The outcome of the evaluation highlights that agroforestry can contribute very significantly and can play a vital role in SDG-1, SDG-2, SDG-11, SDG-13, and SDG-15 directly in mitigating poverty, contributing towards food security, improving in creating a viable healthy city and in providing a sustainable overall prosperous environment in the prevailing climate change setup whereas indirectly it can serve others SDGs goals simultaneously that aim to provide better health and education, women empowerment, effective contribution towards clean water and energy for all sections of the society/citizen. The analysis further concluded although agroforestry has a vibrant future and hope it will get adequate priority in various countries with a focus on policy and investment.

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Section: Discussionmentioning

confidence: 99%

Agroforestry: An effective multi-dimensional mechanism for achieving Sustainable Development Goals

Goparaju¹,

Ahmad²,

Uddin

et al. 2020

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“…BarrantesBriceño and Almada Santos (2019) have suggested developing a model with KM approaches could bring coherent and optimum SDG performance outcomes while addressing associated gaps and barricades.…”

Section: Review Of Literaturementioning

confidence: 99%

Knowledge management initiatives for achieving sustainable development goal 4.7: higher education institutions’ stakeholder perspectives

Adhikari

Shrestha

2022

JKM

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Purpose The purpose of this study is to explore knowledge management (KM) initiatives for achieving sustainable development goal (SDG) 4.7 and to investigate enablers and barriers to insert KM to prepare higher education institutions (HEIs) ready to contribute to SDGs’ performance. At the end, this paper provides a practical perspective of KM initiatives for higher education for sustainable development (HESD). Design/methodology/approach This is an exploratory study. It applies a descriptive-interpretative-qualitative approach. The analysis is based on the opinions collected from 170 HEIs’ stakeholders. Discussions among participants have been organized through zoom meetings, telephone interviews and focus group discussions in three phases. In the first phase, a total of 113 informants took part in the discussion on various dates. In the second phase, 10 interviews were conducted with university officials using three open-ended questions; and in the third phase, three focus group discussions were organized to interact about the effectiveness of the Masters in Business Administration in Global Leadership and Management programme and curriculum with teachers, students and the programme initiators. Findings From the analysis of stakeholders’ views, it appears that Nepalese HEIs have yet to move forward with integrating KM activities into their aims, structure and functions to address the government’s policy guidelines applicable to maximizing SDG’ performance. A KM cultural framework that values intellectual capital is urgently needed to fill the knowledge-doing gap for the benefit of society. HEIs appear to require multidisciplinary teaching, learning and research methods to play a civic role in society. They have to improve their rules and regulation, develop a boundary-spanning structure from a conventional structure and apply KM initiatives to support achieving SDGs’ performance. Understanding and inculcating these initiatives in the academic programmes could provide a value-adding higher education in the country. Research limitations/implications This paper is entirely based on the perspectives of stakeholders in higher education. So, understanding their points of view and perspectives may have resulted in vague explanations. Furthermore, because the setting of Nepal’s HEIs differs from that of developed countries, the results should only be interpreted in Nepalese contexts. Practical implications This paper acknowledges the gaps and complexities in Nepalese HEIs from the standpoints of HEIs’ leaders, teachers and students for the application of KM initiatives to reform HEIs, with HESD in consideration, and enhance SDGs’ performance. Originality/value To the best of the authors’ knowledge, the paper is the first of its kind in the context of Nepal, exploring KM initiatives for SDGs. It provides a new perspective on KM and comprehends KM initiatives in the case of Nepalese HEIs transformation into HESD for achieving SDG 4.7.

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“…To understand the capillarity of the research on the 2030 Agenda, a first step is to take a look to systematic reviews and bibliometric analyses in the topic. In our research, we have identified 27 reviews so far, where the authors focus on studies of the implementation and the achievement of the SDGs (Barrantes Briceño and Almada Santos, 2019; Guha and Chakrabarti, 2019; Gusmão Caiado et al, 2018; Hristov and Chirico, 2019; Khan et al, 2019; Maroyi, 2018; Merino‐Saum et al, 2018; Omer and Noguchi, 2020; Schiappacasse and Müller, 2018; Zhang et al, 2019), on specific topics and collectives within the Agenda (Baum et al, 2016; Del Pino et al, 2019; Giné‐Garriga et al, 2017; Hartmann et al, 2016; Majinge and Mutula, 2018; Mathez‐Stiefel et al, 2017; Matilla et al, 2018; Simcock and Wittich, 2019; Swamy et al, 2018), on traditional fields of knowledge, now reconsidered in the light of the 2030 Agenda (Elfert, 2019; Rodrigues and Franco, 2019; Storey et al, 2017), and even on contributions to the field of knowledge from researchers in specific regions or countries (Körfgen et al, 2018; Staszkiewicz, 2019).…”

Section: The 2030 Agenda For Sustainable Developmentmentioning

confidence: 99%

Academic Research on the 2030 Agenda: Challenges of a Transdisciplinary Field of Study

Sianes

2021

Global Policy

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In 2015, the United Nations General Assembly formally adopted the 2030 Agenda for Sustainable Development, with the scope to shift the world on to a resilient path focused on promoting sustainable development leaving no one behind. Since the adoption of the 2030 Agenda, academic research on the topic has blossomed. However, most academic research has focused on specific topics within the Agenda, with a bias towards the 17 Sustainable Development Goals (SDGs) settled on it. The aim of this study is to contribute to the comprehension and delimitation of the 2030 Agenda as a field of study. To do so, we draw upon bibliometric techniques to undertake a sound analysis of the academic and thematic basis of the discipline, by analyzing the academic research on the Agenda to date, composed by 656 research papers. The results highlight the transdisciplinary nature of the 2030 Agenda, which has gathered attention from a wide range of disciplines and authors, especially in the sustainability and green sciences. At the same time, it points out some weaknesses in the development of a deeper comprehension of the 2030 Agenda from disciplines such as political and international sciences, which could hinder its governance, efficacy and impact.

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Knowledge management, the missing piece in the 2030 agenda and SDGs puzzle

Cited by 28 publications

References 15 publications

Agroforestry: An effective multi-dimensional mechanism for achieving Sustainable Development Goals

Agroforestry: An effective multi-dimensional mechanism for achieving Sustainable Development Goals

Knowledge management initiatives for achieving sustainable development goal 4.7: higher education institutions’ stakeholder perspectives

Academic Research on the 2030 Agenda: Challenges of a Transdisciplinary Field of Study

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