Morphological box for ESD – landmark for universities implementing education for sustainable development (ESD)

Isenmann, Ralf; Landwehr-Zloch, Sabine; Zinn, Sascha

doi:10.1016/j.ijme.2019.100360

Cited by 19 publications

(30 citation statements)

References 42 publications

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“…It could be concluded that teaching towards sustainable entrepreneurship should be improved in analyzed countries. And at the beginning of the improvement process, the basic question should be asked by university management: How could universities deal with the challenge of sustainable entrepreneurship in a systematically and strategically planned manner (Isenmann et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The role of universities in supporting entrepreneurial intentions of students toward sustainable entrepreneurship

Betáková¹,

Havierniková²,

Okręglicka³

et al. 2020

JESI

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Entrepreneurship education should develop entrepreneurial people and aspiration by equipping individuals with the appropriate knowledge and skills to initiate and sustain enterprises. The concept of entrepreneurial intention becomes an interesting question when analysing the efficiency of university education in EU countries. The main aim of this paper is to find out whether universities support entrepreneurial intentions toward sustainability by providing necessary knowledge and skills. The conclusions are based on the opinions of students collected by the surveys conducted at Polish, Czech, Hungarian and Slovak universities in 2018/2019. The general conclusion is that in all studied countries the support is expected by students, but it seems to be insufficient in the area of knowledge provided by the university.* This research was supported by the project, which has received funding from the Ministry of Education of the Slovak Republic and of Slovak Academy of Sciences with title "Assessment changes in the qualitative structure of international economic relations under the influence of Industry 4.0 with implications for the EU and Slovak economic policies". Project registration number Reg. No. VEGA 1/0462/20.

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Section: Discussionmentioning

confidence: 99%

The role of universities in supporting entrepreneurial intentions of students toward sustainable entrepreneurship

Betáková¹,

Havierniková²,

Okręglicka³

et al. 2020

JESI

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“…However, more work is needed in the engaging university community in online collaborative s for sustainable ideas or achieving sustainable management certifications. It is also still missing in these case studies a real transformative learning process towards sustainability that goes beyond good practice examples, but that can be applied in the context of distance learning, following, for example, the morphological box for education for sustainable development proposed by Isenmann et al (2020).…”

Section: Discussionmentioning

confidence: 99%

Are distance higher education institutions sustainable enough? – A comparison between two distance learning universities

Casado‐Aranda

Caeiro

Trindade

et al. 2020

IJSHE

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Purpose Universities are continually transforming its structure and governance in response to the new social, environmental and economic challenges. Particularly, there has recently been a growing academic interest for measuring sustainable practices of higher education institutions (HEI) aiming to monitor and reduce their carbon emissions, as well as transform them into more sustainable organizations. More recent studies began to focus also on the sustainable performance of distance education Universities. So it became crucial to evaluate their sustainability practices through sustainability assessment tools with the aim of improving their sustainability performance and boosting their role as agents of academic, social and economic change. The purpose of this study is to assess and compare holistically sustainability implementation in two similar distance learning universities and to evaluate their advantages and disadvantages. Design/methodology/approach One of the most rigorous and internationally used sustainability assessment tools was used – the Sustainability Tracking, Assessment and Rating System, to evaluate and compare sustainability implementation in two distance universities, one from Spain and another from Portugal: the Madrid Open University and Universidade Aberta. Indicators of both universities were compared and ways of improvement in both universities were widely discussed. Findings The results of this research show that there is a similar pattern in both universities. Both have low performance in campus operations and low levels of community participation but good performance in sustainability courses and programmes offer. The results of both institutions were compared and allowed a learning process for improvement. Originality/value This research hopes to contribute to the continuous research about the usefulness of sustainability assessment tools in particular when applied to distance universities at the time that offers new paths to carry out improved sustainable practices in crucial areas of interest such as research, administration, education and resource-saving. This research also highlights the value of distance learning universities and their ability to be more sustainable after the advent of COVID-19.

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“…This study focuses on the educational element of HEIs to advance sustainable development. Education for sustainable development (ESD) is “key” and “core” to advancing sustainability in higher education (Isenmann et al , 2020, p. 1). The essential characteristics of ESD were defined by UNESCO (2005) more than a decade ago.…”

Section: Introductionmentioning

confidence: 99%

“…Extending the morphological box for ESD at HEIs (Isenmann et al , 2020), this study analyzes the E-Learning offered by Nordic Principles for Responsible Management Education (PRME) members. The first part of the analysis explores the extent and types of E-Learning used, as a method and tool, to support ESD.…”

Section: Introductionmentioning

confidence: 99%

Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs

Hueske

Pontoppidan

Iosif-Lazar

2021

IJSHE

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Purpose This study aims to explore the extent and types of E-Learning used, as method and tool, to support education for sustainable development (ESD); and to understand the coverage of Sustainable Development Goals (SDGs) in massive open online courses (MOOCs). Design/methodology/approach The study extends the morphological box of ESD in higher education by nonformal and informal education, exploring the types of blended and online learning and adding the SDGs as a new criterion. The study subjects are Nordic UN Principles for Responsible Management Education (PRME) members. Through content analysis and thematic coding of reports by higher education institutions (HEIs), different E-Learning methods are identified; furthermore, 30 MOOCs are analyzed. Findings HEIs apply a variety of blended and online learning to advance ESD for formal and nonformal education. The MOOCs offered by Nordic HEIs predominantly cover four SDGs (9: Industry, Innovation and Infrastructure; 13: Climate Action; 11: Sustainable Cities and Communities; and 16: Peace, Justice and strong Institutions), but there is nothing on SDG 2: No Hunger. That is in line with the Nordic countries’ status as developed economies, where these topics are often framed as political and societal priorities. Practical implications The study’s results suggest that to avoid overlaps and fill gaps in ESD, the offer of open online courses should be orchestrated. Furthermore, HEIs can use our method to analyze their E-Learning courses related to SDGs. Originality/value This study shows how business schools, especially Nordic UN PRME members, contribute to the SDGs by their MOOC coverage.

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Morphological box for ESD – landmark for universities implementing education for sustainable development (ESD)

Cited by 19 publications

References 42 publications

The role of universities in supporting entrepreneurial intentions of students toward sustainable entrepreneurship

The role of universities in supporting entrepreneurial intentions of students toward sustainable entrepreneurship

Are distance higher education institutions sustainable enough? – A comparison between two distance learning universities

Sustainable development in higher education in Nordic countries: exploring E-Learning mechanisms and SDG coverage in MOOCs

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