Promoting sustainable development implementation in higher education

Awuzie, Bankole; Emuze, Fidelis

doi:10.1108/ijshe-09-2016-0167

Cited by 34 publications

(28 citation statements)

References 30 publications

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“…Recent literature reviews have explored themes that drive organizational performance, especially HEIs performance such as effective leadership (Alonderiene and Majauskaite, 2016;Awuzie and Emuze, 2017;Spendlove, 2007), organizational culture (Haryono and Arafat, 2017;Ibrahim et al, 2018;Imam et al, 2013), and quality assurance (López et al, 2015;Lyytinen et al, 2017;Martin, 2016;Mourad, 2017;Prakash, 2018;Sadler, 2017;Santos and Dias, 2017;Tam, 2001;Yingqiang and Yongjian, 2016). However, some literature fails to prove that leadership has an influence on performance (Sihombing et al, 2018) and organizational culture (Shiva and Suar, 2012).…”

Section: Literature Review Transformational Leadershipmentioning

confidence: 99%

Transformational Leadership, Organizational Culture, Quality Assurance, and Organizational Performance: Case Study in Islamic Higher Education Institutions (Iheis)

Hambali

Idris

2020

JAM

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This study aims to examine the relationship between transformational leadership, organizational culture, quality assurance, and organizational performance. It also examined the mediating effect of quality assurance in the relationship between transformational leadership and organizational performance, and between organizational culture and organizational performance. The instruments in the form of Google forms were distributed to employees who work in quality assurance units in several public and private Islamic higher education institutions for 6 months, June-December 2019. 128 Data were processed and analyzed out of 135 data collected. The five-point Likert scale was used to assess the variables and to measure the items. Furthermore, Partial Least Square (PLS) was used to test the proposed hypotheses. This study found that the relationship between transformational leadership and organizational performance both directly and indirectly through quality assurance was not significant. Transformational leadership also did not affect quality assurance. On the other hand, organizational culture was proven to be able to influence high organizational performance and quality assurance. Besides, quality assurance could not mediate the relationship between transformational leadership and organizational performance, but it can positively and significantly mediate in the relationship between organizational culture and organizational performance. The results provided by this study provide the understanding and linking among transformational leadership, organizational culture, quality assurance, and organizational performance among Islamic higher education institutions (IHEIs). While the extent of leadership research has conducted in manufactures organizations, this study shifted the focus of attention to the religious-based institutions (IHEIs).

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Section: Literature Review Transformational Leadershipmentioning

confidence: 99%

Transformational Leadership, Organizational Culture, Quality Assurance, and Organizational Performance: Case Study in Islamic Higher Education Institutions (Iheis)

Hambali

Idris

2020

JAM

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“…Their exploration described various projects, academic programs and currcular development initiatives in India, intended to implement sustainable development in education. Awuzie and Emuze (2017) highlighted the drivers for sustainable development implementation, in South African universities, focusing on a case study of the Central University of Technology. Although, the study identifies a host of drivers, cost reduction and cost savings were found to be the overriding driver.…”

Section: In the Developing Worldmentioning

confidence: 99%

Higher Education for Sustainability in the Developing World: A Case Study of Rafik Hariri University1 in Lebanon

Hammoud¹,

Tarabay²

2019

EJSD

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Responding to heightened global interest in and concern for the sustainability of the planet and our ways of life on it, The United Nations’ Transforming Our World: The 2030 Agenda for Sustainable Development (2015) came out as a very ambitious and historic global agreement. The agenda identified what have become known as the 17 Sustainable Development Goals (SDGs), along with their detailed targets to mobilize and guide global efforts toward ending poverty, fostering peace, safeguarding human rights and protecting the planet. Education for Sustainable Development forms part of Target 4.7 of Sustainable Development Goal 4, which seeks to “ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles…”Departing from the Brundtland Commission’s (1987) definition of sustainable development as a paradigm of resource use that “meets the needs of the present without compromising the ability of future generations to meet their own needs,” universities have progressively been incorporating sustainability values, practices and initiatives into their activities, throughout the realm of what they do in teaching, research, administration and operational systems. Indeed, Commitment to sustainability at universities worldwide dates back to the 1980’s, with a number of landmarks and declarations such as the Magna Charta of European Universities (1988), and the Talloires Declaration of University Presidents for a Sustainable Future (1990).However, the debate so far has centered mostly on the rationale and reasoning for broad adoption, rather than the various actions to be undertaken by higher education institutions (HEIs). Moreover, Efforts and initiatives to integrate sustainability into higher education in the developing world have been ad-hoc, modest and small (Mohamedbhai 2012). We could only find a few research studies covering such efforts and initiatives anyways (Awuzie & Emuze, 2017; Bhat et al., 2017; Khalaf-Kairouz, 2012).This paper aims to describe sustainable practices of higher education institutions in the developing world, via a case study of Rafik Hariri University in Lebanon. The authors utilize the 12 Features of Sustainable Society, developed by the Forum for the Future (2003) as an analytical framework, based on the Five Capitals Model. The research instrument was a questionnaire derived from the 12 Features of a Sustainable Society and designed to identify the strategies, policies, values and practices pursued by the university to contribute to sustainable development.The outcome is a detailed level analysis into the ways in which a small institution of higher education in a developing country contributes to the betterment of the world via engagement in sustainability. Keywords Sustainability; Sustainable Development; Higher Education; Developing World; Higher Education for Sustainable Development; Rafik Hariri University; Lebanon; ESD; SDG; HESD

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“…Also, LHE promotes sustainable actions (Yorkstone, 2016) and the integration of lean to any process supports SD (Allu and Emuze, 2018). Awuzie and Emuze (2017) have observed the increase in sustainable oriented strategy amongst the South African HE and also noted their willingness to align and support the national government SD aspirations. Hence, the assumption of this paper that the South African universities are well positioned to adapt and implement LHE.…”

Section: Adapting Lhe Principles To University Processesmentioning

confidence: 99%

“…The rationale for South African context was for the reason that it leads in research and innovations amongst its other African countries. Some researchers have acknowledged this (Nicolaides, 2014;Awuzie and Emuze, 2017). Thus, when South African universities adopt and integrate LHE, it is expected that it would be easier for other African countries to adapt same because of the similarities in their contextual settings.…”

Section: Introductionmentioning

confidence: 99%

Lean for sustainable development in South Africa: A case study of three universities

Allu¹

2019

Integr. J. Edu. Train.

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Lean in higher education (LHE) is pursued for the reasons of improving efficiency and effectiveness of processes in High Education (HE). This review paper focuses on LHE within the university system to propose the implementation of lean culture and management into research and practices of South Africa universities, via a descriptive case study research method. The underpinning literature suggests that although the prospects of LHE has positive impact on both academic and non-academic practices in HE, however, research has also acknowledged some challenges. These challenges include; lack of strategic planning and limited knowledge on the interpretation of the lean philosophy and implementation. Three universities were used as case studies to ascertain their areas of successes with LHE implementation. This paper contributes to the LHE discourse and offers an option for the South Africa universities to strategize for improved academic outcomes and effective administrative processes. South African has been acknowledged to lead its Sub-Saharan African region in research and thus, the integration of LHE in the universities' systems would positively impact this region and beyond. Furthermore, the paper recommends specific contextual adaptations of models tailored to meet individual institutional requirements and at the same time promote sustainable development.

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Promoting sustainable development implementation in higher education

Cited by 34 publications

References 30 publications

Transformational Leadership, Organizational Culture, Quality Assurance, and Organizational Performance: Case Study in Islamic Higher Education Institutions (Iheis)

Transformational Leadership, Organizational Culture, Quality Assurance, and Organizational Performance: Case Study in Islamic Higher Education Institutions (Iheis)

Higher Education for Sustainability in the Developing World: A Case Study of Rafik Hariri University1 in Lebanon

Lean for sustainable development in South Africa: A case study of three universities

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