Strategic Networking for Sustainability: Lessons Learned from Two Case Studies in Higher Education

Kahle, Judith; Risch, Katrin; Wanke, Andreas; Lang, Daniel J.

doi:10.3390/su10124646

Cited by 24 publications

(20 citation statements)

References 29 publications

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“…research, and other activities that equip students with the skills and competencies to be productive citizens and foster the development of research and knowledge that promotes human and economic development (Kalyugina et al, 2015;Tvaronavičienė et al 2017;or Kahle et al 2018). However, with globalization, institutions of higher learning may have strayed from this mandate, which is one of the main global challenges for higher education and academic mobility (Strielkowski et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Academic mobility and financial stability: A case of Erasmus student exchange program

Kabanbayeva¹,

Gureva²,

Bielik³

et al. 2019

Journal of International Studies

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Globalization and digitalization have dramatically changed higher education more than any other sphere of social or economic life. Constant flow of information and free access to all possible data, news, and topics, valuable and fake alike, imposed many challenges for the stakeholders in higher education worldwide. Lecturers and students worldwide became closer thanks to the new technologies, yet they also are drifting apart enclosed in single information bubbles. It is surprising that this digital epoch is seeing an increase in academic mobility worldwide. It appears that young people are willing to leave the comfort of their homes and social networks in order to experience the academic life and culture of other countries. It appears that this trend might also have considerable economic impacts on both sending and receiving countries. Our paper investigates the link between academic mobility and financial stability. We focus on the case study of academic exchange Erasmus program funded by the European Union (EU) and its impact on the financial stability of the Eurozone based on the criteria of the Optimum Currency Area (OCA). Our findings suggest Academic mobility and financial stability: A case of Erasmus student exchange program 325 that academic mobility indirectly improves financial stability in four fields: First of all, it enhances future labour mobility. Second, it decreases path-dependence and homogenizes policy preferences. Third, it induces more intensive trade relations. And finally, it increases international solidarity which is very important for such multi-national complex projects as the EU.There are various global challenges facing higher education. A scrutiny of these challenges will show that they are closely related and will have a collective impeding effect on the use of academic programs and the general education systems to achieve the goals of a country and the global community, more so considered in the context of the globalized international community. At the very core of their purpose, higher education institutions have a responsibility of engaging in academic work, including teaching,

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Section: Introductionmentioning

confidence: 99%

Academic mobility and financial stability: A case of Erasmus student exchange program

Kabanbayeva¹,

Gureva²,

Bielik³

et al. 2019

Journal of International Studies

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show abstract

“…Latin America requires strategic planning that allows it to achieve its sustainability objectives, among the pending activities to consolidate this linkage [3], which is a dynamic system that requires a conscious and specific design process for its optimization. This will be attractive to participants if the benefits of this interaction are highlighted and mutually exchanged, where collaborations are systematically facilitated, as highlighted in the cases of Albania and Kosovo [1].…”

Section: Discussionmentioning

confidence: 99%

“…Universities represent a crucial part of solving sustainability challenges. The primary mission of universities is to train professionals, who, in the short term, will make decisions that directly affect the dimensions of sustainability-locally, regionally, or globally [1]. It is necessary to lay the foundation of Sustainable Development (SD) locally and regionally to integrate a global perspective where the Higher Education Institutions (HEIs) encourage the participation of stakeholders (investors), civil society, and the public in general to boost regional development and innovation processes.…”

Section: Introductionmentioning

confidence: 99%

Modeling of the Factors of Higher Education Institutions (HEIs) Influencing the Strategic Linking Decisions with the Industrial Sector: Whole-Institution Approach

et al. 2020

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Higher Education Institutions (HEIs) are dedicated to the professionalization of human capital; to accomplish this, the link with the productive sector is an active component that must be strengthened through formal mechanisms. The purpose of this paper is to estimate the relationships and effects from the Institutional Framework (IF), as well as from the independent variables in the context of linking HEI with the industrial sector. Survey data were collected from 47 HEIs in the Northwest of Mexico; a mixed research approach was applied and analyzed through the partial least-squares structural equations modeling (PLS-SEM) technique. Although the IF is identified as a relevant aspect for the model, this is not a problem for Mexican HEIs, since the analysis reflects a solid legal framework regarding the common basic levels and research. The main impact for experts who carry out research activities is that the route to creating, maintaining, and promoting integrated academic, technical, and administrative personnel as a specialized work team is not achieved. The main factor that does not contribute for researchers who carry out research activities is that the route to integrating (creating–maintaining–promoting) academic, technical, and administrative personnel as a specialized work team is not achieved. One finding is that the informants agree with the existing stimuli that are not aimed at research linked to the industrial sector and problem-solving through applied research. There is a need for retaining the groups of researchers to help make the benefits for the industry clear by offering advanced linkage levels.

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“…Based on the searched and identified actions, a "think tank" (a tank of actions) may be widened, and a cooperation network-SharingSustainability4U-established with a list of best practices and areas for sustainability improvement, irrespective of the university's dimensions. Single universities may support and benefit from being a node in a university network for sustainability [76]. Collaboration and support among universities are key success factors as universities have not implemented sustainability of 25 at the same pace, to the same extent, and in the same Dimension(s).…”

Section: Discussionmentioning

confidence: 99%

Sustainability Strategies in Portuguese Higher Education Institutions: Commitments and Practices from Internal Insights

2019

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The Copernicus Declaration of 1994, which was understood as a commitment to sustainable development (SD) by top management in higher education, was signed by many universities. This signature worked as an important driver for these institutions to put different dimensions of SD principles into practice. In Portugal, a Southern European country, six of the fourteen universities belonging to the Portuguese University Rectors Council signed the declaration, but no attempt has been made to evaluate how these public universities integrated education for sustainable development at policy and strategy levels. This paper presents the results of a study aimed at identifying to what extent the integration of sustainability in the fourteen universities was achieved, through their own strategic and activity plans and activity and sustainability reports. A detailed content analysis was conducted on these plans and reports within the period from 2005 to 2014 (the time frame of the United Nations Decade of Education for Sustainable Development), to identify the main commitments and practices. Notwithstanding a lack of national integrated strategies or policies related to education for SD, the results show that the movement made progress at the university level, with good examples and initiatives at several universities. This paper highlights the importance of analyzing the content of plans and reports from higher education institutions (HEIs) when intending to assess and define a country profile for the implementation of sustainability in the educational sector. In addition, this research, conducted in Portugal, may be helpful to understand and value how SD is being applied in the policies and strategies of other European HEIs, as well as to share and encourage best practices and ways of improvement.

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Strategic Networking for Sustainability: Lessons Learned from Two Case Studies in Higher Education

Cited by 24 publications

References 29 publications

Academic mobility and financial stability: A case of Erasmus student exchange program

Academic mobility and financial stability: A case of Erasmus student exchange program

Modeling of the Factors of Higher Education Institutions (HEIs) Influencing the Strategic Linking Decisions with the Industrial Sector: Whole-Institution Approach

Sustainability Strategies in Portuguese Higher Education Institutions: Commitments and Practices from Internal Insights

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