Student organizations and Communities of Practice: Actions for the 2030 Agenda for Sustainable Development

Borges, Julio C.; Cezarino, Luciana Oranges; Ferreira, Tamiris; Sala, Otávia Travençolo Muniz; Unglaub, Delton Lehr; Caldana, Adriana Cristina Ferreira

doi:10.1016/j.ijme.2017.02.011

Cited by 34 publications

(39 citation statements)

References 35 publications

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“…Based on the results of this research, it is intended to generate implications for sustainable growth in order to promote and undertake actions for sustainable development in secondary education, for these young people will have to face the challenges for the development of the country in the near future. This research encourages the reflection of students of secondary education institutes of the Dominican Republic in relation to the promotion of sustainability, encouraging favourable actions towards sustainable development (Borges et al 2017). Education causes individuals to care more about social welfare and, consequently, behave in a more respectful way in favour of sustainable development (Meyer 2015).…”

Section: Introductionmentioning

confidence: 71%

“…On the other hand, De Leeuw et al (2014) revealed that different behaviours towards sustainability condition the students' intention to participate in environmentally sustainable behaviours, compared to their intention to conduct socially sustainable behaviours. Borges et al (2017) demonstrated that the students of the schools can promote sustainable development through their student organisations. Even Tucker and Izadpanahi (2017) identified how young people who attend sustainably designed elementary schools have more sustainable attitudes and behaviours.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Attitude as a Mediator between Sustainable Behaviour and Sustainable Knowledge: An Approximation through a Case Study in the Dominican Republic

et al. 2019

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The current ongoing globalisation shows an increasing amount of issues regarding sustainability, which is to be addressed from the very first stages. In this sense, different variables have been measured in the form of a survey in order to learn about the behaviour, attitude and knowledge of high school students in the Dominican Republic regarding sustainability, using a methodology based on structural equations through the SmartPls (v. 3.2.8) program. Among the main deductions, a mediation between their knowledge and behaviour towards sustainable development is to be highlighted.

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Section: Introductionmentioning

confidence: 71%

Section: Theoretical Backgroundmentioning

confidence: 99%

Attitude as a Mediator between Sustainable Behaviour and Sustainable Knowledge: An Approximation through a Case Study in the Dominican Republic

et al. 2019

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“…Some research work has been done related to designing strategies to reach SDGs fulfilment, but little research has been done on measuring their implementation. In this sense, [43] state the need to deepen the measurement of the individual and collective performance of the student organizations and the range of impact of these actions on SDGs implementation. Goodall and Moore (2019) [46] mention the necessity to validate the publicly available data, obtaining primary data.…”

Section: Discussionmentioning

confidence: 99%

Systematic Review of Sustainable-Development-Goal Deployment in Business Schools

2020

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In 2015, more than 190 countries pledged to meet by 17 sustainable development goals (SDGs) by 2030 that aim to ensure sustainable global social and economic development, and to strengthen universal peace. Public institutions, businesses, organizations and individuals are all called upon to contribute to this challenge. Focusing on business schools (BSs), and the potential impact they have on graduates, we ask what they are doing for the deployment of these objectives. To this end, we conducted a systematic review of the literature related to SDGs and business schools in the WOS, SCOPUS and ERIC databases. A multi-stage exclusion process resulted in 16 documents for review. The findings of this study provide key information on the role that business schools have to play in achieving SDGs and the ways in which they can be incorporated into their activity: from more in-depth actions linked to creating awareness, questioning current paradigms, fostering cooperation and interdisciplinarity with stakeholders, and working on coherence; to more specific interventions such as creating student associations, incorporating new teaching methodologies or increasing students’ participation in extracurricular activities. In addition, this study also allows us to identify gaps in the literature, giving ideas on necessary future lines of research.

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“…As Shiel et al (2016) indicate, universities' potential make them significant for sustainable development, in turn, realization of universities' direct functions makes their participation possible (Sedlacek, 2013). Additionally, Borges et al (2017) indicate on potential of student organizations for promotion of sustainable development.…”

Section: Literature Reviewmentioning

confidence: 99%

Insights on Sustainable Universities from Economic and Statistical Perspectives

Šipilova¹

2019

Academic Journal of Interdisciplinary Studies

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Currently, the issues on sustainability receive extremely high interest, especially from young generation. This makes universities as key participants in sustainable development as far as they provide wide possibilities for engagement in the process. Despite many studies devoted to universities as participants of sustainable development, there still is insufficient knowledge about their contribution to the process. Mostly, studies are qualitative and consider certain examples of good practices, which do not provide insights on common and different characteristics and trends of universities’ contribution to sustainable development. This is the result of the early stage of development of the reporting about universities’ sustainable efforts what limits possibilities to carry quantitative analysis. The paper aims, first, to search for characteristics of universities’ contribution to sustainable development and, second, to detect trends by using numerical secondary data worked up in UI GreenMetric World University Ranking. The paper focuses on universities from European Union. Special attention is devoted to countries’ economic development level as far as scientific literature suggests that the level of economic development may affect involvement in sustainable development. Research findings allows to indicate that there are both common and distinct characteristics across the cases from economically high and less developed countries what is significant for further policy-making and popularizing of sustainability idea across universities in the European Union. Universities continue to improve practices and search for new accents. However, universities’ intention to report about their sustainable efforts in long-term perspective for continuing data collection must be more active.

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Student organizations and Communities of Practice: Actions for the 2030 Agenda for Sustainable Development

Cited by 34 publications

References 35 publications

Attitude as a Mediator between Sustainable Behaviour and Sustainable Knowledge: An Approximation through a Case Study in the Dominican Republic

Attitude as a Mediator between Sustainable Behaviour and Sustainable Knowledge: An Approximation through a Case Study in the Dominican Republic

Systematic Review of Sustainable-Development-Goal Deployment in Business Schools

Insights on Sustainable Universities from Economic and Statistical Perspectives

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