The role of planning in implementing sustainable development in a higher education context

Filho, Walter Leal; Skanavis, Constantina; Kounani, Aristea; Brandli, Luciana Londero; Shiel, Chris; Paço, Arminda do; Pace, Paul J.; Mifsud, Mark C.; Beynaghi, Ali; Price, Elizabeth; Salvia, Amanda Lange; Will, Markus; Shula, Kalterina

doi:10.1016/j.jclepro.2019.06.322

Cited by 82 publications

(72 citation statements)

References 35 publications

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“…For this, 60% of them indicated "Challenge and innovate"; 52% reported "Manage complexity"; 40% indicated "Think long term"; 36% pointed "Communicate vision"; 4% pointed "Exercise judgment". The most stated skill contains the word "challenge", and this might be a reason for respondents to choose it-the recognition of sustainability as a challenge for HEIs [82,90]. Additionally, sustainability leaders need to overcome challenges, look for alternative solutions, and think outside the box [3,41].…”

Section: Self-evaluation and Requirements Concerning Sustainability Lmentioning

confidence: 99%

Sustainability Leadership in Higher Education Institutions: An Overview of Challenges

et al. 2020

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Sustainability leadership entails the processes, which leaders, policymakers, and academics undertake in order to implement sustainable development policies and other initiatives within their organizations. It encompasses approaches, methods, and systemic solutions to solve problems and drive institutional policy towards a more sustainable organization. Higher Education Institutions (HEI) play a particularly important role, especially with regard to their institutional leadership role in promoting sustainable development. There is a paucity of research focusing on sustainability leadership in universities. In order to address this gap, this paper discussed the concept of sustainability leadership based on literature and empirical insights. The study aimed to understand the main characteristics of sustainability leaders at HEI and the main challenges they are confronted with. Secondary research questions involved gender issues and positive outcomes of sustainability leadership. The empirical component of the study consisted of an online-questionnaire survey performed among leaders (n = 50) from a set of universities in 29 countries. The sampling scheme was purposive, based on the membership in the Inter-University Sustainable Development Research Program (IUSDRP). The study was explorative in nature, and the descriptive statistics were used for the analysis. Due to the purposive sampling, the participants from top management positions could be considered as experienced, and their views were assumed to be information-rich. With a self-evaluation, the respondents described their leadership style and their usual traits, with inclusive style and systemic thinking being predominant in the sample. Regarding the skills, the respondents selected the ability to innovate, to think long-term, and to manage complexity from a pre-defined set of options. Connectedness with interdisciplinarity and knowledge about organizational settings, as well as global challenges and dilemmas, were stated as important issues related to the knowledge required for being a leader. Regarding requirements for a change towards more sustainable universities’ curriculum adaptation, investments in education for sustainable development (ESD), sustainable procurement, and reporting were mentioned. The study also revealed that gender issues were taken seriously among the sampled institutions, which is an encouraging trend. Challenges seen in implementing sustainability leadership are, for instance, a lack of interest by the university administration and among some members of the academic community, as well as lack of expertise and materials or resources. Based on the empirical insights, a set of measures were listed and which may be adopted in the future, so as to allow leaders of Higher Education Institutions to enhance their sustainability performance.

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Section: Self-evaluation and Requirements Concerning Sustainability Lmentioning

confidence: 99%

Sustainability Leadership in Higher Education Institutions: An Overview of Challenges

et al. 2020

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“…These concepts are grounded in the belief that people construct new knowledge over a foundation of what they already know and have experienced. That is why Friedmann's theories, with contributions in planning as social learning, are particularly suitable for preparing "sustainable planners" in higher education institutions and in the world-class university context [103][104][105][106][107][108].…”

Section: Discussionmentioning

confidence: 99%

Sustainable Development Planning: Master’s Based on a Project-Based Learning Approach

2019

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The educational subject of Sustainable Development Planning in Europe is evolving due to the implementation of the Bologna Agreement across the European Higher Education Area (EHEA). This paper analyses a project-based learning strategy for training Sustainable Development Planning in postgraduate programs, in Spain (Universidad Politécnica de Madrid, UPM). This project-based learning strategy is applied to an International Postgraduate Program for Sustainable Rural Development—Erasmus Mundus, Master’s of Science—with the participation of five European Union universities that formed the Agris Mundus Alliance for Sustainable Development. Using a mixed methods approach, the research examined the program’s implementation through student and staff perceptions, from the technical, behavioral and contextual project management skills. The paper argues that the “Practical Learning platforms” used in the Master’s demonstrate the correct approach of the learning strategy based on teaching–research linked to the professional sphere. The findings that were identified can be categorized as follows: (1) Perspective: holistic thinking and intellectual coherence, defining the contextual skills that must be navigated within and across the broader environment, (2) Practice: experiential learning by reconnecting to real-life situations, and (3) People: Personal and interpersonal skills required to succeed in sustainable projects, programs and portfolios. Reflections on the experience and main success factors in the learning strategy are discussed.

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“…While these studies look at drivers and barriers on the organizational level, other papers examine them in the context of specific initiatives. For instance, Leal Filho et al [69] identify barriers to planning change at HEIs, and Hancock and Nuttman [58] examine barriers to enhance sustainable transport.…”

Section: Processmentioning

confidence: 99%

Organizational Change Management for Sustainability in Higher Education Institutions: A Systematic Quantitative Literature Review

2021

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Higher education institutions (HEIs) have been urged to integrate sustainability across all their structural and organizational dimensions. A promising area of research and practice that can help to deliver this is organizational change management for sustainability. While this field has received increasing attention over the past decade, a comprehensive assessment is still lacking. Therefore, a systematic quantitative review was carried out to summarize and synthesize the academic literature on organizational change management approaches that aim to holistically embed sustainability in HEIs. Furthermore, this review aims to illustrate what change factors have been observed and how they have been analyzed, and from this highlight implications for practice and pathways for future research. The literature reviewed puts strong emphasis on change processes and human factors, as well as elements of the institutional framework, such as vision and strategy. The findings highlight the value of strategic and reflective actions, the importance of understanding and actively shaping change processes, and that change towards sustainability requires broad stakeholder input and commitment. This review serves as an important reference point for future research and practice.

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The role of planning in implementing sustainable development in a higher education context

Abstract: Kalterina (2019) The role of planning in implementing sustainable development in a higher education context. Journal of Cleaner Production.

Cited by 82 publications

References 35 publications

Sustainability Leadership in Higher Education Institutions: An Overview of Challenges

Sustainability Leadership in Higher Education Institutions: An Overview of Challenges

Sustainable Development Planning: Master’s Based on a Project-Based Learning Approach

Organizational Change Management for Sustainability in Higher Education Institutions: A Systematic Quantitative Literature Review

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