The sustainability of international higher education: Student mobility and global climate change

Shields, Robin

doi:10.1016/j.jclepro.2019.01.291

Cited by 129 publications

(107 citation statements)

References 55 publications

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“…A strong relation between gender and “thinking about the impact of plastics on health” was found (chi2, p = 0.013), showing a slight tendency that women think more about this issue than men. A significant relation between educational groups and “thinking about the impact of plastics on health” was detected (chi2, p = 0.019), showing again that higher education groups think more often (a lot/much) about this issue ( n = 359), which can be related to being better informed and closer to scientific sources of information [ 49 , 50 ].…”

Section: Resultsmentioning

confidence: 99%

Assessing the Levels of Awareness among European Citizens about the Direct and Indirect Impacts of Plastics on Human Health

Barbir

Filho

Salvia

et al. 2021

IJERPH

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There is an urgent need to assess European citizens’ perspective regarding their plastic consumption and to evaluate their awareness of the direct and indirect effect of plastics on human health in order to influence current behavior trends. In this study, the evaluation has been cross-related with scientific facts, with the final aim of detecting the most recommendable paths in increasing human awareness, reducing plastic consumption, and consequently impacting human health. A statistical analysis of quantitative data, gathered from 1000 European citizens via an online survey in the period from May to June 2020, showed that a general awareness about the direct impact of plastic consumption and contamination (waste) on human health is high in Europe. However, only a few participants (from a higher educational group) were aware of the indirect negative effects that oil extraction and industrial production of plastic can have on human health. This finding calls for improved availability of this information to general public. Despite the participants’ positive attitude toward active plastic reduction (61%), plastic consumption on a daily basis is still very high (86%). The most common current actions toward plastic reduction are plastic bag usage, reusage, or replacement with sustainable alternatives (e.g., textile bags) and selecting products with less plastic packaging. The participants showed important criticism toward the information available to the general public about plastics and health. This awareness is important since significant relation has been found between the available information and the participants’ decisions on the actions they might undertake to reduce plastic consumption. The study clearly showed the willingness of the participants to take action, but they also requested to be strongly supported with joint efforts from government, policies, and marketing, defining it as the most successful way toward implementing these changes.

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Section: Resultsmentioning

confidence: 99%

Assessing the Levels of Awareness among European Citizens about the Direct and Indirect Impacts of Plastics on Human Health

Barbir

Filho

Salvia

et al. 2021

IJERPH

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“…Having faculty and students fly to other countries to engage in research and learning creates tremendous amounts of carbon emissions. IaH practices align with the increasing concern about HEIs reducing their carbon footprint (Shields 2019 ) by focusing on global learning within the domestic learning environment of a US HEI. While campuses have developed more environmentally sustainable internationalization practices, such as virtual study abroad, empirical research has not kept pace with these developments by investigating their impact on student outcomes, institutional outcomes, or environmental outcomes.…”

Section: Understanding Internationalization Research Through An Equitmentioning

confidence: 95%

US Higher Education Internationalization Through an Equity-Driven Lens

Perna

Yao

2021

Higher Education: Handbook of Theory and Research

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It is common for higher education institutions (HEIs) in the United States (USA) to pursue internationalization through multiple approaches, including developing a global curriculum, hosting international students and scholars, promoting study abroad programs, and establishing cross-border partnerships. The push toward internationalized HEIs can contribute to the reification of Western imperialism, academic colonization, and inequality. In this chapter, we use equity as a foundation to analyze research on the concept of internationalization, the historical progressions of internationalization practice in the USA, and the multiple forms of internationalization practices at US HEIs. We articulate the potential for research on US higher education internationalization to be equity driven and offer considerations for how researchers and practitioners can center power and equity as they engage in investigating or implementing internationalization processes. We recommend interrogating how, by whom, and for whom internationalization is defined; using a structural lens that bridges internationalization to its primary driver – globalization – and viewing internationalization as the amalgamation of multiple complex practices.

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“…Of the 17 activities we tracked, a handful were rarely mentioned as priorities, namely online or distance learn-ing and cross-border education. For example, despite growing interest in the carbon footprint of international education (Shields, 2019) and the transformation in digital learning technologies over the past two decades, the use of online or distance learning was largely absent from the international strategies of Canadian institutions. In the context of COVID-19, interest in this activity will likely grow significantly, and we expect future institutional plans for internationalization will place much more emphasis on this activity.…”

Section: A Generic Modelmentioning

confidence: 99%

Strategic Benefits, Symbolic Commitments: How Canadian Colleges and Universities Frame Internationalization

Buckner

Clerk

Marroquin

et al. 2020

CJHE

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This article examines how Canadian colleges and universities formally articulate their priority activities for internationalization, and what discursive rationales justify their approaches. Data come from 32 publicly-available internationalization strategies published in English by Canadian colleges and universities. In terms of practices, we find that institutions are adopting a largely similar set of activities, focused on partnerships and student and scholarly mobility. In terms of their justifications, we find that most institutions combine the strategic benefits of revenue generation and reputational prestige with symbolic commitments to diversity and excellence. We argue that by drawing on multiple rationales, internationalization strategies imbue the same generic activities with many meanings, which helps the internationalization project garner acceptance from an institution’s diverse stakeholders. In concluding, we also point to a number of noticeably absent ideas, including equity, empathy, humility, and civic responsibility

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The sustainability of international higher education: Student mobility and global climate change

Cited by 129 publications

References 55 publications

Assessing the Levels of Awareness among European Citizens about the Direct and Indirect Impacts of Plastics on Human Health

Assessing the Levels of Awareness among European Citizens about the Direct and Indirect Impacts of Plastics on Human Health

US Higher Education Internationalization Through an Equity-Driven Lens

Strategic Benefits, Symbolic Commitments: How Canadian Colleges and Universities Frame Internationalization

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