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- The role of higher education institutions (HEIs) in the path to sustainability: analysis of sustainable development goals (SDGs) from a scientific perspectivePublication . Bautista-Puig, Núria; Aleixo, Ana Marta; Sanz-Casado, Elias; Azeiteiro, UlissesThe sustainable development goals (SDGs) are presented as the promising and critical success to respond to the societal challenges in worldwide. It supposes a change in comparison with the Millennium Development Goals (MDGs): all countries and all stakeholders (e.g. enterprises, organizations, civil society, policy-makers…) need to be involved (lemma ‘No one left behind") in the path towards sustainability (Brown, 2006). On this regard, as Salvia (2019) stated success of the SDGs will depend on the strong collaboration between the different actors. In 2017, Walter Leal Filho, Ulisses Miranda Azeiteiro, et al. (2017) refers to the SDGs as an opportunity to encourage sustainability research, reviewing the importance given to the research of the SDGs', which SDGs have already been implemented and in which countries. One of the central actors is higher education institutions (HEIs) who have the lead to respond to this enormous challenge. In this regard, they should be leaders in the search for solutions and alternatives to current environmental problems and agents of change (Hesselbarth and Schaltegger, 2014). The University within the framework of the 2030 Agenda can collaborate through teaching, research, knowledge transfer and innovation in promoting policies of sustainability and commitment not only to the environment but also to the achievement of all other sustainable goals (e.g. eradication of hunger and poverty extreme, health and well-being, quality education…). On this regard, authors such as Leal (2019) states that it is important to align universities with the research on SDGs. About this pillar, one way to analyze how universities are doing research on this topic is through bibliometric studies. There are different studies that analyze sustainability or sustainable development (Hassan and Zhu, 2014, Olawumi and Chan, 2018) as well as in universities (Bizerril, 2018). However, few studies have analyzed the production specifically on SDGs at Universities. Nakamura (2019) analyzes 2,800 documents related to the SDGs, as well as topic analysis. On the other hand, Bautista-Puig (2019) analyzes the core of scientific production on the MDGs and the SDGs with 4,532 2 documents and highlights the growth in the last 4 years, which coincides with the launch of the SDGs, in addition to the interrelations between the different SDGs. This study analyzes the scientific output of development goals research from 2000-2017 based on Web of Science, with the aim to map the global research of sustainability at HEIs. A total of 25,185 bibliographic records were analyzed. The purpose of this paper is to present a comprehensive review of the literature of HEIs about the research that these institutions are doing related to MDGs and SDGs. This paper also analyzes the topics in which are involved based on keyword co-occurrence classification of the SDGs by creating an ad-hoc glossary. The findings reveal the important participation of HEIs on this research (85.71%) and an increase of participation over time (660 institutions in 2000-2005 to 1771 institutions involved in 2012-2017). In terms of specialization measured by an Activity Index (AI), some institutions present a higher production and a higher specialization on the topic; however, others present less production but higher specialization. Regarding the topics, health (especially in developing countries), women and socio-economic aspects are the most prominent ones. Moreover, it is observed an increase of the topics related to the launch of the SDGs, including topics such as governance or policy denoting the increase of the political interest on those issues. This study provides an overview of how Universities are doing research on SDGs to respond to major societal challenges and could be useful for the policymakers in order to promote the research agenda on this topic.
- The bond between Higher Education institutions and society: A scoping review about knowledge transfer and valorisation to promote sustainable developmentPublication . Aleixo, Ana Marta; Leal, Susana; Mano, Margarida; Azeiteiro, Ulisses MirandaThis chapter aims to identify how higher education institutions (HEIs) have operationalised the transfer of knowledge to society in terms of research, development, and innovation; the determinants of this process; and how the knowledge transfer to society contributes to local and regional development and sustainability. Herein, a scoping review was carried out to address this goal. Out of 197 retrieved articles, 30 met the inclusion criteria. These studies concentrate on the following themes: (1) determinants of the knowledge transfer process between HEIs and society; (2) the state of knowledge transfer in HEIs; (3) transfer knowledge to local and regional development; and (4) transfer of knowledge to sustainability. This study concludes that although different determinants influencing this collaboration have been identified, most studies reveal that the transfer level is still at a very early stage.
- Sustainable development in Portuguese higher education institutions from the faculty perspectivePublication . Leal, Susana; Azeiteiro, Ulisses M.; Aleixo, Ana MartaHigher education institutions play a fundamental role and have great responsibility in promoting sustainability and achieving sustainable development goals. It is therefore essential to study the teacher's perceptions of incorporating sustainability since they are responsible for promoting competences and preparing citizens to respond with solutions to future challenges. The aim of this research is to analyse the perceptions of sustainability held by teachers at Portuguese public higher education institutions. A descriptive and exploratory study was conducted by administering an online questionnaire. The sample is made up of 444 teachers from different Portuguese public higher education institutions (54.1% women and 45.9% men). The results show that while most teachers believe higher education institutions promote the integration of sustainability in their activities, only 16% consider that sustainable development is holistically integrated in the institutions' different activities. About 30% of the teachers report that they largely or extensively integrate sustainable development in their curricular units, but only 20% of them state that higher education institutions provide regular or systematic training in SD. Teachers prefer to increase students' sustainable development education through conferences, seminars, or research projects. Almost 90% of teachers are concerned about climate change or the environment, but only 40% or less engage in sustainable development-related activities. Four clusters are also identified, representing teachers' different perceptions of the higher education institutions' promotion of sustainability, teachers' participation in sustainable development issues and concerns about climate change. Although teachers feel that sustainability is starting to be integrated in higher education institutions, this is not done holistically; moreover, differences are found between teachers in polytechnics and universities and between different scientific areas.
- Inclusão da Agenda 2030 e dos ODS na estrutura curricular dos cursos no ensino superiorPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, Ulisses
- Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: an exploratory study in PortugalPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, UlissesHigher Education Institutions play an important role in the promotion of sustainability and an increasing number of stakeholders expect them to be sustainable organizations. However, this can only be achieved when barriers are faced and challenges overcome. This exploratory study aims to investigate how the main stakeholders (leaders, faculty, staff, students, and external stakeholders) of Portuguese Public Higher Education Institutions perceive: the concepts of sustainability and sustainable higher education institutions, the role of higher education for sustainable development, and the barriers, challenges and obstacles to implementing sustainable initiatives in Portuguese Public Higher Education Institutions. Through a qualitative approach, using semi-structured interviews and content analysis procedures, this article explore the perspectives of twenty stakeholders from four Portuguese Public Higher Education Institutions. The results suggest that, although aware of the concept of sustainability, the different stakeholders are not familiar with the concept of sustainable higher education institutions. The lack of financial resources due to the decline in funding for higher education and falling numbers of Portuguese university students is perceived as the main barrier to sustainable development in higher education (i.e. practices are still associated with spending financial resources). This research highlights the importance of a conceptual and organizational change in higher education institutions, notably through identifying new sources of financing, more flexible organizational forms, more comprehensive mission statements, more tailored educational offers, life-long learning and commitment to internationalization, and more strategic human resource management. The paper contributes to the literature by reflecting on how higher education institutions can promote sustainability, how higher education for sustainable development is understood and can be improved in Portuguese Higher Education Institutions.
- Tendências do mercado de trabalho: o que esperam as empresas das gerações Millennials e ZPublication . Filipe, Luís Pereira; Aleixo, Ana MartaO enfoque no sucesso profissional dos recém-diplomados e o papel das Instituições de Ensino Superior (IES) para esse desígnio tem vindo a ganhar destaque devido às transformações ocorridas nas últimas décadas. Face ao exposto, é imperativo que as IES se esforcem para melhorar a empregabilidade dos seus diplomados, num esforço de correspondência entre as características das novas gerações e necessidades das empresas. Deste modo, e por forma a dar sequência a um primeiro estudo dirigido a empresas na área do turismo, pretende-se identificar as práticas de recrutamento e seleção e as competências transversais requeridas aos candidatos, por empresas das áreas das engenharias e serviços. Foi possível perceber que as empresas recorrem essencialmente à internet e às redes sociais para procurar os seus candidatos, que utilizam essencialmente o modelo Europass de CV, que se preocupam bastante com as competências e com a experiência profissional adquirida, e que consideram as competências transversais como tão importantes como as técnicas, com destaque para a aprendizagem, o trabalho de equipa e o comportamento ético, em detrimento da persuasão, da cultura geral e da liderança. Com estes dados é possível ajudar os diplomados a melhorarem a sua empregabilidade, levando-os a desenvolver ferramentas e estratégias adequadas, incentivando essencialmente a uma postura ativa de procura de oportunidades e de melhoria constante do seu percurso académico e profissional.
- Students’ perspectives on sustainable development goals in Portuguese higher education institutionsPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, UlissesIn this paper, we present a research about the understanding of sustainable development (SD) among students of public higher education institutions, in Portugal. It explores the students’ perspectives about SD through the analysis of their attitudes, skills and experiences on the theme. Their knowledge about sustainable development goals (SDGs) and their opinion about the importance of SD as future professionals were also under consideration. The research design of the study follows a descriptive and exploratory approach with a quantitative reporting of results. It was used an on-line questionnaire, adapted from the National Union Students (2018), Chuvieco et al. (2018) and Dagiliūtė et al. (2018). A sample of 1257 students from the Portuguese public higher education institutions (HEIs) was obtained. In general, the results show that students have knowledge about environmental issues. Students study, at different degrees, subjects related to SD and SDGs, however participation and involvement is lacking. It is urgent to introduce SD education in all curricula. In addition, most students already have heard about SDGs and know what they are, however, only a small number of students are actively involved in activities organized by their HEIs. Students also consider that secondary education was the educational path that most encouraged to think and act in ways that help the environment and people. Students consider that HEIs can do more in terms of education for SD. From a global perspective, this study corroborate the three previous studies, namely the factors associated to more pro-environmental attitudes and behaviours are still poorly understood. This research has a national scope and the results should be interpreted only in the Portuguese context. Future studies should include a larger range of institutional actors within the faculty. The study helps to better understand the students’ perceptions about SD and the role of HEIs to improve it, namely in Portugal where the studies about the theme are scarce. The results could be used by HEIs to introduce the SD topics in formal and informal education, as well as to improve it integration on campus activities.
- As perceções sobre desenvolvimento sustentável dos estudantes de ensino superior em PortugalPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, Ulisses
- Students’ perspectives on sustainable development goals in Portuguese higher education institutionsPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, Ulisses
- Toward sustainability through higher education: sustainable development incorporation into Portuguese higher education institutionsPublication . Aleixo, Ana Marta; Azeiteiro, Ulisses; Leal, Susana