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- 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.
- Higher education students’ perceptions of sustainable development in PortugalPublication . Aleixo, Ana Marta; Leal, Susana; Azeiteiro, UlissesHigher education institutions play an increasingly important role in advancing sustainable development. Various studies have demonstrated the key contribution made by teachers to achieving sustainable development. However, few works have addressed students’ perceptions in this regard and given that the students of today will be the main influencers and decision-makers of the future, a greater understanding of their beliefs and attitudes towards sustainable development should be gleaned. The aim of this research is to analyse the perceptions of sustainable development held by students at Portuguese public higher education institutions. To this end, a descriptive and exploratory study was conducted by administering an online questionnaire. The sample is made up of 1257 students from different Portuguese public higher education institutions (68.6% women; average age 24.96 years). The results show that although the students recognise the importance of sustainable development and most of them have already heard about the sustainable development goals (16% never heard about them), they believe that the higher education institutions could and should give more training on this matter. Most students state that they would accept a lower salary from a company with a good social and environmental performance in some circumstances. The majority also have pro-sustainability habits and behaviours. Most of the students are concerned about climate change, most speak of some reusing, reducing and recycling practices, but fewer students contribute to sustainable development by participating in activities (e.g., environmental or community volunteering) organised by environmental organisations or the higher education institution. Differences in the behaviours and habits related to sustainability were observed between the students of different genders, ages and scientific areas. The results further present four clusters of students regarding their perception of sustainable development and related practices. The largest cluster (about 45%) includes students who are more concerned about climate change, actively contribute to sustainable development with reuse, reduction and recycling practices, and participate in organised activities to promote the protection of the environment or society. The smallest cluster (about 8%) includes students who are still sceptical about climate change and therefore adopt less environmentally friendly practices. Five years after the publication of the sustainable development goals, students feel that sustainability is starting to be integrated in education. However, the impact on their behaviours and attitudes remains moderate.
- Are the sustainable development goals being implemented in the Portuguese higher education formative offer?Publication . Aleixo, Ana Marta; Azeiteiro, Ulisses M.; Leal, SusanaPurpose: The study aims to examine the vertical integration of the sustainable development goals (SGDs) in Portuguese public higher education institutions, namely, at the level of undergraduate and master’s degrees, and the extent to which Portuguese higher education institutions (HEI) are preparing for the United Nations’ call to promote SDGs. Design/methodology/approach: A content analysis of the designations and objectives of the 2,556 undergraduate and master’s degrees (in 33 Portuguese public higher education institutions) was done to determine whether they promote at least one SDG. Findings: The results show that 198 courses directly address at least one SDG; on average, each higher education institution (HEI) has six courses that explicitly address at least one SDG; universities have more courses in SDG areas than in polytechnics; more master’s degrees embrace SDGs than undergraduate degrees; and most of the courses addressing SDGs are from the social sciences and humanities areas and from natural and environmental sciences. Originality/value: This paper serves to raise the awareness of Portuguese HEIs of their role and responsibility in furthering SGDs.