Kooperativer Bibliotheksverbund

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Umfang: 1 online resource (382 pages)

Ausgabe: 1st ed.

ISBN: 9783031540264

Serie: Strategies for Sustainability Series

Anmerkung: Intro -- Introduction -- References -- Contents -- Part I: Building a More Sustainable World Through More Sustainable Higher Education Institutions -- Designing a More Sustainable Higher Education Institution: Studies and Strategies -- 1 The Appearance of Sustainability Principles and Their Integration into the Italian Business Studies -- 2 The Role of HE in Sustainability -- 3 Sustainability in HEIs -- 4 Sustainable HEIs -- 5 A Strategic Approach to Manage Sustainability Within HEIs -- References -- Nurturing a Caring University: Exploring Inner and Outer Sustainability for Transformative Change in Higher Education -- 1 Introduction -- 2 Theoretical Context of Inner and Outer Sustainability -- 2.1 Relational Sustainability and Concepts of Care -- 2.2 Leverage Points Perspectives -- 2.3 Transformative Learning and Holistic Approaches -- 2.3.1 Embodied Learning and Contemplative Practices -- 2.3.2 The Inner Development Goals -- 3 Experimenting with Inner-Outer Sustainability: The CareLab for People & -- Planet at CENSE/NOVA University Lisbon, Portugal -- 3.1 Conceptualisation of the CareLab for People & -- Planet -- 3.2 Activities of the CareLab for People & -- Planet -- 4 Reflections: Towards a Caring University -- 5 Conclusions -- References -- Higher Education and Sustainable Development Goals in the Constitutional Framework: A Uniting Factor for 'Global Constitutionalism' -- 1 Sustainable Development and Constitutionalism: Shared Goals for Constitutional Democracies -- 2 Sustainable Development in Contemporary Constitutions -- 3 The Role of Higher Education Institutions as Actors for Constitutional Implementation -- 4 University Networks - A Common Constitutional Background for Higher Education in Implementing Sustainable Development Goals (Actors of a Plural Democracy): RUS the Italian Case and SDGs UNI -- References. , Driving the Systemic Transformation of Higher Education Institutions Towards Sustainability: The Case of Education for Sustainability Hub -- 1 Introduction -- 2 Autopoietic Social Systems -- 3 Autopoietic Organisations -- 3.1 Decision -- 3.2 Uncertainty Absorption -- 3.3 Decision Premises -- 3.4 Structures -- 3.5 Observation -- 4 Modelling Systemic Organisational Change -- 5 Social Systems Theory and Transforming HEIs Towards Sustainability -- 5.1 Education -- 5.2 Sustainability -- 5.3 Transforming HEIs Towards Sustainability -- 6 The Case of Education for Sustainability Hub -- 6.1 Methodology -- 6.2 Findings -- 6.2.1 'Irritating' the HEIs -- 6.2.2 Structurally Coupling HEIs to Society-at-Large -- 6.2.3 (Re)Defining 'Sustainability' -- 6.2.4 Nourishing Cooperation -- 7 Conclusions -- References -- The Role of Higher Education Institutions in Meeting SDG 9 -- 1 Introduction -- 2 Assessing SDGs' Progress -- 3 Benefits for HEIs -- 4 Critical Concepts into SDG 9 Targets -- 4.1 Resilient Infrastructure -- 4.2 Innovation -- 4.3 Information and Communications Technology -- 4.4 Financial Services -- 5 Inclusive and Sustainable Industries -- 6 Concluding Remarks -- References -- Part II: Management and Assessment in HESD -- Empowering Deans for Sustainability Transformations at Academic Departments: Obstacles, Strategies and Roadmaps -- 1 Introduction -- 2 The Nature of Change -- 2.1 The Changing Landscape of Higher Education -- 3 Empirical and Theoretical Background -- 3.1 Future Expectations -- 3.2 Success Factors -- 3.3 Support Needs -- 3.4 Identifying Obstacles in Academic Departments -- 3.5 Policy Levers -- 4 Pathways and Roadmaps for Embedding Sustainability -- 4.1 Impact Pathways and Impact Roadmaps -- 4.2 Self-Assessment -- 5 Developing Strategies for Embedding Sustainability -- 6 Conclusions -- References. , Understanding the Moderating Effect of Governance Functions on the Impact of Communication on Sustainability Implementation Performance in Higher Education Institutions -- 1 Introduction -- 2 The Sustainable Development Goals and Higher Education Institutions -- 3 Managing Sustainable Development Implementation Performance in Universities -- 4 Factors Influencing Sustainable Development Implementation Performance in Universities (Case Studies: DMU + SAUoT) -- 4.1 South African University of Technology (SAUoT), South Africa -- 5 De Montfort University Context -- 6 Communication as a Root Enabler of Optimal Sustainable Development Implementation Performance -- 7 The Moderating Effect of Governance Functions on Sustainability Communication -- 7.1 Sustainability as a Top Management/Leadership Function (Strategic) -- 7.2 SD-Related Policy/Assessment and Reporting Documents -- 7.3 Sustainability (Sustainable Development/Green) Office -- 7.4 Collaborative Partnerships with Relevant Entities -- 7.5 Sustainability Competence and Literacy Training Initiatives -- 8 Conclusions -- References -- Sustainability in the Strategic Planning of the Italian Higher Education System -- 1 Introduction -- 2 Performance Agreement in Higher Education -- 3 The Research Context: The Italian Higher Education System -- 3.1 Methodological Details -- 4 Pro3 Mechanism for the Planning Model in the IHES -- 5 Classification of Pro3 Indicators in IHES -- 6 Conclusions -- References -- The Disclosure of SDG Performance: A Comparative Analysis of the Dutch and Italian Higher Education Systems -- 1 Introduction -- 2 SDG Reporting in Higher Education -- 3 Methods -- 4 Results -- 4.1 The SDG Report in Dutch Higher Education -- 4.2 The SDG Reporting in Italian Higher Education -- 5 Conclusions -- 6 Reflections and Future Outlook -- References. , Learning Outcomes in the Context of Education for Sustainability: Foci, Articulations and Assessments -- 1 Introduction -- 2 Background: Sustainability Assessments and the Contested Nature of the Concept -- 2.1 EfS Assessments in Higher Education -- 3 The Foci of EfS Learning Outcomes -- 3.1 Categories and Attributes of EfS Learning Outcomes -- 3.2 Foci of EfS Learning Outcomes -- 4 Examples of EfS Learning Outcomes Descriptions -- 4.1 Examples of Desired EfS Learning Outcomes from Literature -- 4.2 Examples of Desired EfS Learning Outcomes from Policy Documents -- 4.3 Examples of Desired EfS Learning Outcomes from Quality (Accreditation) Standards -- 4.4 Examples of Desired EfS Learning Outcomes from Sustainability Assessment Tools -- 5 Discussion -- 5.1 Conceptual Confusion Regarding Learning Outcomes -- 5.2 Measuring EfS Learning Outcomes -- 5.3 Understanding the Interrelatedness of EfS Landscape -- 6 Conclusions -- References -- Assessment Frameworks for Promoting Sustainable Development in Educational Institutions -- 1 Introduction -- 1.1 Sustainable Development -- 1.1.1 Principle and Concept of Sustainable Development -- 1.2 Sustainable Development in Higher Education Institutions -- 1.2.1 Dimensions of Sustainable Development in Higher Education Institutions -- 2 Current Scenario of Sustainable Development in HEIs -- 2.1 America -- 2.2 Europe -- 2.3 Australia -- 2.4 Emerging Economies -- 2.5 India -- 3 Frameworks and Tools for Assessment of Sustainable Development of HEIs -- 4 Assessment of Parameters and Indicators of Different Rating Systems -- 5 Strategies Adopted Across the World for Sustainable Campus Growth -- 6 Discussion and Conclusions -- References -- Sustainability Rankings of Universities -- 1 Introduction -- 2 Sustainability Rankings: A Comprehensive Content Research Update -- 3 Exploring the Landscape of Sustainability Rankings. , 4 Embracing the Future - Prospects of Sustainability Rankings -- 5 Conclusions -- References -- Part III: Lessons From Significant Experiences Across the World -- Integrating Sustainability Competences into Degree Programmes in Higher Education to Educate Experts Who Steer the World Towards Sustainability -- 1 Introduction -- 2 Future Academic Experts Drive Sustainability Transformation -- 2.1 Curriculum Design in Advancing Sustainability Transformation at the University of Helsinki -- 2.2 The Models of Generic Academic Skills to Support Degree Programmes -- 3 Case: Embedding Sustainability in the Curricula at the University of Helsinki -- 4 Discussion -- 5 Conclusions -- References -- Sustainability in Higher Education Institutions in Latin America and the Caribbean: Trajectory, Performance and Challenges -- 1 Trajectory of the Incorporation of the Environmental Dimension in the HEIs of Latin America -- 2 Performance of Latin American HEIs in the Commitment to the Environment and Sustainability -- 3 Performance in the Knowledge, Commitment and Contributions of Latin American HEIs to the SDGs -- 4 Challenges to Broaden and Deepen Latin American HEIs' Commitment to Sustainability -- References -- On the Sense and Nonsense of Assessing Sustainability in Course Content: Lessons Learned from a French Business School -- 1 Introduction -- 2 Sustainability Integration in Higher Education: What Is Happening in France? -- 2.1 Institutional Changes for Sustainability Integration -- 2.1.1 National Sustainability Initiatives for Higher Education Institutions -- 2.1.2 Sustainability Networks for Business Schools -- 2.1.3 Business School Evaluations and Rankings -- 2.2 The Call for Stronger Mobilisation by Student Collectives and Multiple Stakeholders -- 3 Transforming Curricula Towards Sustainability in a French Business School. , 3.1 Integrating Sustainability into Strategy and Organisational Structures.

Weitere Ausg.: ISBN 9783031540257

Sprache: Englisch