Integration of Sustainability in the Curricula of Public Higher Education Institutions in Portugal: Do Strategic Plans and Self-Report Align?

Autor/inn/en	Duarte, Marina; Caeiro, Sandra Sofia; Farinha, Carla Sofia; Moreira, Ana; Santos-Reis, Margarida; Rigueiro, Constança; Simão, João
Titel	Integration of Sustainability in the Curricula of Public Higher Education Institutions in Portugal: Do Strategic Plans and Self-Report Align?
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 9, S.299-317 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-01-2023-0001
Schlagwörter	Sustainability; Strategic Planning; State Universities; Self Evaluation (Groups); Classification; Content Analysis; Governance; Case Studies; Foreign Countries; Alignment (Education); College Curriculum; Comparative Analysis; Correlation; Educational Practices; Portugal + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Strategy; Planning; Strategie; Planung; Staatliche Universität; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Classification system; Klassifikation; Klassifikationssystem; Inhaltsanalyse; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Case study; Fallstudie; Case Study; Ausland; Korrelation; Bildungspraxis
Abstract	Purpose: This study aims to explore the alignment between strategic plans of the Portuguese public higher education institutions (HEIs) and their perception of the integration of sustainability in education and curricula. Design/methodology/approach: The strategic plans from 15 institutions were selected for content analysis; data about the integration of sustainability in education and curricula, from these HEI, were collected with an online questionnaire (self-report survey). Qualitative and quantitative analyses were performed. Findings: Strategic plans of the Portuguese public HEIs seem to not be sufficiently aligned with self-assessment integration of sustainability in education and curricula. Research limitations/implications: The classifications used in the content analysis were constructed and revised by the authors to reduce coder interpretation issues and subsequent bias in the results. However, some subjectivity could remain. The analysis of strategic plans and self-report surveys answered by top management, or a technician, does not assess the practices and sustainability implementation in education and curricula. Practical implications: This study allows the self-report of already-implemented practices to be compared to the planned strategy of HEI governance in Portugal as stated in their strategic plans. Originality/value: An analysis and respective insights on the lack of connection between strategic planning and self-report practices about sustainability implementation, using Portugal as a case study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01