How Sustainable Is the Governance for Sustainability in Higher Education? Insights from an Italian Case Study

Autor/inn/en	Sacchi, Alessandra; Molino, Monica; Dansero, Egidio; Rossi, Alessia Antonella; Ghislieri, Chiara
Titel	How Sustainable Is the Governance for Sustainability in Higher Education? Insights from an Italian Case Study
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 8, S.1971-1991 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-08-2022-0254
Schlagwörter	Governance; Sustainability; Higher Education; Sustainable Development; Models; Industrial Psychology; Foreign Countries; Barriers; Italy + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Nachhaltigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltige Entwicklung; Analogiemodell; Betriebspsychologie; Industriepsychologie; Ausland; Italien
Abstract	Purpose: Higher education (HE) institutions can play a fundamental role in achieving the Sustainable Development Goals. However, universities often face various obstacles to sustainability management, leading to a lack of strategies for implementing governance for sustainability (GFS). The purpose of this paper is to propose a model, based on work and organizational psychology (WOP), for the analysis, promotion and implementation of GFS in HE. The model includes five dimensions: culture, leadership, teamwork, communication and transition management. Design/methodology/approach: Using a mixed methods approach, GFS was investigated in four Piedmontese (Northern Italy) universities and in their sustainability network, applying the model proposed in this paper. Findings: The five dimensions of the model have proven to be fundamental to the development of GFS in HE. Each dimension was filled with experiences from specific contexts through data collection, highlighting specificities and barriers. Furthermore, the mixed methods approach and the WOP perspective proved to be effective in addressing sustainable transitions in HE. Originality/value: A practical proposal for analyzing and improving HE sustainable transitions in a WOP perspective is still missing, as well as a model that identifies organizational dimensions that should be monitored. This study not only provides an example of this transition but also confirms the importance that the literature attributes to the specificities and barriers of dimensions such as culture, leadership, teamwork, communication and transition management in this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01