Different eyes on sustainability. Stakeholder perspectives in German higher education under the whole institution approach.

Autor/inn/en	Guirgis, Fady; Jostmeier, Milena; Notzon, Swantje; Breuckmann, Tobias; Froese, Rebecca; Gerke, Daria-Maria; Stroila, Iulia-Maria; Wilkens, Lea
Titel	Different eyes on sustainability. Stakeholder perspectives in German higher education under the whole institution approach.
Quelle	In: Beiträge zur Hochschulforschung, 48 (2026) 1, S. 56-82Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0171-645X
DOI	10.25656/01:35006 10.58069/bzh.2026.1.89
URN	urn:nbn:de:0111-pedocs-350061
Schlagwörter	Wissenstransfer; Nachhaltigkeit; Fallstudie; Quantitative Forschung; Umfrage; Hochschulpolitik; Akteur; Deutschland; Münster (Westf)
Abstract	This article examines how sustainability is perceived, prioritized, and enacted across status groups and institutional profiles in three higher education institutions (HEIs) in Münster, Germany, using survey data from 1,035 participants and drawing on the Whole Institution Approach (WIA). Results indicate that societal transformation and community engagement are prioritized, while curriculum integration is less developed, highlighting the need to strengthen curricular sustainability integration. Perceptions and priorities vary significantly across HEIs and groups, underlining that achieving a holistic WIA requires considering all perspectives. The findings further show that members of HEIs are more engaged in sustainability activities in their private or community contexts outside the university than within it. Student participation is lowest compared to other status groups, reflecting structural and cultural barriers and emphasizing the importance of enabling students as active agents of change. Inclusive participation, systemic support, innovation, and external collaboration are crucial for HEIs to act as effective sustainability drivers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3