Stakeholder Engagement in Sustainability Reporting in Higher Education: An Analysis of Key Internal Stakeholders' Expectations

Autor/inn/en	Ferrero-Ferrero, Idoya; Fernández-Izquierdo, María Ángeles; Muñoz-Torres, María Jesús; Bellés-Colomer, Lucía
Titel	Stakeholder Engagement in Sustainability Reporting in Higher Education: An Analysis of Key Internal Stakeholders' Expectations
Quelle	In: International Journal of Sustainability in Higher Education, 19 (2018) 2, S.313-336 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-06-2016-0116
Schlagwörter	Higher Education; Sustainability; Stakeholders; Content Analysis; Case Studies; Statistical Inference; Expectation; Integrated Activities; Community Involvement; Partnerships in Education; Student Attitudes; Employee Attitudes; Research Reports; Participant Characteristics; Correlation; Qualitative Research; Foreign Countries; Surveys; Spain + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; Inhaltsanalyse; Case study; Fallstudie; Case Study; Inferential statistics; Schließende Statistik; Expectancy; Erwartung; Integrierender Unterricht; Hochschulpartnerschaft; Schülerverhalten; Arbeitnehmerinteresse; Research report; Forschungsbericht; Korrelation; Qualitative Forschung; Ausland; Survey; Umfrage; Befragung; Spanien
Abstract	Purpose: The purpose of this study is to improve the understanding of stakeholder engagement in the context of sustainability reporting (SR) for higher education institutions (HEIs), together with the materiality principle and stakeholder expectations. Design/methodology/approach: This research uses an exploratory approach based on content analysis, a case study and descriptive and inferential statistics. Findings: Three key findings come out of this research. First, the results indicate that HEIs use diverse criteria for grouping stakeholders and that stakeholder engagement is a heterogeneous process. Second, the expectations of internal stakeholders align with the material aspects of SR. Finally, among internal stakeholders, students and academics disagree on the prioritisation of some sustainability aspects, with non-academic staff adopting an intermediate position. Practical implications: This analysis improves our knowledge of stakeholder engagement in HEIs. It helps to identify the relevant impacts of stakeholder engagement, enhances the quality of reporting and encourages a real dialogue with stakeholders. Originality/value: The study examines stakeholder engagement and how the materiality principle is adopted by HEIs through SR. Furthermore, it compares these results with stakeholder expectations, considering the discrepancies between stakeholders. The results open the way to future research to explore the potential conflicts and collaborations between and within stakeholders to advance towards more sustainable institutions in the higher education sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01