Framing the Role of Higher Education in Sustainable Development: A Case Study Analysis

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Autor/inn/en	Elmassah, Suzanna; Biltagy, Marwa; Gamal, Doaa
Titel	Framing the Role of Higher Education in Sustainable Development: A Case Study Analysis
Quelle	In: International Journal of Sustainability in Higher Education, 23 (2022) 2, S.320-355 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-05-2020-0164
Schlagwörter	Role of Education; Higher Education; Sustainable Development; Educational Quality; Case Studies; Cross Cultural Studies; Foreign Countries; Universities; Web Sites; Reports; Publications; Institutional Characteristics; Comparative Education; Educational Practices; Objectives; Germany; Japan; Egypt + Suchen Sie Ihr Suchwort? Bildungsauftrag; Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltige Entwicklung; Quality of education; Bildungsqualität; Case study; Fallstudie; Case Study; Cultural comparison; Kulturvergleich; Ausland; University; Universität; Web-Design; Abschlussbericht; Berichten; Vergleichende Erziehungswissenschaft; Bildungspraxis; Goal definition; Zielsetzung; Deutschland; Ägypten
Abstract	Purpose: Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs' sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries' commitments to achieving the SDGs. Design/methodology/approach: This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings: Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications: This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications: HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value: The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01