The Context and Concept of Higher Education for Sustainable Development: The Case of Nepal

Autor/inn/en	Dev Raj Adhikari; Prakash Shrestha
Titel	The Context and Concept of Higher Education for Sustainable Development: The Case of Nepal
Quelle	In: International Journal of Sustainability in Higher Education, 25 (2024) 2, S. 238-264Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-12-2021-0521
Schlagwörter	Forschungsbericht; Foreign Countries; Sustainable Development; College Administration; Organizational Change; Organizational Objectives; Public Policy; Government Role; Educational Policy; Context Effect; Government Publications; Nepal + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; College administrators; Hochschulverwaltung; Organisationswandel; Business goal; Unternehmensziel; Öffentliche Ordnung; Politics of education; Bildungspolitik
Abstract	Purpose: The purpose of this paper is to explore and analyze the context and concept of higher education for sustainable development (HESD) in Nepalese higher educational institutions (HEIs). Design/methodology/approach: The research gathers facts and information both from primary and secondary sources. Five open-ended questions were developed to interview university high-ranking officials, such as VCs, registrars, deans and the chief of the planning division. Findings: The inclusion of 17 sustainable development goals in the country's Fifteenth Plan, national policy documents, and the University Grants Commission-led higher education reform programme provides sufficient context for HESD. In the absence of HESD literacy and a persuasive strategy, university leadership is less active in lobbying for SDG 4.7 with the government and funding agencies, university faculties and trade unions. In fact, both insights and initiatives to conceptualize HESD are lacking. Research limitations/implications: This study's setting is distinct and the interpretation of the HESD concept is based on a small sample size. Thus, the generalization of its findings is intrinsically limited in the context of a country in the geographic region. However, the findings of this research provide practical insights to implement HESD in Nepalese HEIs. Practical implications: This study is intended to inform and prepare the Nepalese academic community, urging HEIs to implement HESD with a well-defined plan of action. It contributes to the literature by considering how the current context and concept of HESD suites to promote sustainability in Nepalese HEIs, transforming the traditional academic structure and making academic leaders aware that HESD is only a means to an end. Originality/value: This research is Nepal's first study of its type with a broad understanding of the context and concept of HESD. It also provides information for HEI leaders on how to initiate the HESD acceleration process. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06