Sustainability

Editorial

7 pages, 204 KiB

Open AccessEditorial

Sustainable Education and Sustainability in Education: The Reality in the Era of Internationalisation and Commodification in Education—Is Higher Education Different?

by Gazi Mahabubul Alam

Sustainability 2023, 15(2), 1315; https://doi.org/10.3390/su15021315 - 10 Jan 2023

Cited by 15 | Viewed by 2291

Abstract

Sustainable education refers to knowledge delivery that ensures a balanced national development which encompasses both economic and social development as well as a human needs perspective [...] Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

Research

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13 pages, 208 KiB

Open AccessArticle

Understanding the Push-Pull Factors for Joseonjok (Korean-Chinese) Students Studying in South Korea

by Xianghua Cai, Donghao Zhang and Yuanying Jin

Sustainability 2024, 16(1), 155; https://doi.org/10.3390/su16010155 - 22 Dec 2023

Viewed by 1255

Abstract

The factors motivating Joseonjok (Korean-Chinese) students to choose South Korean universities as their study abroad destination have been understudied. In this study, researchers examined the factors that affect Joseonjok students’ decision to pursue postgraduate education in South Korea by analyzing interview data collected [...] Read more.

The factors motivating Joseonjok (Korean-Chinese) students to choose South Korean universities as their study abroad destination have been understudied. In this study, researchers examined the factors that affect Joseonjok students’ decision to pursue postgraduate education in South Korea by analyzing interview data collected from 15 Joseonjok graduate students studying at Korean universities using a case study approach. The study identified individual-level, family-level, and national-level push and pull factors motivating Joseonjok students to choose South Korea as their graduate study destination. At the individual level, academic achievement and educational barriers served as push factors, while emotional and ethnic solidarity with Koreans acted as pull factors. On the community level, study abroad trends and immigration patterns among the Joseonjok population were identified as push factors, and the presence of families, relatives, and friends in South Korea served as pull factors. At the national level, push factors included educational policies for minorities in China and fierce competition in higher education entrance exams and the job market. Conversely, national-level pull factors encompassed the ‘Study Korea Policy’ and policies for overseas Koreans. The current study has implications for policymakers and universities who are planning to recruit international students and educational practitioners intending to provide career counseling and guidance to minority students. Furthermore, we expect the results of the current study to contribute to the sustainable development of higher education in both China and South Korea. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

17 pages, 2307 KiB

Open AccessArticle

Academia-Industry Linkages for Sustainable Innovation in Agriculture Higher Education in India

by Sudhir Kumar Soam, Yashavanth Basavapatna Subbanna, Surya Rathore, V. Venkata Sumanth Kumar, Sanjiv Kumar, S. Senthil Vinayagam, S. Rakesh, Raghupathi Balasani, Dhumantarao Thammi Raju, Alok Kumar, Nukella Srinivasa Rao, Pandian Krishnan, Sudeep Marwaha, Anuradha Agrawal, Cherukumalli Srinivasa Rao and Rakesh Chandra Agrawal

Sustainability 2023, 15(23), 16450; https://doi.org/10.3390/su152316450 - 30 Nov 2023

Viewed by 1921

Abstract

The Indian Council of Agricultural Research (ICAR) and the World Bank have collaborated on a project entitled the National Agricultural Higher Education Project (NAHEP) to improve agricultural higher education in India, paving the way for sustainable higher education in agriculture. As part of [...] Read more.

The Indian Council of Agricultural Research (ICAR) and the World Bank have collaborated on a project entitled the National Agricultural Higher Education Project (NAHEP) to improve agricultural higher education in India, paving the way for sustainable higher education in agriculture. As part of this project, the present investigation was carried out through national-level workshops involving seven State Agricultural Universities (SAUs) across India, with participants from academia and industry, to strengthen ‘academia–industry collaboration’ through effective linkages. Based on the responses of 199 respondents from academia and industry, the study demonstrates an absolute need for linkages between universities and industries (p < 0.001), which are perceived to help improve higher education sustainably. Academic institutions believe that such linkages benefit students concerning their employability, entrepreneurial skills, and financial support received. At the same time, industries believe that they would benefit from novel technologies and influencing academic curricula. This article also establishes an alliance between some parts of academia and industry in the form of MoUs in the identified areas. However, many other areas need more appropriate linkage models. Both sectors, i.e., academia and industry, concur that such exposure and collaboration between the two entities will help to improve the quality of education. Moreover, such collaborations provide financial support, increase students’ employability, and improve their entrepreneurial skills. Among the areas requiring collaboration, the ‘capacity building of students’ was rated most important by academia and industry. Overall, the present study has significant implications for university administrators and industry leaders involved in enhancing academia–industry cooperation and improving the quality and sustainability of higher education in agriculture. Further, the study greatly contributes to the National Education Policy (NEP) to promote innovation among the student communities through Higher Educational Institutes (HEIs) and to the Sustainable Development Goals (SDGs). Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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25 pages, 1685 KiB

Open AccessArticle

The Mediating Effect of Perceived Institutional Support on Inclusive Leadership and Academic Loyalty in Higher Education

by Olabode Gbobaniyi, Shalini Srivastava, Abiodun Kolawole Oyetunji, Chiemela Victor Amaechi, Salmia Binti Beddu and Bajpai Ankita

Sustainability 2023, 15(17), 13195; https://doi.org/10.3390/su151713195 - 01 Sep 2023

Cited by 1 | Viewed by 1336

Abstract

Globally, people have a rising desire to obtain certificates, degrees, and diplomas in higher institutions, described as “diploma disease”. Additionally, the need for sustainable education becomes imperative as globalization increases. To meet these demands, there is a need for Higher Education Institutions (HEIs) [...] Read more.

Globally, people have a rising desire to obtain certificates, degrees, and diplomas in higher institutions, described as “diploma disease”. Additionally, the need for sustainable education becomes imperative as globalization increases. To meet these demands, there is a need for Higher Education Institutions (HEIs) to have adequate support for both students and academics. However, these HEIs are faced with the challenge of meeting set goals and values. For leaders in HEIs, inclusion is a critical challenge. This paper investigates perceived institutional support’s (PIS) role in mediating the co-relationship between academic loyalty and inclusive leadership within HEIs. The study presents a literature review to give some background. This paper’s conceptual framework is built on PIS from social exchange theories. Based on the design, a quantitative survey was adopted for the study. A random sample of 402 academics in HEIs was deployed for the study. A questionnaire instrument was designed to elicit information from the respondents. A structural equation model (SEM) was then adopted for the data analysis. The SEM approach was utilized to investigate the connection between academic loyalty and inclusive leadership at HEIs, with the mediating factor of PIS. The findings reveal a positive relationship exists between academic loyalty and inclusive leadership. While PIS positively connects both, there is also an inference that institutional support exists. This study provides insights that could assist stakeholders in formulating policies on employee needs and what could be done to improve and attain sustainable education in HEIs. It highlights applicable impacts towards increased productivity in HEIs, reflecting achieved targets regarding key performance indicators (KPI) and improved institutional performance. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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22 pages, 2577 KiB

Open AccessArticle

Sustainable Assessment Tools for Higher Education Institutions: Developing Two-Hierarchy Tools for China

by Yawei Du, Qing Ye, Hongjiang Liu, Yuting Wu and Fenghua Wang

Sustainability 2023, 15(15), 11551; https://doi.org/10.3390/su151511551 - 26 Jul 2023

Viewed by 1187

Abstract

Higher Education Institutions (HEIs) play an increasingly significant role in the practice of sustainability. For HEIs in their early stages of sustainability, they are still in need of sustainable assessment tools (SATs) that are suitable for their local context and also lead international [...] Read more.

Higher Education Institutions (HEIs) play an increasingly significant role in the practice of sustainability. For HEIs in their early stages of sustainability, they are still in need of sustainable assessment tools (SATs) that are suitable for their local context and also lead international sustainable development. The purpose of this paper is to develop a two-hierarchy sustainability assessment tool (THSus) for Chinese higher education institutions, including a quick analysis tool (QAT) and an in-depth benchmarking tool (IBT). The QAT provided a general overview of campus sustainability for HEIs to initiate initial actions and screen cases for the IBT. The IBT then provides more targeted analysis to plan long-term strategic changes. Based on the analysis of HEI cases, a 34-person Chinese research team was enlisted to discuss and select characteristics to formulate THSus. Indicators and weightings were developed according to the tool’s purpose and applied to 15 cases to test its effectiveness. Results showed that THSus is suitable for systematically analyzing campus issues, particularly in research areas. It offers a regional solution for Chinese campuses that is adaptable and considers the comprehensive core of sustainability. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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17 pages, 831 KiB

Open AccessArticle

Job Burnout amongst University Administrative Staff Members in China—A Perspective on Sustainable Development Goals (SDGs)

by Miao Lei, Gazi Mahabubul Alam and Aminuddin bin Hassan

Sustainability 2023, 15(11), 8873; https://doi.org/10.3390/su15118873 - 31 May 2023

Cited by 3 | Viewed by 1634

Abstract

It is widely accepted that administrative staff, as important components of a university’s workforce, play a critical role in realizing the United Nations’ Sustainable Development Goals (SDGs). The worth of administrative staff is based on their productivity, and this has a significant impact [...] Read more.

It is widely accepted that administrative staff, as important components of a university’s workforce, play a critical role in realizing the United Nations’ Sustainable Development Goals (SDGs). The worth of administrative staff is based on their productivity, and this has a significant impact on the viability of universities. Based on the job demands–resources model, this study investigates the antecedents of job burnout among administrative staff from both emotional and interpersonal perspectives, taking into account SDGs 3, 4, and 8. In this paper, a quantitative research method using descriptive and inferential analyses explores the complex interplay between job autonomy, emotional job demands, colleague support, and job burnout, with a particular emphasis on the role of emotion regulation. A questionnaire was answered anonymously by 1009 administrative staff members in China, and the results conclude that job autonomy was negatively associated with job burnout, while emotional job demands were positively linked to burnout. Moreover, leader support emerged as more beneficial to workers than colleague support. Emotion regulation strategies such as reappraisal function as an important personal resource that buffers the negative effects of job demands and enhances job resources, leading to lower levels of burnout. Furthermore, this study examines how the SDGs can be achieved through reducing job burnout. The important implications for university administrative staff and policymakers, as well as the sustainable development of universities, are discussed. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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16 pages, 466 KiB

Open AccessArticle

Evaluation of the Smart Indonesia Program as a Policy to Improve Equality in Education

by Patni Ninghardjanti, Wiedy Murtini, Aniek Hindrayani and Khresna B. Sangka

Sustainability 2023, 15(6), 5114; https://doi.org/10.3390/su15065114 - 14 Mar 2023

Viewed by 2007

Abstract

Inequality of access to education is still a major challenge faced by the Indonesian government and is caused by cost-related issues. Therefore, the government implements the Smart Indonesia Program (SIP) to overcome problems related to costs and increase equitable access to education. The [...] Read more.

Inequality of access to education is still a major challenge faced by the Indonesian government and is caused by cost-related issues. Therefore, the government implements the Smart Indonesia Program (SIP) to overcome problems related to costs and increase equitable access to education. The purpose of this study was to evaluate the implementation of the SIP in the Central Java province, Indonesia by examining samples obtained from 20 vocational schools consisting of 1413 students as respondents and 50 informants. The key informant was the school superintendent of the Regional Education Office VII of the Central Java province, which was analyzed with a context, input, process, and product (CIPP) evaluation. The results of this study found that in the sampling area, the implementation of the Smart Indonesia Card (SIC) program was considered to be very good, with an average context point of 82.3% (very good), an input point of 83.4% (very good), a process point of 87.7% (very good), and a product point of 90% (very good). However, two main obstacles that were identified have the potential to affect the effectiveness of (SIC) distribution, including (1) data synchronization between relevant stakeholders and (2) evaluation and reporting systems that did not refer to the principle of accountability. It is concluded that the current scheme does not refer to the principle of accountability. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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20 pages, 1983 KiB

Open AccessArticle

Approaches and Reforms in Undergraduate Education for Integration of Major and General Education: A Comparative Study among Teaching, Teaching—Research, and Research Universities in China

by Changfeng Xue, Tianping Yang and Muhammad Umair

Sustainability 2023, 15(2), 1251; https://doi.org/10.3390/su15021251 - 09 Jan 2023

Cited by 1 | Viewed by 1326

Abstract

With the major education model as the dominant model, general education is squeezed in quality and quantity, and implementing the concept of general education is challenging. There are several problems in undergraduate education with “strong majors and weak general education” that need to [...] Read more.

With the major education model as the dominant model, general education is squeezed in quality and quantity, and implementing the concept of general education is challenging. There are several problems in undergraduate education with “strong majors and weak general education” that need to be addressed in order to integrate major education with general education. Therefore, we selected three levels of universities: nine first-class research universities, seven key provincial teaching–research universities, and seven teaching universities from China. One-way ANOVA, principal component analysis (PCA), and cluster analysis were used to analyze the differences in three kinds of universities based on the total undergrad credits and “big category” majors. One-way ANOVA results showed that “total undergrad credits” and “big category” majors are significantly different between research universities, teaching–research universities, and teaching universities, but there are no significant differences in minor course credits, general course credits, disciplinary and major basic course credits, and elective course credits. Based on cluster analysis, the first cluster G1 showed that all the research universities had similarities in the total undergrad credits, minor course credits, general course credits, disciplinary and major basic course credits, elective course credits, and “big category” majors. PCA results confirmed that research universities are significantly separated from teaching universities and teaching–research universities at the PC1 axis, which has a higher number of “big category” majors. There are three key issues with strong majors and weak general education: (1) the difficulties in popularizing the progressive minor training model; (2) the low percentage of elective courses, general elective courses, and individualized courses; and (3) major transfer system restrictions. Based on their own student characteristics and school resources, teaching universities, research universities, and teaching–research universities are encouraged to enhance the cultivation of students’ compound knowledge and skills at the three levels of micro-major, double degree (minor degree), and minor-major (double majors or second majors), respectively. The universities should adhere to the diversified combination of general and major education, the integration-oriented undergraduate education, the reform concept of reducing burden and improving quality, appropriately increase students’ freedom of choice in undergraduate instructional management for an effective combination of “general education and major education”, and then bring the undergraduate education to a characteristic and high level. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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14 pages, 1306 KiB

Open AccessArticle

Exploring University Teacher Construction for Higher Education Sustainability in China: Perspective from Policy Instruments

by Guang Ma, Wanbing Shi and Peng Hou

Sustainability 2023, 15(1), 362; https://doi.org/10.3390/su15010362 - 26 Dec 2022

Cited by 4 | Viewed by 1871

Abstract

Teacher construction is a long-standing focus of global teacher governance. The construction of a highly qualified and professional higher education teaching force is a source of impetus for the sustainable development of higher education. In-depth systematic analysis of representative macro policies for Chinese [...] Read more.

Teacher construction is a long-standing focus of global teacher governance. The construction of a highly qualified and professional higher education teaching force is a source of impetus for the sustainable development of higher education. In-depth systematic analysis of representative macro policies for Chinese university teachers is currently limited. Thus, this study employs the perspective of policy instruments and establishes a two-dimensional analytical framework to examine a key Chinese official teacher policy document to reveal the Chinese government’s policy intentions and instrument use preferences for current higher education teacher development. The aim is to explore the improvement of policy instruments for higher education teacher construction to promote sustainable development in China’s higher education institutions and to contribute Chinese experience to global teacher governance. The results indicate that the ratio of policy instrument use has structural disparities and insufficient appropriateness to the elements of the teacher management process. Environment-oriented policy instruments have been a critical thrust of the current Chinese government’s reform of university teacher development. It is recommended to pay attention to the systemic character of teacher growth and the optimal coordination of content elements and policy instruments to form a governance synergy for the high-quality and sustainable development of higher education. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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16 pages, 1603 KiB

Open AccessArticle

The Knowledge and Perception of Sustainability in Livestock Systems: Evidence from Future Professionals in Italy and Argentina

by Andrea Beatriz Damico, Margherita Masi, José María Aulicino, Yari Vecchio and Jorgelina Di Pasquale

Sustainability 2022, 14(23), 16042; https://doi.org/10.3390/su142316042 - 01 Dec 2022

Cited by 1 | Viewed by 1402

Abstract

The preference of consumers for more sustainable consumption patterns has a great impact on what and how food is produced. Consumers’ interest in sustainable agricultural products can drive this type of production, and the primary sector should take advantage of this opportunity to [...] Read more.

The preference of consumers for more sustainable consumption patterns has a great impact on what and how food is produced. Consumers’ interest in sustainable agricultural products can drive this type of production, and the primary sector should take advantage of this opportunity to propose new paradigms in the supply of livestock products. Although sustainable alternatives can be imposed through rules or regulations, it is important that market forces act through consumer choices so that the development of the sector may have long-lasting effects. Professionals involved in the primary sector and, in particular, in livestock production must be trained to face the new challenges of the sector and meet market demands. Improving production with a view to sustainability is one of the challenges that need to be addressed at a global level. The present study investigated the perception and knowledge of sustainability of some future professionals in the sector to understand whether the academic training delivered to them is suitable. The results show that respondents have partial knowledge of sustainability, especially of its environmental dimension. Their idea of sustainability is particularly linked to the extensification of production rather than sustainable intensification, and only marginally do they consider the social and economic dimensions of sustainability. Less knowledge of the social and economic components is particularly relevant if sustainability is pursued through an extensive approach that leads to an inevitable reduction in production. The academy must act to improve the knowledge of sustainability in its three main components in an essential balance. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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17 pages, 1450 KiB

Open AccessArticle

A Machine Learning Ensemble Approach for Predicting Factors Affecting STEM Students’ Future Intention to Enroll in Chemistry-Related Courses

by Ardvin Kester S. Ong

Sustainability 2022, 14(23), 16041; https://doi.org/10.3390/su142316041 - 01 Dec 2022

Cited by 21 | Viewed by 3994

Abstract

The need for chemistry-related professionals has been evident with the rise of global issues such as the pandemic and global warming. Studies have indicated how an increase in the amount of professionals should start within the classroom setting, enhancing the interest and motivation [...] Read more.

The need for chemistry-related professionals has been evident with the rise of global issues such as the pandemic and global warming. Studies have indicated how an increase in the amount of professionals should start within the classroom setting, enhancing the interest and motivation of students to pursue higher education in the related field. This study aimed to evaluate and predict factors affecting STEM students’ future intention to enroll in chemistry-related courses. Through the use of machine learning algorithms such as a random forest classifier and an artificial neural network, a total of 40,782 datasets were analyzed. Results showed that attitude toward chemistry and perceived behavioral control represent the most influential factors, followed by autonomy and affective behavior. This demonstrated that students’ interest, application in real life, and the development of knowledge and skills are key indicators that would lead to a positive future intention for pursuing the course in higher education. This is the first study that has analyzed students’ future intentions using a machine learning algorithm ensemble. The methodology and results may be applied and extended among other human factor studies worldwide. Lastly, the presented discussion and analysis may be considered by other universities for their education strategies across different countries. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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19 pages, 1268 KiB

Open AccessArticle

Does Interdisciplinary Research Lead to Higher Faculty Performance? Evidence from an Accelerated Research University in China

by Li Yu, Yue Yan and Mingjun Li

Sustainability 2022, 14(21), 13977; https://doi.org/10.3390/su142113977 - 27 Oct 2022

Cited by 2 | Viewed by 2050

Abstract

The current trend of building accelerated research universities in China that explore the pursuit of interdisciplinary research (IDR) approach to yield academic excellence and innovation through institutional reforms is aspiring to achieve the Sustainable Development Goals (SDGs). Employing data from faculty Curriculum Vitae [...] Read more.

The current trend of building accelerated research universities in China that explore the pursuit of interdisciplinary research (IDR) approach to yield academic excellence and innovation through institutional reforms is aspiring to achieve the Sustainable Development Goals (SDGs). Employing data from faculty Curriculum Vitae and bibliometric records from a pilot accelerated research university in China, this study provides a case study to empirically quantify the impact of interdisciplinary research on 490 faculty’s performance, including research productivity, impact, and prestige. Results show that faculty involved in interdisciplinary research outperform their non-interdisciplinary counterparts in terms of research productivity, impact, and prestige. The degree of interdisciplinary as measured by subject categories is positively associated with faculty research performance. However, there are heterogeneous effects across faculty subgroups since faculty in applied-oriented disciplines reap more benefits while young faculty may suffer. Additionally, this study finds that faculty individual interdisciplinary research behavior can be affected by school-level concentration and dispersion of the degree of interdisciplinarity, which suggests the existence of peer effects. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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17 pages, 1349 KiB

Open AccessArticle

The Sustainable Development and Strategic Approaches for Contemporary Higher Education

by Ming-Yuan Hsieh

Sustainability 2022, 14(19), 12925; https://doi.org/10.3390/su141912925 - 10 Oct 2022

Cited by 16 | Viewed by 1439

Abstract

Due to the increasing appearance of global contagious diseases such as COVID-19, the goal of this research is to directly and explicitly advance the learning motivation, interests, and performance of online course participants into developing sustainable development and strategic approaches to discover the [...] Read more.

Due to the increasing appearance of global contagious diseases such as COVID-19, the goal of this research is to directly and explicitly advance the learning motivation, interests, and performance of online course participants into developing sustainable development and strategic approaches to discover the effective solution of the research question: how to provide the most effective online courses of sustainable development strategy for contemporary higher education in order to advance the student’s learning motivation, confidence, and desires? This is accomplished by integrating the three briefest analytical aspects of the Social Learning Theory, the main theoretical philosophies of Learning Community, and 10 core technological features to determine the most critical core determinants. Beyond the complex measured results, the most valuable conclusions were: (1) the highest Standardized Comparative Weight Scales (SCWS) was located in the Publicity Philosophy for contemporary online higher education sustainable development strategy, which meant the first hypothesis was accepted and the second and third hypotheses were denied. Hence, the Publicity Philosophy (PP) of the learning community directly and effectively advanced the contemporary online higher education sustainable development strategy for educational institutions as the best solution to the research question in order to achieve the main research objective. (2) Continuously, in detail, the PP of the learning community was directly and effectively enforced by the Professionalization Technology Feature of Course Function. This directly indicated that most online course participants focus on the professionalized technological features in the system operation, such as friendly operational platforms for easy uploads, convenient downloads of online course information, and real-time news during online courses at higher education institutions. Significantly, the aggregated technology in group discussions or teamwork assignments and the complete and fair evaluation of online course technological system can facilitate collaborative lesson preparation and lesson observation of the PP of the learning community in order to advance online course interests and learning performance to be the sustainable development strategic approach in contemporary higher education era. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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21 pages, 1314 KiB

Open AccessArticle

Using Modified Delphi Study to Develop Instrument for ESG Implementation: A Case Study at an Indonesian Higher Education Institution

by PoTsang B. Huang, Ching-Chow Yang, Maria Magdalena Wahyuni Inderawati and Ronald Sukwadi

Sustainability 2022, 14(19), 12623; https://doi.org/10.3390/su141912623 - 04 Oct 2022

Cited by 4 | Viewed by 2386

Abstract

Most research states that implementing environmental, social, and governance (ESG) has positive impacts. However, fewer studies have discussed ESG implementation in higher education. This study aimed to develop instruments to assess the ESG atmosphere in higher education institutions. A modified Delphi approach was [...] Read more.

Most research states that implementing environmental, social, and governance (ESG) has positive impacts. However, fewer studies have discussed ESG implementation in higher education. This study aimed to develop instruments to assess the ESG atmosphere in higher education institutions. A modified Delphi approach was employed. Experts were invited from a private higher education institution in Indonesia. A deductive study, discussion, and two stages of getting consensus from panelists were conducted. The instrument was distinguished into four types for four groups of higher education stakeholders: Students, Staff, Faculty Members, and Community Members. The I-CVIs ranged from 0.80–1.00, while the minimum values of S-CVI/Ave and S-CVI/UA were 0.98 and 0.91, respectively, meaning the content validity was excellent. The final version instrument has been tested and declared valid, reliable, and ready to be used for empirical research for universities to assess their contribution to the Sustainability Development Goals (SDGs). There are also opportunities to conduct further research on the existence of recursive and non-recursive models between factors. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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19 pages, 4276 KiB

Open AccessArticle

Necessity of Post-War Renewal of University Teachers’ Potential in Terms of Sustainable Development in Ukraine

by Xiangfei Ma, Inna Gryshova, Iryna Koshkalda, Anastasiia Suska, Rymma Gryshova, Alona Riasnianska and Olga Tupchii

Sustainability 2022, 14(19), 12598; https://doi.org/10.3390/su141912598 - 03 Oct 2022

Cited by 9 | Viewed by 1927

Abstract

(1) The war in Ukraine has changed the normal life of every Ukrainian, including educators. For the fourth month, the educational process has been taking place under martial law. Thus, the task of every pedagogue and every university teacher is to start the [...] Read more.

(1) The war in Ukraine has changed the normal life of every Ukrainian, including educators. For the fourth month, the educational process has been taking place under martial law. Thus, the task of every pedagogue and every university teacher is to start the educational process not only for the sake of knowledge, because you cannot deprive children of education, but also for the sake of psychological rehabilitation. The war has given an impetus to the radical renewal of education, particularly higher education, which determines the relevance of this study. (2) It is common knowledge that the professional pedagogical activity of a university teacher is of great significance to society. It is about the formation of a future specialist, whose level of qualification considerably affects the economic, political, social, and cultural component of the sustainable development of society, something which is especially relevant in the post-war period. (3) The research hypothesis is that renewing the potential of university teachers in the post-war period will allow the improvement of the educational process in universities, will significantly increase the level of professional training of students and will ensure the sustainable development of society. To examine this hypothesis, the professional and personal potential of teachers was studied in detail with the aim of understanding radical changes in approaches to methods, techniques, and forms of education, as well as the type and style of communication between teachers and students. (4) The research methodology comprised a survey conducted by the CAWI method using a structured questionnaire based on the respondents’ place of permanent residence. The sample totality was stratified according to the regions of Ukraine where the teachers work. Teachers of Ukrainian higher education institutions took part in the study. The study sample included 350 people. The main task of the study was to analyze the potential of university teachers in the pre-war and post-war periods. The other tasks the study undertakes are to propose the concept of professional unity of students and teachers of higher educational institutions and to consider reflection as a tool; a tool which is a cross-sectional, integrating factor that structures the education system in various types of professional activity. (5) The undoubted achievement of the work is that, for the first time, the state of higher education was analyzed under war conditions and its development in the post-war period was predicted. This will aid the country’s recovery and ensure the sustainable development of society in the post-war period. This study can complement and enhance the theoretical discussion and practical experience on sustainable development from the perspective of higher education. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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20 pages, 1744 KiB

Open AccessArticle

The Relationship between Figureheads and Managerial Leaders in the Private University Sector: A Decentralised, Competency-Based Leadership Model for Sustainable Higher Education

by Gazi Mahabubul Alam

Sustainability 2022, 14(19), 12279; https://doi.org/10.3390/su141912279 - 27 Sep 2022

Cited by 9 | Viewed by 2050

Abstract

Using school management settings, important substantial leadership models (such as “instructional”, “constructive”, and “distributed”) are developed. University leadership, especially in the private sector, is an understudied topic. While private universities need to generate revenue for profits and survival, they should at the same [...] Read more.

Using school management settings, important substantial leadership models (such as “instructional”, “constructive”, and “distributed”) are developed. University leadership, especially in the private sector, is an understudied topic. While private universities need to generate revenue for profits and survival, they should at the same time retain a sound education philosophy—an extremely difficult task. Studies are yet to be conducted to understand how leaders of private universities handle this challenge, and this issue motivates the present study. Using Bangladesh as a case study, this qualitative analysis discovers that the “visionary” leadership approach is mainly used for the business management models that governs private-sector universities. This does not allow an established education leadership model to function well, if at all. This has seriously challenged education philosophy. Innovation of a specialised private-sector university leadership model is therefore required. A “distributed leadership” approach is the latest innovation for educational leadership, which is mainly applicable for the public system, especially for K12 provision. Considering a distinct operational norm of the private university sector in a developing nation, this research suggests a dynamic revenue-collection model which would enable the development of a decentralised, competency-based leadership approach. While the private university sector may not be able to implement “distributed leadership” model given the operational differences and challenges involved, the proposed model may support the private university sector to function in tertiary level, as the “distributed model” functions for K12 provision. This proposed model (decentralised, competency-based leadership) would further be able to ensure a specialised operational directive for private universities in an emerging nation that may ensure a distinctive nature for the sector’s delivery of sustainable higher education (HE) without compromising the philosophy and role of HE. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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13 pages, 704 KiB

Open AccessArticle

Pursuing Sustainable Higher Education Admission Policy Reform: Evidence from Stakeholders’ Perceptions in China’s Pilot Provinces

by Jian Li and Eryong Xue

Sustainability 2022, 14(19), 11936; https://doi.org/10.3390/su141911936 - 22 Sep 2022

Cited by 3 | Viewed by 1703

Abstract

This study aimed to examine sustainable higher-education admission policy reform and stakeholders’ attitudes toward the implementation of a new education policy. We collected 1071 questionnaires exploring stakeholders’ attitudes regarding a new higher-education admission policy. We found that administrators at provincial education bureaus, mangers [...] Read more.

This study aimed to examine sustainable higher-education admission policy reform and stakeholders’ attitudes toward the implementation of a new education policy. We collected 1071 questionnaires exploring stakeholders’ attitudes regarding a new higher-education admission policy. We found that administrators at provincial education bureaus, mangers from admission offices at universities and colleges, and teachers at local high schools held relatively positive attitudes toward the education policy of the new college entrance exam, specifically regarding reform directions, enrollment allocations, examination contents and methods, and means of admission. During the process of implementing the new educational policy, despite encountering some critiques regarding the formation and implementation of the new policy, the general reform direction was positively accepted by administrators, mangers, and teachers at different levels. Moreover, attitudes toward the reform direction and the equity evaluation were positively associated with individuals’ reform engagement. The implications are discussed to illustrate the rationale and context of the implementation of the new policy in contemporary China. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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13 pages, 1036 KiB

Open AccessArticle

A Social Networking Analysis of Education Policies of Creating World-Class Universities for Higher Education Sustainability in China

by Jian Li and Eryong Xue

Sustainability 2022, 14(16), 10243; https://doi.org/10.3390/su141610243 - 17 Aug 2022

Cited by 7 | Viewed by 1814

Abstract

Higher education modernization is a core driver in developing a nation’s education. Creating world-class universities is one pathway toward educational modernization in the world’s major developed countries and can help meet the challenge of education internationalization and globalization. Thus, the purpose of this [...] Read more.

Higher education modernization is a core driver in developing a nation’s education. Creating world-class universities is one pathway toward educational modernization in the world’s major developed countries and can help meet the challenge of education internationalization and globalization. Thus, the purpose of this study was to investigate world-class universities for higher education sustainability in China through a social networking approach. We aimed to explore the communication path and spatial distribution of social network information about education policies for creation of world-class universities. The core topics discussed by the public were enrollment and employment, followed by the level of institutions and their development. The public in East China discussed the most content, followed by people in North and Southwest China. Positive emotions were mainly found in East, Southwest and North China, while sensitive emotions primarily occurred in East and North China. In addition, the conclusion and implication are offered at the end. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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20 pages, 803 KiB

Open AccessArticle

Service Quality of and User Satisfaction with Non-State-Owned Academic Libraries in China: Integrating the Fuzzy Delphi Method with the Kano Approach

by Yi-Chang Chen, Chao-Chung Ho and Shih-Ming Kuo

Sustainability 2022, 14(14), 8506; https://doi.org/10.3390/su14148506 - 12 Jul 2022

Cited by 3 | Viewed by 2137

Abstract

Libraries are digitizing, and challenges are posed by digital technologies for institutions of higher education in China. This study aims to present the dimensionality of perceived service quality, its effect on customer satisfaction, and the case of a non-state-owned library’s academic service quality. [...] Read more.

Libraries are digitizing, and challenges are posed by digital technologies for institutions of higher education in China. This study aims to present the dimensionality of perceived service quality, its effect on customer satisfaction, and the case of a non-state-owned library’s academic service quality. A sample consisting of valid 453 respondents used online recruitment to retrieve answers to questionnaires. Ten experts were invited to review the questionnaire for content validity and question clarity. In this study, the Fuzzy Delphi method was used to establish questionnaire indices and the attributes of library academic service quality elements made available by the Kano model. Three dimensions, including emotional service, physical environment, and information control, which are correlated under the attribute classification of the Kano model, indicate support for the validity of using integrated models in measuring library service quality. The results, according to the improvements in the customer satisfaction matrix, provide nine elements to improve the quality of service and two major improvements to enhance the perception of service quality. In addition, users pay less attention to the use of academic resources and academic ethics, but these factors do not affect the quality of service. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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17 pages, 860 KiB

Open AccessArticle

Sustainable Development in Higher Engineering Education: A Comparative Study between Private and Public Polytechnics

by Md. Abdur Rahman Forhad, Gazi Mahabubul Alam, Mamunur Rashid, Afruza Haque and Md. Sawgat Khan

Sustainability 2022, 14(13), 8094; https://doi.org/10.3390/su14138094 - 01 Jul 2022

Cited by 4 | Viewed by 2263

Abstract

In Bangladesh, a four-year diploma program is the highest level of technical education provided by private and public polytechnic institutions. Using representative primary data of 1372 sample sizes from Dhaka University of Engineering & Technology, Gazipur, we examined whether students graduating from private [...] Read more.

In Bangladesh, a four-year diploma program is the highest level of technical education provided by private and public polytechnic institutions. Using representative primary data of 1372 sample sizes from Dhaka University of Engineering & Technology, Gazipur, we examined whether students graduating from private polytechnics perform worse in higher engineering education than their public school counterparts. We mainly employed a multivariate regression model and found that students from private polytechnics receive lower grades by 0.120 cumulative grade points average (CGPA) despite similar socioeconomic, academic, and demographic backgrounds. These estimated effects imply that private polytechnics fail to significantly affect sustainable engineering education. These findings suggest that policy makers increase the number of teachers and laboratory facilities for sustainable engineering education. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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15 pages, 1222 KiB

Open AccessArticle

The Chemical Training of Agrarian Specialists: From the Chemicalization of Agriculture to Green Technologies

by Marina Grigoryeva, Inna Dmitrevskaya, Sergey Belopukhov and Alla Osipova

Sustainability 2022, 14(13), 8062; https://doi.org/10.3390/su14138062 - 01 Jul 2022

Cited by 5 | Viewed by 1340

Abstract

The impact of agricultural production on the ecological condition of vast territories is of concern to the entire world community. Therefore, the concept of sustainable development should become the basis for the training of agricultural specialists. This article examines the transformation of the [...] Read more.

The impact of agricultural production on the ecological condition of vast territories is of concern to the entire world community. Therefore, the concept of sustainable development should become the basis for the training of agricultural specialists. This article examines the transformation of the system of chemical training of agricultural students in Russia, taking into account the transition to the concept of sustainable development. The study of the history of the development of chemical training of agricultural specialists in Russia helped us to see the causes of the current crisis and highlights what should be preserved. The analysis of the modern needs of the agro-industrial complex made it possible to identify ways to modernize the system of teaching chemical disciplines in agricultural universities. As a result, the main trends of modernization of chemical training of future agricultural specialists in the context of the concept of sustainable development are identified. The chemical competencies of specialists of the agro-industrial sector working in the field of production, processing, and quality control of agricultural products are differentiated. The conditions of their formation are determined, and the effectiveness of the application of the principles of green chemistry for the formation of selected competencies is shown. The theoretical significance of the research is the development of the concept of ecological chemical education (green chemistry) for agricultural education. The practical significance of this work lies in the development of practical examples of the application of the principles of green chemistry in the educational process of an agrarian university. The originality of this research lies in determining the pedagogical conditions for the formation of chemical competencies of agricultural specialists in the context of orientation to the concept of sustainable development. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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16 pages, 606 KiB

Open AccessArticle

The Impact of Student-Teacher Policy Perception on Employment Intentions in Rural Schools for Educational Sustainable Development Based on Push–Pull Theory: An Empirical Study from China

by Siyu Chen, Ran Wang, Tingting Wang and Wenxian Zhou

Sustainability 2022, 14(11), 6639; https://doi.org/10.3390/su14116639 - 28 May 2022

Cited by 7 | Viewed by 2432

Abstract

Governments and professional organizations around the world have realized that successful recruitment and retention policies are vital to address the shortage of teachers in rural and remote areas. To the best of our knowledge, despite extensive advocacy of policies and discussions pertaining to [...] Read more.

Governments and professional organizations around the world have realized that successful recruitment and retention policies are vital to address the shortage of teachers in rural and remote areas. To the best of our knowledge, despite extensive advocacy of policies and discussions pertaining to their implications, an academic investigation into how student teachers perceive the policies and how their policy perception influences rural employment intentions has rarely been performed. Herein, this study is devoted to investigating the impact of policy perception on student-teacher rural employment intentions. In this study, the participants consist of undergraduate and postgraduate students at Chinese universities who specialize in preparing teachers of all disciplines. A questionnaire survey and quantitative analysis based on commercially available software Questionnaire Star, SPSS 26.0, Amos 26.0 and RMediation package were performed in data acquisition and analysis. It was found that student-teacher perception of the supporting policy Rural Revitalization Strategy was a little below average. High policy perception leads to an increase in the intentions of student teachers to seek employment in rural areas, and social support and positive job perception mediate the linkage between policy perception and rural employment intentions. It was also found that a difference in academic qualifications, census registration, and unpaid teaching satisfaction exists in the intentions to teach in rural schools. Such effects can be explained by the push–pull theory. Finally, this study provides recommendations for governments, universities, rural schools, and families. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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19 pages, 1167 KiB

Open AccessArticle

How Do Different Types of University Academics Perceive Work from Home Amidst COVID-19 and Beyond?

by Nilmini M. Rathnayake, Pivithuru J. Kumarasinghe and Ajantha S. Kumara

Sustainability 2022, 14(9), 4868; https://doi.org/10.3390/su14094868 - 19 Apr 2022

Cited by 2 | Viewed by 2803

Abstract

The COVID-19 pandemic resulted in a massive and unintentional shift to work from home (WFH) or working remotely, as well as broad adoption of web-based platforms. The goal of this research is to uncover the attitudes to WFH among different types of academics [...] Read more.

The COVID-19 pandemic resulted in a massive and unintentional shift to work from home (WFH) or working remotely, as well as broad adoption of web-based platforms. The goal of this research is to uncover the attitudes to WFH among different types of academics in the Sri Lankan higher education sector. An online questionnaire survey was conducted amidst a severe COVID-19 wave during June–September 2021, and 337 valid responses were received. The questionnaire contained 49 questions under four sections excluding demographic questions. The gathered data were analysed using multiple regression models. Results of the study ascertained a significant (p < 0.01) positive attitude among academics towards online teaching (academic orientation), other than academics who from disciplines with more practical components, and there was a significant (p < 0.01) positive attitude among academics to conducting research (research orientation) while WFH. Further, the findings indicate a significant (p < 0.01) negative attitude to WFH when disseminating knowledge and engaging in community services with various stakeholders. When considering the criticality of demographics variables in the new normal, a hybrid working model can be introduced by reaping the benefits of WFH based on different types of academic orientations and their favourability towards the WFH model, rather than reverting to a full physical academic working environment. As a developing country, Sri Lanka can formulate policies on effective hybrid working models for academics to realise the potential from the lessons learned. This experience will enable the country to accomplish or move towards accomplishing the fourth goal of SDGs, quality education by 2030. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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Review

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17 pages, 592 KiB

Open AccessReview

Strengthening the Teaching and Research Nexus (TRN) in Higher Education (HE): Systematic Review of Reviews

by Adriano Simao Uaciquete and Martin Valcke

Sustainability 2022, 14(22), 15317; https://doi.org/10.3390/su142215317 - 18 Nov 2022

Cited by 6 | Viewed by 1822

Abstract

Background: The linkage between teaching and research—also labelled the Teaching Research Nexus (TRN)—is the object of a recurrent debate in higher education. The debate centres on the nature of the interrelation, TRN benefits and challenges, concrete TRN strategies, and its impact on students [...] Read more.

Background: The linkage between teaching and research—also labelled the Teaching Research Nexus (TRN)—is the object of a recurrent debate in higher education. The debate centres on the nature of the interrelation, TRN benefits and challenges, concrete TRN strategies, and its impact on students and academics. Methods: Based on a systematic search of papers published between 2012 and 2022, a systematic review of review studies was conducted, building on articles from the Web of Science and Scopus. Results: From an initial 151 records, 14 fit the review inclusion/exclusion criteria. Goal and review questions: To provide researchers, teachers, and policy decision-makers with an overview of TRN in higher education based on available peer-reviewed review studies, this systematic review was driven by the following guiding questions: What are the conceptual developments in TRN definitions? What are the outcomes of experimental TRN interventions? What are the implementation challenges of TRN in higher education? What TRN implementation strategies have been adopted? Finally, what do the reviews stress as future directions for TRN? Brief conclusion: The review results helped identify patterns in TRN studies, practices, and directions for future TRN research in higher education. Full article

(This article belongs to the Special Issue Approach and Policy in Higher Education for Sustainability)

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