Subject Index
Introduction to Sustainable Development Leadership and Strategies in Higher Education
ISBN: 978-1-78973-648-9, eISBN: 978-1-78973-647-2
ISSN: 2055-3641
Publication date: 13 July 2020
This content is currently only available as a PDF
Citation
(2020), "Subject Index", Sengupta, E., Blessinger, P. and Yamin, T.S. (Ed.) Introduction to Sustainable Development Leadership and Strategies in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 22), Emerald Publishing Limited, Leeds, pp. 211-214. https://doi.org/10.1108/S2055-364120200000022019
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Subject Index
Accountability
, 7, 14, 154, 181, 187
Advanced HE (AHE)
, 163, 166, 168, 170
Agricultural capacity building
, 8, 10, 147, 156
Agricultural leadership
, 94–95
AHE
, 163, 166, 168, 170
Aligning curricula
, 138, 140
Attitude
, 4, 6, 18–22, 24–26, 31–33, 38, 109–110, 120, 142
Audit
, 120–121
Authentic learning
, 102, 109–110
Autonomous freedom
, 43–45
Awareness raising
, 119–121, 168, 172
Bi-culturalism
, 74
Bi-lingualism
, 71–72, 75
Bottom-up strategy
, 151
Capacity building
, 8, 10–11, 147, 154, 156
Case study/studies
, 48, 127, 188
of accredited Fellowship route
, 163
analysis
, 26, 28, 33
of capacity building
, 84–96
within Claims
, 172
in Māori owned enterprises
, 74
public value
, 89–90
to UBI
, 179, 183
to UMinho
, 183
Centralized approach
, 149
Challenges
of ESD practices
, 31–33
ethical
, 48–49
HEI leaders facing
, 8, 40
higher education sector in New Zealand
, 73
leaders facing real business challenges
, 51
of leadership
, 151–154
in Malaysia
, 32
multilayered
, 85
scarcity of strong leadership in curriculum reform
, 146
and solutions
, 26
sustainable development
, 121
of sustainability
, 4–5, 11, 56, 70, 101–103, 105–106, 109–110
Change meaning
, 146–147
Change
, 156, 166
behavior and lifestyle
, 18
bottom-up change strategy
, 149
curriculum
, 154
driver for
, 5
in education system
, 6
in higher education
, 56
operational
, 91–92
in prominence
, 70
social
, 106, 109, 111
sustainable
, 60, 88, 154
systematic top-down
, 150, 153
Climate change
, 4–5, 18
Colonization
, 69
Community
, 28–29, 72, 87–89
building
, 85
cohesive
, 172–173
development
, 11, 29, 87–89, 97, 104, 110
engagement
, 25, 62, 94–96, 110
leadership
, 95
professional learning
, 6
sustainable
, 62, 89
Complexity
, 4, 11, 13, 150–153, 157
of global markets
, 40
of sustainability issues
, 109
of world issues
, 106
Confidence
, 75, 93, 120–121
in delivering sustainability education
, 127
in embedding ESD in the curriculum
, 123
in leadership/influence
, 172
Conservation
, 70
Continuous professional development
, 13, 141–142, 162, 171
Corporate governance (CG)
, 14, 177–188
Corporate social responsibility (CSR)
, 178–179
Creative climates
, 164
Creative personality
, 9, 47–51
Creativity
, 5, 11, 50, 102, 107–108, 110–111, 171
Critical thinking
, 5, 9, 12, 47, 50, 79, 103, 108–109, 111, 137
Cultural identity
, 69–70, 75
Cultural sustainability
, 71–73, 80
Cultural values
, 70, 74, 78
Culture
conducive
, 156
Māori
, 10, 74
organizational
, 58
role in sustainability
, 69–71
as strategy for regional relevance
, 77
of trust and hope
, 6
Curriculum development
, 11, 13, 32, 61, 122, 147–148, 151, 153
Curriculum reform
, 146, 149–155
Customs
, 69–70, 73, 76
Decentralized approach
, 156
Digital technology
, 138
Digitization
, 50, 136
Distributed leadership
, 57, 152, 154, 168
Diverse education models
, 136
Economic efficiency
, 44, 119, 179
Eco-sustainable universities
, 178
Education for Sustainable Development (ESD)
, 4–6, 20, 59, 103, 124
attitudes to
, 19
in HE
, 25, 146–147
leadership role in
, 146–156
learning objectives
, 9, 29
pedagogies
, 119–121, 127–128
practices in HE
, 9, 20, 31–33
projects
, 26
purpose of
, 118
Self-Evaluation Tool
, 11
Educational adaptation
, 56–57
Educational evolution
, 61
Educational frameworks
, 63–64
Educational goals
, 21, 44, 47, 51
Educational sustainability
, 10, 57
Emergent
, 12, 149, 168, 170, 173
Emergent university models
, 140–141
Empirical research
, 178, 181–182
Employability
, 79, 105, 122–123, 127, 131
Entrepreneurship
, 9, 41–43, 179
Environmental resilience
, 17–33
Environmental stewardship
, 119
ESD
, 4–6, 20, 59, 103, 124
attitudes to
, 19
in HE
, 25, 146–147
leadership role in
, 146–156
learning objectives
, 9, 29
pedagogies
, 119–121, 127–128
practices in HE
, 9, 20, 31–33
projects
, 26
purpose of
, 118
Self-Evaluation Tool
, 11
Ethical dimension
, 44–45, 49–50
Experiential learning
, 21, 63, 88, 97, 110
Feedback
, 13, 93, 122–125, 130
Gender equality
, 21, 183, 187
Global agriculture
, 90
Global citizenship
, 118, 121, 128
Global engagement
, 141
Globalization
, 13, 42, 111, 146–147, 149
Governance
, 73, 178–179, 181–182, 184–188
Green university
, 179, 187
Guardianship
, 70, 80
HE climate
, 178
HEA
, 13–14, 120–121, 128, 162, 164, 172–173
HEI
, 13, 106–107, 110–111, 146, 149, 155, 162, 168, 170–172
Heritage
, 70–71
Higher Education Academy (HEA)
, 13–14, 120–121, 128, 162, 164, 172–173
Higher education institution (HEI)
, 8, 62, 106
adapting pedagogical approaches
, 137
community engagement and
, 110
English
, 162, 168, 170–173
role in ability to creating sustainable leaders
, 58
role in shaping societies
, 19
role in society
, 178
and sustainability challenges
, 101–102, 107
and value adding
, 139–140
vocational
, 13
Higher education
, 56, 178
Human societies
, 45
Humanistic tradition
, 44
Improvization
, 11, 102–103, 107
Indigenous peoples
, 69, 71–72
Indonesian Qualification Framework (IQF)
, 13, 146
Industry partnerships
, 140, 142
Informal learning
, 111
Innovation
, 10, 21, 58
definitions
, 42–43
entrepreneur
, 42
for higher education organizations
, 78
IQF
, 146
leadership education
, 49–50
sustainability
, 60
Institute of technology
, 73–74, 80
Integrating technology in learning
, 13
Interdisciplinary setting
, 13, 149
Internationalization
, 13, 146–147, 151–152, 157, 186
Issues
, 4, 107
climate change
, 18
of ESD practices
, 31–33
ethical
, 127
managerial and academic
, 13
sustainability
, 11, 20, 105, 109–110, 119, 127, 131
sustainable development
, 120, 131
Knowledge
, 4–5
analytical and statistical
, 49
institutions
, 58
SD
, 19, 23–25, 37
sharing
, 60, 91
society
, 178
sound
, 18
standardization
, 107–108
substantial interdisciplinary
, 109
to sustainability
, 8
Knowledge based society
, 138
Leadership
, 32, 40, 43–45, 56–57, 94, 171
Leadership competencies
, 13, 137–138
Leadership development
, 48, 56, 63, 171
Leadership education
, 9, 39–50
Leadership framework
, 58, 152
Leadership sustainability
, 58
Learning and teaching practices
, 138
Learning for resilience
, 102–104
Learning objectives
, 9, 20–22, 24, 29–31
Life-long learning
, 186
Local and indigenous knowledge
, 80, 107, 109
Malaysia
, 18, 21–22, 24, 32, 141
Management
, 9, 41–42
entrepreneurship to
, 9
participative
, 151
supply
, 84
theories in HEIs
, 152
Māori
, 10, 69–78
Massive online open courses (MOOCs)
, 136, 138
Motivation
, 31, 108, 154–156, 162, 167, 169–171
Multidimensional change theory
, 154
New Zealand
, 10, 69–74, 79–80, 89
Nuffield International Farming Scholars
, 11, 84, 89–90, 96–97
Online platforms
, 138
Open access resources
, 138
Organizational capacity
, 155
Organizational learning
, 13, 152–154, 182
Pedagogical approaches
, 9, 18–21, 29, 33, 63, 78, 137, 141
Pedagogical techniques
, 9, 21–22, 24, 26–29, 33
Pedagogy
, 4, 12, 20, 51, 61, 63, 121, 146–148
Performance
leader’s
, 44
matrix of correlation
, 185
outcomes
, 58
of PHEIs
, 185
superficial cognitive
, 155
Portuguese universities
, 14, 183, 187
Practical competencies
, 51
Problem solving
, 107–110, 119, 139, 173
Problem solving skills
, 51
Professional practice
, 106–107, 122, 131, 154, 169
Protocols
, 73
Public good
, 86
Public higher education institutions
, 183
Public value
, 11, 84–96
Qualitative analysis
, 46
Rationality
, 103
Real-world experience
, 26, 48–51
Real-world scenarios
, 125, 127
Recognition of leadership
, 163–164, 166
Reflection
, 26, 28, 44, 47, 51, 92, 122–129, 170–173
Regional needs
, 77
Relationships
, 74–75, 78, 87–88, 92, 94, 142, 152, 171
Research commercialization
, 139–140
Resilience
, 19, 104–105
Responsibility
, 4, 182
sustainable leadership
, 7
in society
, 37
social
, 51, 57–58, 63, 119, 128, 187–188
environmental
, 63
Rising tuition costs
, 137–138
SDGs
, 5, 18, 59, 146
Sector change
, 164–165
Self-evaluation
, 118, 121–127, 130
Skills and competencies
, 33, 109, 138–139
Social leadership
, 56–57
Social responsibility
, 51, 57–58, 119, 128, 179, 183, 187–188
Spirituality
, 103
Staff development
, 120, 123, 125, 173
Strategy
, 13, 50, 63, 70, 73, 149, 153, 168, 181–183
Student centric
, 108–110
Student experience
, 13, 121–122
Subject centric
, 110
Sustainability
, 19, 130
evidence in HEIs
, 184–188
HE and
, 105–108
leadership
, 56
practices
, 25, 33, 38
social
, 128
Sustainability challenges
, 56, 70, 101–103, 105–107, 109–110
Sustainability in higher education
, 61, 183
Sustainability innovation
, 60
Sustainability leadership
, 10, 56, 61, 63
Sustainability literacy
, 120, 123
Sustainability reporting
, 182
Sustainability teaching
, 22
Sustainable community leadership
, 11, 88–89, 97
Sustainable development (SD)
, 5–6, 19, 118, 120, 124, 126, 178
Sustainable development goal (SDGs)
, 5, 18, 59, 146
Sustainable future
, 4, 6, 9–10, 56–57, 59, 64, 107, 137
universities for
, 12
Sustainable higher education
, 137
Sustainable leadership
, 7, 10, 14, 56–60, 64, 164
Teaching and learning
, 6, 9, 19, 162–163, 168
Top-down strategy
, 149–152
Tradition
, 10, 44
Transformational leadership
, 13, 152–153
Transformative learning
, 20, 29, 102–105, 110
Transformative travel
, 97
Transnational education models (TNE models)
, 137
Transparency
, 181–182
UI Green Metric World University Rankings
, 179, 183, 185
UK Professional Standards Framework (UKPSF)
, 13–14, 162–166, 168, 170, 173
U-Multirank
, 183–186
Uncertainty
, 11, 20, 102, 108–111, 118, 120, 130, 170
United Nations Academic Impact (UNAI)
, 179
Universities
, 5, 9, 105, 108–109, 118, 140–141, 178, 182
University Impact Rankings
, 183–185
University prototype
, 12
University rankings
, 179, 183, 185
University-industry collaboration
, 142
Value creation
, 87
Vocational education
, 73, 76, 79, 147, 153
- Prelims
- Part I: Pedagogical Approaches
- Introduction to Sustainable Development Leadership and Strategies in Higher Education
- Chapter 1: The Teaching of Sustainability in Higher Education: Improving Environmental Resilience in Malaysia
- Chapter 2: Innovating Leadership Education: How Business Schools and Universities Need to Innovate Sustainable Strategies in Leadership Education
- Chapter 3: Sustainable Development of Leadership Strategies in Higher Education
- Chapter 4: Moving Culture to the Center of the Curriculum: A Strategy for Regional Relevance and Organization Sustainability
- Chapter 5: Perceived Public Value, Community Building, and Sustainable Leadership Development in Agriculture: A Case Study of Capacity Building through the Nuffield International Farming Scholars Program
- Chapter 6: Learning for Uncertainty: Higher Education and Sustainability
- Part II: Framework and Tools
- Chapter 7: The Development of an Education for Sustainable Development Self-Evaluation Tool to Support Staff and Student Development
- Chapter 8: Learning for a Sustainable Future: Developing Key Competencies
- Chapter 9: The Role of Leadership in Education for Sustainable Development Curriculum Reform in Indonesian Higher Education
- Chapter 10: Educational Leaders: The Value of Professional Development Schemes for Recognizing Influence in Learning and Teaching
- Chapter 11: Corporate Governance and Sustainability in HEIs
- About the Contributors
- Name Index
- Subject Index