This chapter delves into the significant role Higher Education Institutions (HEIs) play in advancing the Sustainable Development Goals (SDGs) aim of strengthening and refocusing…
Abstract
This chapter delves into the significant role Higher Education Institutions (HEIs) play in advancing the Sustainable Development Goals (SDGs) aim of strengthening and refocusing institutional efforts toward the 2030 Agenda and beyond. Acknowledging the limited progress made toward the 2030 Agenda, the chapter discusses the extent to which universities are meeting their social and ethical responsibilities in fostering sustainable development and human rights. Through an examination of the relationship between universities and the SDGs (including criticism of their role in reinforcing urban inequalities), the chapter articulates a vision for HEIs to embrace transformative partnerships, interdisciplinary approaches, and community engagement to rebuild public trust and reinforce their place as pivotal actors in driving social and economic progress. Three essential tasks for HEIs are identified: fostering SDG synergies, establishing trust and collaboration with local communities, and advancing a data-informed progress assessment that provides a roadmap for how to use the SDGs to further new agendas.
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The profound impacts of the COVID-19 pandemic are being exacerbated by political, economic, social, and environmental crisis and have set back almost all Sustainable Development…
Abstract
The profound impacts of the COVID-19 pandemic are being exacerbated by political, economic, social, and environmental crisis and have set back almost all Sustainable Development Goals (SDGs). In order to re-focus our energy to make progress according to the SDGs, education, research, innovation, and leadership will be essential in helping societies address the challenges outlined in Agenda 2030 and the SDGs. Universities, with their broad remit around the creation and dissemination of knowledge and their unique position within society, have a critical role to play in the achievement of the SDGs. Arguably none of the SDGs will be achieved without this sector. Engaging with the SDGs can also benefit universities by helping to demonstrate university impact, capture demand for SDG-related education, build new partnerships, access new funding streams, and define a university that is responsible and globally aware. This chapter’s thesis is that the SDGs will not be achieved without the strategic engagement by the academic sector and that aligning a university’s learning and teaching goals, research, and operational incentives with the SDGs can provide new opportunities and business models. The author will also provide background on higher education’s role in the formation of the SDGs and how this process has framed higher education’s role in achieving the SDGs.
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Stephanie J. Arthur, Robert D. Hisrich and Ángel Cabrera
The aim of this study was to determine what facilitators and impediments to regional and global entrepreneurship exist, as identified by the 145 industry contacts globally…
Abstract
Purpose
The aim of this study was to determine what facilitators and impediments to regional and global entrepreneurship exist, as identified by the 145 industry contacts globally surveyed, and if education stood out as a critical factor.
Design/methodology/approach
An electronic, open‐ended survey was conducted; responses were categorized into three groups of factors – i.e. economic, social and personal – and analyzed accordingly by region and job function of respondent.
Findings
The survey revealed many similarities among responses, regardless of country of origin; although education was not the most frequently cited factor critical for successful entrepreneurship, it did rate highly in comparison to others.
Research limitations
Larger studies are needed to corroborate the findings of this initial study, particularly in some regional categories. The open‐ended question format required some subjective interpretation by the researchers; future surveys utilizing an objective answer format would be recommended.
Practical implications
The amount of consensus indicates that if entrepreneurs, academics, and others collaborated and pooled their knowledge and resources, some of the critical barriers to success could be overcome. The field could benefit by future research focusing on identifying specific collaboration strategies among regions or countries leading to the growth of entrepreneurial ventures and economic development.
Originality/value
Surveying experts regarding the facilitators and impediments to entrepreneurship (both regionally and globally) will help to bridge the gulf between theory and practical solutions to drive economic development.
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Tahl S. Kestin, Julio Lumbreras and María Cortés Puch
Higher education institutions (HEIs) are increasingly recognizing that their unique functions and expertise in research, education, and community leadership make them essential…
Abstract
Higher education institutions (HEIs) are increasingly recognizing that their unique functions and expertise in research, education, and community leadership make them essential societal partners for helping achieve the Sustainable Development Goals (SDGs). However, the sector is not reaching its full potential, or acting fast enough, given the dire state of global progress on the SDGs. There has been a growing recognition that higher education’s (HE) ability to scale up action on the SDGs is hampered by a range of systemic and structural barriers within institutions, the HE sector, and the local and global contexts more broadly. However, many of these barriers and the potential solutions for overcoming them have been known for years, and a key challenge HE now faces is how to put these changes into practice. In this chapter, we build on insights from the work of the Sustainable Development Solutions Network (SDSN) and others on system transformations for sustainable development, as well as our own work on HE engagement with the SDGs, to propose several ‘meta’ reasons that might be hampering efforts to scale up HE action on the SDGs, as well as some suggested approaches for addressing them. These approaches include treating HE as a system, defining better the outcomes we are aiming for, employing adaptive leadership approaches, and investing in genuine partnerships. While a detailed treatment of these approaches is beyond the scope of this chapter, we hope to encourage the HE community to look at this old problem in new ways.
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Susan T. L. Harrison and Maano Ramutsindela
A rich and productive history of collaborative research has given the University of Cape Town (UCT) many opportunities to observe the traditional workings of research partnerships…
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A rich and productive history of collaborative research has given the University of Cape Town (UCT) many opportunities to observe the traditional workings of research partnerships across all levels – and to recognise how new models of collaboration might better address the United Nations’ (UN) Sustainable Development Goals (SDGs). Human needs are intertwined with a healthy environment and require specific policy interventions by various actors. Responses to COVID-19 demonstrated the significance of such interventions. The African Union’s Agenda 2063: The Africa We Want (which is aligned to achieving the SDGs in Africa) notes the interrelated factors that can often only be analysed effectively through interdisciplinary approaches. In this chapter, the authors use case studies to argue that the minimum requirements for achieving the SDGs are: rethinking partnerships that support the socioecological systems on which life and the future of both humanity and the planet depend; adopting an approach that informs the management and governance of specific geographic areas and how the world and its millions of different communities work together to achieve those goals; and cultivating partnerships that are ‘Global South friendly’ with the objective of creating equitable societies at a global scale.
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Luz Patricia Montaño-Salinas and José Manuel Páez-Borrallo
The COVID-19 pandemic accelerated the digital transformation at universities and forced a rapid transition to online education. Tecnológico de Monterrey leveraged its experience…
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The COVID-19 pandemic accelerated the digital transformation at universities and forced a rapid transition to online education. Tecnológico de Monterrey leveraged its experience in online education to develop and scale a program of collaborative courses with international partners on the United Nation Sustainable Development Goals (UN SDGs). The pilot program, based on Collaborative Online International Learning (COIL), and focused on the UN SDGs, aimed to provide international experiences to students who were not able to study abroad due to economic reasons (SUNY Collaborative Online International Learning). The formula involves two professors who co-design and co-teach an online subject or part of the syllabus to their joint cohort of students, highlighting the relevant elements associated with those subjects’ contents included in the UN SDGs. However, generating enough courses that reached a considerable number of students and involved an international diversity of partners and topics, added layers of difficulty. For instance, not all academics were prepared to manage an online joint group of students or to introduce concepts of the UN SDGs in their courses. To solve these problems and scale up these courses, we created ‘Global Shared Learning – Classroom’ a program that addresses the necessary elements of faculty matching, joint planning of subjects, online co-teaching, use of technological tools, and the active participation of students. Today we have involved more than 18,000 students and 500 professors from 150 universities. This chapter shows how capacity building and complementary partnerships were built. It includes the elements to design, replicate the model, and overcome technology issues for other universities asking to be part of this program.
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Without the contribution of the higher education (HE) sector, none of the United Nations (UN) Sustainable Development Goals (SDG) are achievable. Through research, teaching, and…
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Without the contribution of the higher education (HE) sector, none of the United Nations (UN) Sustainable Development Goals (SDG) are achievable. Through research, teaching, and community engagement, universities globally make vital contributions towards Agenda 30. Through partnerships, their impact is enhanced – university networks are key to facilitating collaboration. The Association of Commonwealth Universities (ACU) is a global university network encompassing more than 500 universities. ACU spans five continents with membership representative of the full diversity of the Commonwealth. University networks such as this demonstrate that bringing institutions together enhances their ability to tackle global challenges. University networks are vital vehicles for knowledge sharing and best practice. ACU members in low- to middle-income countries face systematic biases that need significant support for disparities to decrease. The ACU provides a platform for all its members, including in the global South, to have their voices heard and affect policy-makers at the most prominent forums, including the Commonwealth Heads of Government Meeting (CHOGM), the Conference of Commonwealth Education Ministers (CCEM), and the Conference of the Parties (COP). The ACU implements initiatives that build capacity. Examples include Climate Impacts Research Capacity and Leadership Enhancement (CIRCLE), which supports researchers and institutions across Africa to produce internationally peer reviewed research into the climate change; and Partnership for Enhanced and Blended Learning (PEBL), which works with universities in Africa to enhance access to quality education through blended learning. These projects rank alongside similar initiatives that leverage networks to deliver outcomes that would not otherwise be possible. Without networks such as these, the great potential of universities to tackle the SDGs will likely not be realised.