Albert Mawonde and Muchaiteyi Togo
The purpose of this paper is to explore the challenges faced by ODeL institutions to involve students in campus sustainable development goals (SDGs) related practices. Given that…
Abstract
Purpose
The purpose of this paper is to explore the challenges faced by ODeL institutions to involve students in campus sustainable development goals (SDGs) related practices. Given that universities are mandated by several calls to participate in the implementation of SDGs, one way they can contribute to the SDGs paradigm is through the involvement of students.
Design/methodology/approach
Data were collected through interviewing the Campus Operations Manager and the Students Representative Council (SRC) to determine the challenges of involving students’ in SDGs-related practices. The SRC completed the USAT (Part C) to determine SDGs practices students are involved in. An online survey was undertaken to determine how BSc Environmental Management students are participating in SDGs and the challenges faced towards their involvement. Thematic analysis analysed interview data and descriptive statistics analysed online survey data. Credibility and reliability were enhanced by data triangulation.
Findings
The research revealed that few students were involved in some campus SDGs-related practices. Few students were involved in off-campus SDG projects. This result is attributed to the distance between the University of South Africa (Unisa) and the students, lack of finance, the misconception around SDGs and a lack of interest in SDGs. The geographical distribution of ODeL students was concluded as the major barrier to student involvement in SDGs.
Originality/value
There are few studies, which investigated the involvement of students in campus-related SDGs in universities, let alone distance universities in Africa. The paper testifies that ODeL institutions have avenues to involve students in SDGs if such institutions become proactive through campus SDGs competitions and certification.
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Albert Mawonde and Muchaiteyi Togo
The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that…
Abstract
Purpose
The purpose of this paper is to demonstrate how universities can play a pivotal role in implementing sustainable development goals (SDGs). It recognises the advantage that universities have in responding to social challenges through their functions and operations, mainly through research and innovation and academic prowess. Not much guidance is available on how they can contribute to SDG implementation. The research is a case study of the University of South Africa, a distance education institution. It showcases how its science campus in Johannesburg has incorporated SDGs in its operations.
Design/methodology/approach
Data were collected through interviews with campus operations managers and sustainability office managers, a survey with environmental science honours students was conducted and observations of the Unisa Florida campus environment were undertaken to establish practices that contribute towards SDG implementation. Document analysis assisted in complementing the data collection process. Data were analysed by aligning practices with SDG indicators.
Findings
The research revealed a number of practices that align with SDGs in teaching, research, community engagement and campus operations management. Unisa is however challenged by financial limitations and as an open distance education and learning (ODeL) institution, it struggles to involve students in these projects. The paper concludes that while the most obvious contribution of universities to SDGs is towards quality education (SDG 4), higher education, including distance education institutions, can play an active role in implementing other SDGs as well.
Research limitations/implications
This research was limited to one institution, Unisa, owing to time limitations. While this might seem like the research was too selective, it was intentional, as the aim was to research a distance education institution. The research targeted staff involved in campus operations at Unisa’s Florida Campus, which is located in Johannesburg. Interviews were limited to students pursuing BSc Honours in Environmental Management. This was a methodological decision to contain the research, but making sure that the targeted respondents were the most informed. Individual case studies are often critiqued for being insufficiently representative to allow generalisations to other contexts (Jupp, 2006). This applies to this research in terms of “populations and universes” (Yin, 2003, p. 10), but generalisations to “theoretical propositions” (ibid) are possible.
Originality/value
There are few studies in Africa which researched implementation of SDGs in universities, let alone in ODeL institutions. The research revealed the challenge of involving students in sustainability practices in distance education institutions and serves as a testimony that such institutions can still have successful projects on and off campus. It suggests involving students in applied research based on the current sustainability projects on and off campus.
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Priscila Cembranel, Luiza Gewehr, Leila Dal Moro, Paulo Guilherme Fuchs, Robert Samuel Birch and José Baltazar Salgueirinho Osório de Andrade Andrade Guerra
This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture…
Abstract
Purpose
This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.
Design/methodology/approach
The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.
Findings
The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.
Research limitations/implications
While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.
Practical implications
There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.
Social implications
The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.
Originality/value
The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.