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Available. Open Access. Open Access
Article
Publication date: 16 June 2022

Núria Bautista-Puig, Enrique Orduña-Malea and Carmen Perez-Esparrells

This study aims to analyse and evaluate the methodology followed by the Times Higher Education Impact Rankings (THE-IR), as well as the coverage obtained and the data offered by…

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Abstract

Purpose

This study aims to analyse and evaluate the methodology followed by the Times Higher Education Impact Rankings (THE-IR), as well as the coverage obtained and the data offered by this ranking, to determine if its methodology reflects the degree of sustainability of universities, and whether their results are accurate enough to be used as a data source for research and strategic decision-making.

Design/methodology/approach

A summative content analysis of the THE-IR methodology was conducted, paying special attention to the macro-structure (university score) and micro-structure (sustainable development goals [SDG] score) levels of the research-related metrics. Then, the data published by THE-IR in the 2019, 2020 and 2021 edition was collected via web scraping. After that, all the data was statistically analysed to find out performance rates, SDGs’ success rates and geographic distributions. Finally, a pairwise comparison of the THE-IR against the Times Higher Education World University Rankings (THE-WUR) was conducted to calculate overlap measures.

Findings

Severe inconsistencies in the THE-IR methodology have been found, offering a distorted view of sustainability in higher education institutions, allowing different strategic actions to participate in the ranking (interested, strategic, committed and outperformer universities). The observed growing number of universities from developing countries and the absence of world-class universities reflect an opportunity for less-esteemed institutions, which might have a chance to gain reputation based on their efforts towards sustainability, but from a flawed ranking which should be avoided for decision-making.

Practical implications

University managers can be aware of the THE-IR validity when demanding informed decisions. University ranking researchers and practitioners can access a detailed analysis of the THE-IR to determine its properties as a ranking and use raw data from THE-IR in other studies or reports. Policy makers can use the main findings of this work to avoid misinterpretations when developing public policies related to the evaluation of the contribution of universities to the SDGs. Otherwise, these results can help the ranking publisher to improve some of the inconsistencies found in this study.

Social implications

Given the global audience of the THE-IR, this work contributes to minimising the distorted vision that the THE-IR projects about sustainability in higher education institutions, and alerts governments, higher education bodies and policy makers to take precautions when making decisions based on this ranking.

Originality/value

To the best of the authors’ knowledge, this contribution is the first providing an analysis of the THE-IR’s methodology. The faults in the methodology, the coverage at the country-level and the overlap between THE-IR and THE-WUR have unveiled the existence of specific strategies in the participation of universities, of interest both for experts in university rankings and SDGs.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 8
Type: Research Article
ISSN: 1467-6370

Keywords

Available. Open Access. Open Access
Book part
Publication date: 10 February 2025

Ariel C. Armony

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.

Details

Higher Education and SDG16: Peace, Justice, and Strong Institutions
Type: Book
ISBN: 978-1-80455-892-8

Keywords

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Article
Publication date: 10 September 2024

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…

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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.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

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