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Article
Publication date: 1 October 2002

N. Kouloumbi, G. Batis, N. Kioupis, N. Kioupis and P. Asteridis

The aim of this fieldwork was the study of the effect of 50Hz AC, induced by high‐voltage power lines, on the cathodic protection system of a natural gas pipeline. The…

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Abstract

The aim of this fieldwork was the study of the effect of 50Hz AC, induced by high‐voltage power lines, on the cathodic protection system of a natural gas pipeline. The effectiveness of cathodic protection was checked through in situ long‐term monitoring and analysis of pipeline electrical parameters. The results gave an insight into the problems of the cathodic protection system operation, caused by AC interference. An AC and DC potential interdependence was observed, that previously has hardly been reported, and was scrutinized in relation to cathodically protected pipelines. The effects of the AC‐interference and low frequency DC potential fluctuations, as well as the potential deviations from the protection potential, are examined. These phenomena are associated with corrosion susceptibility and difficulties in obtaining reliable cathodic protection measurements.

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Anti-Corrosion Methods and Materials, vol. 49 no. 5
Type: Research Article
ISSN: 0003-5599

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Book part
Publication date: 25 September 2024

Marcus Kreikebaum and Pratibha Singh

This contribution responds to the call of various researchers for a shift in Responsible Management Education (RME) to adopt a more human-centered and less organizational-centered…

Abstract

This contribution responds to the call of various researchers for a shift in Responsible Management Education (RME) to adopt a more human-centered and less organizational-centered approach. Service learning (SL) is introduced as a possibility to offer didactical opportunities for participants to connect real-world experiences to system thinking in various ways. We suggest an approach called a “Prism of Reflections” to pique participants' hermeneutical, technical, and emancipatory interests so they can delve deeply into local social and environmental issues and be able to connect them to broader global issues as encapsulated in the Sustainable Development Goals (SDGs). We exemplify our method by demonstrating how students reflect on their experiences working at food banks, and how they relate to concerns of sustainability, poverty, and access to food. Our research suggests that this approach offers a way to situate organizational thinking and instrumental reasoning in a larger framework that considers the aims of hermeneutics, technical and emancipatory discourses. Our findings demonstrate that there are conflicts and dissonances when connecting intersubjective real-world perceptions to emancipatory interests and technical knowledge, particularly when it comes to challenges in the realm of food.

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Innovation in Responsible Management Education
Type: Book
ISBN: 978-1-83549-465-3

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Book part
Publication date: 2 March 2023

Francesca Loia and Davide de Gennaro

Over the past years, the educational environment has undergone a revolution, caused mainly by the wide diffusion of information and communication technologies (ICTs), and the…

Abstract

Over the past years, the educational environment has undergone a revolution, caused mainly by the wide diffusion of information and communication technologies (ICTs), and the multiscalar implications of the Covid-19 pandemic. This chapter taps into educators’ first-hand experience relating to the adoption of online technologies in an action learning process during the pandemic. Action learning is one of the experiential training methodologies aimed at individual, group, and organizational growth and development through practical, hands-on experience. It is an educational process that facilitates and improves the mechanism and functioning of groups of people who come together to support real challenges or activities, also by learning from direct experience. To this end, the case study of a University Master Course in leadership and change management is examined, based on unstructured interviews and analysis of written documents. The case study represents an emblematic case of adaptation and response to the change imposed by Covid-19 through the promotion of an innovative teaching and learning method. Results show how the adjustments devised to cope with the consequence of teamwork virtualization proved to be synergistic, delivering positive outcomes in terms of participants satisfaction, learning and impact, and producing deeply innovative change management projects. Implications for theory and practice are discussed.

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Moving Higher Education Beyond Covid-19: Innovative and Technology-Enhanced Approaches to Teaching and Learning
Type: Book
ISBN: 978-1-80382-518-2

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Book part
Publication date: 6 November 2024

Claudia E. Carter

Sustainability features in the national and local policies of many countries, but there is often a lack of clarity about what it means in practice. Interpretations of sustainable…

Abstract

Sustainability features in the national and local policies of many countries, but there is often a lack of clarity about what it means in practice. Interpretations of sustainable development (or sustainable cities and places) vary widely between different countries and social, economic, political, and environmental actors and interest groups influenced by underlying values and specific contexts. Considering the already-felt impacts of rapid climate change and ecological breakdown, continuing with business as usual will add more pollution, resource depletion, and lead to economic and societal turmoil under a massive shift or collapse in ecological and climate systems. A significant factor in past and current policy failures is that “weak” rather than “strong” sustainability models have been adopted laced with a voter-enticing rhetoric yet delaying painful (to the current status quo), but essential, changes in production and consumption and a shift in focus away from profit toward human and ecological well-being. This requires clear and ambitious legal, regulatory, and policy frameworks, yet also flexible approaches and “agency” of citizens, employees, employers, and politicians for transformation across different geographical and institutional levels, moving away from competition and greed, making room for experimentation and creativity and old and new forms of collaboration and sharing. Relevant concepts, principles, examples and critiques can be gleaned from the ecological economic, social–ecological transformation, and planning literature, offering direction for the kinds of shifts in placemaking to achieve social and environmental justice and well-being.

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Book part
Publication date: 14 December 2023

Liangrong Zu

Free Access. Free Access

Abstract

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Responsible Management and Taoism, Volume 2
Type: Book
ISBN: 978-1-83797-640-9

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Article
Publication date: 11 January 2024

Mohd Syahidan Zainal Abidin, Mahani Mokhtar and Mahyuddin Arsat

Education for sustainable development (ESD) has gained significant attention, but integrating ESD into existing education systems is challenging. The study aims to explore the…

278

Abstract

Purpose

Education for sustainable development (ESD) has gained significant attention, but integrating ESD into existing education systems is challenging. The study aims to explore the challenges of ESD experienced by school leaders, focusing on the context of Malaysian schools.

Design/methodology/approach

The study uses a qualitative approach with a single-case study design. Eight school leaders involved in the Johor sustainable education action plan (JSEAP) were interviewed and analyzed. The study uses thematic analysis to identify the challenges and other causes associated with the implementation of ESD.

Findings

This study revealed that the school leaders perceived the ESD challenges at three levels. First, restriction to the standardized curriculum (systemic); second, resistance to change (organization) and third, awareness and readiness (individual). These themes stemmed from seven primary codes that school leaders encountered throughout the JSEAP program.

Research limitations/implications

This paper is limited to a case study of the chosen schools and cannot be extrapolated to a larger population.

Practical implications

The study benefits school leaders and educators concerned about ESD and its role in their schools and other academics interested in ESD.

Originality/value

To the authors' knowledge, this is the first study to investigate ESD challenges in Malaysia. The novel discovery of the three levels of ESD challenges helps readers better understand the recent phenomenon of ESD implementation and compare it to other settings.

Details

Qualitative Research Journal, vol. 24 no. 4
Type: Research Article
ISSN: 1443-9883

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Article
Publication date: 11 July 2023

Mohd Syahidan Zainal Abidin, Mahani Mokhtar and Mahyuddin Arsat

The issue of Education for Sustainable Development (ESD) has been on the rise in recent years, with concerns being raised by various stakeholders about its potential effects on…

414

Abstract

Purpose

The issue of Education for Sustainable Development (ESD) has been on the rise in recent years, with concerns being raised by various stakeholders about its potential effects on education and the environment. However, little research has been done into school leaders' fundamental challenges in addressing ESD.

Design/methodology/approach

A qualitative, single-case study was embarked on to examine the experiences of Malaysian school leaders who actively engaged ESD in their schools. The data were collected by using semi-structured interviews among four school leaders in schools involved in Johor Sustainable Education Action Plan (JSEAP). A thematic analysis was used to understand the challenges and later drive the strategy used to overcome those challenges.

Findings

This preliminary study revealed that the principals perceived the ESD's four main challenges: encouraging positive thinking and passion, acquiring ESD knowledge, developing system thinking, and curriculum adaptation. Based on this study's findings, school leaders need to make concerted efforts to overcome these challenges, such as finding best practices, encompassing support systems, and exploring innovative partnerships to address ESD effectively in their schools.

Research limitations/implications

This paper is limited to a case analysis of the selected schools and cannot be generalized to a larger population.

Practical implications

The results of the study may be of interest to other school leaders and educators who are concerned about ESD and its role in their schools, as well as to other academics who are interested in the topic of ESD and the challenges faced by school leaders in implementing sustainable practices.

Originality/value

To the authors' knowledge, this is the first study investigating ESD challenges in the Malaysian context. The novel finding helps the readers understand the recent phenomena of ESD implementation better and, at the same time, compare it to other settings.

Details

Asian Education and Development Studies, vol. 12 no. 2/3
Type: Research Article
ISSN: 2046-3162

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Article
Publication date: 25 June 2024

María-Asunción Lorenzo-Rial, Mercedes Varela-Losada, Uxío Pérez-Rodríguez and Pedro Vega-Marcote

The purpose of this paper is to evaluate the presence of systems thinking after an educational proposal on climate sustainability based on reflection and video creation. To…

210

Abstract

Purpose

The purpose of this paper is to evaluate the presence of systems thinking after an educational proposal on climate sustainability based on reflection and video creation. To evaluate this competency, an evaluation rubric was constructed.

Design/methodology/approach

This research is a case study with a mixed approach. It was carried out with 82 future teachers of Primary Education, making content analysis of the videos made. For the design of the rubric, a specific review of the literature was conducted.

Findings

The results showed that trainee teachers can identify, relate and understand interconnected processes, but have difficulties in thinking temporally or in understanding the hidden dimensions of the system. The results reveal how the development of systems thinking in the Climate Change framework is a complex learning process. The rubric created allowed us to systematize the evaluation by making it possible to assess the subskills involved.

Originality/value

To improve the development of systemic thinking, using real data linked to the consequences of this problem and ICT applications that foster an approximation to future realities is suggested. In addition, conscious and fair decision-making should be promoted on the basis of a transformative education that favors this thinking in interaction with other key competences in sustainability. The innovative rubric allows the evaluation of systemic thinking skills for the study of climate change, conceptualized from the interrelationships of the natural, social and economic dimensions and from its implications for life, on different geographical and temporal levels.

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International Journal of Sustainability in Higher Education, vol. 26 no. 1
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 27 August 2024

Yussri Sawani, Corina Joseph and Siow Hoo Leong

This study aims to analyse the existing literature on factors motivating higher education institutions to disclose their Sustainability Development Goals initiatives.

89

Abstract

Purpose

This study aims to analyse the existing literature on factors motivating higher education institutions to disclose their Sustainability Development Goals initiatives.

Design/methodology/approach

This study used an interdisciplinary systematic review to develop a review protocol for Sustainability Development Goals and higher education institutions-related literature. Thematic analysis was performed using NVivo Release 1.4 to generate the theme related to the motivating factors of disclosure and further analysed using content analysis.

Findings

The study identified five clusters relating to Sustainability Development Goals and higher education institutions. The main subcategory consists solely of motivating factors as the main child note. The four main factors that motivate Higher Education Institutions to disclose their Sustainability Development Goals practices are the curriculum, research activities, human resource management and collaborations in research and operations.

Practical implications

This paper provides an overview of factors that contribute to Sustainable Development Goals disclosure among higher education institutions with regard to their primary functions of pioneering research, providing education, exercising governance and providing external leadership. Several implications in light of multiple stakeholders are provided in the paper.

Originality/value

This study is among the few studies that develop a review protocol for Sustainability Development Goals and higher education institutions-related literature. The review provides international overview of the current academic debate on the topic of Sustainability Development Goals disclosure.

Details

International Journal of Sustainability in Higher Education, vol. 26 no. 3
Type: Research Article
ISSN: 1467-6370

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Available. Open Access. Open Access
Article
Publication date: 21 November 2024

Malebajoa Anicia Maoela, Lazarus Chapungu and Godwell Nhamo

University students’ awareness, knowledge and attitude towards the Sustainable Development Goals (SDGs) contribute to their implementation and localisation. Understanding…

611

Abstract

Purpose

University students’ awareness, knowledge and attitude towards the Sustainable Development Goals (SDGs) contribute to their implementation and localisation. Understanding students’ perspectives in open and distance e-Learning institutions (ODELs) is crucial. This study aims to examine variations in students’ SDG knowledge and awareness across socio-economic characteristics, their engagement in SDGs and their identification of opportunities, gaps and priorities for implementation.

Design/methodology/approach

An online survey (n = 1,009) gathered responses from students across various socio-demographic variables. Descriptive and non-parametric Kruskal-Wallis Test statistics were used to examine differences.

Findings

Students recognised the importance of SDG knowledge across all levels (p < 0.05, except for gender). The expectation for increased SDG content in the curriculum was high. A significant difference (p < 0.001) in these expectations was found across all variables except gender. However, involvement in SDGs and participation in related platforms and workshops was marginal to non-existent. These results guide universities in promoting SDGs to enhance sustainability-focused education strategies.

Originality/value

The article outlines measures universities can take to evaluate their contributions towards SDGs implementation, particularly in open and distance learning institutions.

Details

International Journal of Sustainability in Higher Education, vol. 25 no. 9
Type: Research Article
ISSN: 1467-6370

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