The Contribution of Higher Education Institutions to the SDGs—An Evaluation of Sustainability Reporting Practices

Integrating sustainability into higher education challenges and opportunities for universities worldwide

This paper undertakes a comprehensive investigation into incorporating sustainability within higher education, aligning with the United Nations' Sustainable Development Goals (SDGs). Utilizing quantitative and qualitative research methods, our study delves into the status quo, methodologies, and impacts of sustainability education across a spectrum of international and local settings, with a specific lens on the United Arab Emirates. Our analysis spans various topics, from best practices in sustainability integration and educational frameworks to the influence of global initiatives like the Impact Ranking on promoting SDG-aligned transformations within academic institutions. Highlighting case studies from the UAE, we provide concrete evidence of successful sustainability strategies and interventions. These are juxtaposed with a global overview that uncovers the varying challenges and opportunities present in implementing sustainability education worldwide. Among our key findings is the essential role of interdisciplinary approaches and the critical need for active faculty involvement in fostering sustainability education. Drawing from a rich compilation of data and narratives, the paper presents a set of strategic recommendations designed to enhance the efficacy and reach of sustainability education. These recommendations are informed by the challenges observed and the success stories identified during our investigation. Ultimately, our research underscores the indispensable role that higher education plays in preparing future generations to navigate and address the complexities of sustainability challenges effectively.

Research trend in Sustainable Development Goals reporting: a systematic literature review

This paper examines the common themes delivered in studies on corporate reporting in relation to Sustainable Development Goals (SDGs). Articles of the aforesaid studies were mostly acquired from Scopus and Web of Science (WoS) archives from year 2015 to 2022 in which the contents were carefully reviewed for selection. To systematise the literature, PRISMA 2020 statement is used. Descriptive analysis reveals an increase in publications on corporate SDG reporting, although most are focused on developed nations. The analysis also shows a scarcity of studies on the consumer goods, agricultural, fishery, and forestry sectors. Furthermore, current studies have yet to adopt a qualitative or mixed-method approach. There are fundamentally six themes that emerged from the review of literature-the degree of SDG engagement, the quality of SDG reporting, the determining factor in SDG reporting mechanism, the consequences of SDG reporting, the legitimisation approaches, as well as the institutional/stakeholder pressure. For determinants of SDG reporting, it is observed that environmental governance is not explored. This paper identifies the least addressed SDGs that businesses can focus on to accelerate their SDG contribution rate. This paper guides future research and informs decision-making by organisations and stakeholders interested in promoting sustainable development through SDG reporting.

Statistical analysis of the university sustainability in the higher education institution a case study from the Khyber Pakhtunkhwa province in Pakistan

Educational institutions can incorporate the idea of sustainability at the grass root level for any society. This study is part of an effort to get insight into the campus sustainability in one of the Higher Education Institution (HEI) in the Khyber Pakhtunkhwa region of Pakistan. Aim is to investigation university students' and faculty members insight regarding sustainability. Thus, questionnaire-based survey followed by statistical inference was conducted for the potential outcomes. The questionnaire is comprised of 24 questions, 05 of which are on demographics and the remaining 19 are about sustainability. The sustainability related questions focused mostly on the respondents' knowledge, understanding, and interest in sustainability. A handful of the other questions in the questionnaire were tailored to the university input to achieve sustainability. The dataset is manipulated with basic statistical and computational approaches, and the results are analyzed using mean values. The mean values are further classified into flag values of 0 and 1. Flag value 1 indicates a good marker of the received response, while flag value 0 indicates the least amount of information included in responses. The results show that respondents' knowledge, awareness, interest, and engagement in sustainability are significantly sufficient, as we obtained a flag value of 1 for all questions about sustainability. The study's findings, on the other hand, indicated that the institution is lagging in terms of supporting, disseminating, and implementing campus-wide sustainability-related activities. This study is one of the first initiatives to provide a baseline dataset and substantial information to go a step further in achieving the bottom-line target of being and acting sustainable in the HEI.

Stakeholder perceptions of sustainability reporting on the websites of technical universities in Ghana

Purpose

This paper explores stakeholder perceptions on the nature and extent of sustainability reporting on the websites of technical universities (TUs) in Ghana.

Design/methodology/approach

The authors collected data from the websites of the 10 TUs in Ghana and interviewed the stakeholders of the TUs. In analyzing the data, the authors used thematic analysis for the interview responses. The authors also adopted the global reporting initiative (GRI) guidelines and campus sustainability assessment tools for the presentation and analysis of the sustainability disclosures on the websites of the TUs.

Findings

The authors found that due to weak institutional coercions, there were limited disclosures on the websites of the TUs, which aimed at gaining stakeholders' legitimacy; the disclosures were more focused on organizational profile, governance and educational aspects of sustainability. To a large extent, while some external stakeholders such as parents, regulators and alumni appear to be less interested in the disclosures on the TU's websites, internal stakeholders such as employees (teaching and non-teaching staff) and students who frequently visited the TU's websites perceived limited reporting and were not impressed with the extent of sustainability disclosures on these websites.

Practical implications

The findings of this study are intended to assist policy-makers in the educational sector to appreciate the importance of sustainability reporting on their websites. The results of this study will assist higher educational institutions (HEIs) in increasing the success rate of sustainability implementation by overcoming the lack of sustainability disclosures on their websites. Thus, the results of this study have implications for sustainability implementations, particularly those in emerging economies and policy-makers of universities worldwide.

Originality/value

This study could provide two significant values. First, to the best of the authors’ knowledge, no other study has explored stakeholder perceptions of sustainability reporting in implementing sustainability within the education sector. Second, the results were arrived at by combining stakeholder consultations with content analyses, which could be a good guideline for sustainability implementation in the educational sector of developing countries.

Factors Influencing Public Higher Education Institutions’ Performance Reporting in the Romanian Context

Our study aims to facilitate a deeper understanding of the factors influencing performance reporting in the specific context of the hybrid higher education system in Romania, a former communist country in Eastern Europe with little experience in managing the notion of public sector performance. Performance reporting impacts higher education institutions’ development. The study’s approach offers opportunities to understand the main factors that influence and are influenced by mandatory elements stipulated in the specific norms in the public-university domain. Institutional and operant theories explain and sustain multilevel (institutional, organizational, and individual) performance-reporting analysis. In terms of research design, the theoretical exploration led us to formulate hypotheses while empirical data were collected from 23 Romanian public universities, ensuring the results’ reliability. The results indicate that the performance-reporting concept and practical demand in public universities depend on both exogenous causes (isomorphic pressures) and endogenous factors (different behaviors of organizations and individual performers). The performance reporting of Romanian public higher education institutions enriches the scientific literature and the practical sphere by offering comprehension of a European country’s evolution with roots in a communist system, having a lot of specific approaches, as a base for comparison with similar Eastern European entities or experienced countries.

Businesses’ Role in the Fulfillment of the 2030 Agenda: A Bibliometric Analysis

Companies worldwide can play a fundamental role in the fulfillment of the 2030 Agenda. This paper aims to determine the scope of the existing literature about the role that organizations play in contributing to the advancement of Sustainable Development Goals (SDGs). A bibliometric analysis is conducted considering the papers specifically focused on SDGs and businesses published from 2015 to 2021 in journals indexed in the Scopus database. The analysis shows that approximately 80% of the studies on this topic have been published in the last three years. Moreover, only one journal (Sustainability) has published more than the 50% of the publications on the subject. The final sample is divided into 11 clusters that analyze different perspectives within the same research topic, and, in all these clusters, practically all of the papers have been published in the last two years, which confirms that this issue is increasing its presence in the academic world. This work extends the existing research on the subject, taking into account the publications of the last year, so it is an update on this “hot topic”. Moreover, it contributes to providing a reference frame of the state of the art of this research topic and can orientate researchers in the development of future studies

Corporate Social Responsibility, Stakeholder Engagement, and Universities

In recent decades, there have been increasing concerns about the role of organizations in society and their impact on climate change, environmental degradation, resource depletion, health crises, and human rights’ inequalities (Yanez et al [...]

Universities and CSR Teaching: New Challenges and Trends

This paper aims to analyse how universities are currently improving CSR teaching, pointing out some new challenges and trends emerging from a context in which CSR issues have become increasingly important. The research provides a longitudinal study of the literature for a period of 20 years. After screening the retrieved documents, we based our analysis on 31 main scientific documents. Our findings highlight how universities are improving CSR teaching by utilising the development of new curricula and new teaching methods, such as case methods, service learning, problem-based learning, and action and experiential learning. The paper is novel because it explores how the request for human resources with CSR skills forced universities to widen their teaching programs. Our findings suggest valuable and useful insights for the academic and professional community.

Mainstreaming Standardized Sustainability Reporting: Comparing Fortune 50 Corporations’ and U.S. News & World Report’s Top 50 Global Universities’ Sustainability Reports

Research has shown that sustainability reporting can positively influence organizational accountability and transparency. However, little research has been done to compare how sectors present their sustainability efforts. This research uses content analysis to examine how the two sectors leading reporting efforts detail their work. Specifically, sustainability reports published in 2020 were sought from the Fortune 50 and the top 50 institutions from U.S. News & World Report (USNWR)’s Best Global University rankings to examine compliance with the standard reporting frameworks and how the United Nations Sustainable Development Goals were presented. Results suggest Fortune 500 companies and educational institutions did not report sustainability in the same fashion, nor did either grouping follow a standardized reporting framework. For-profit corporations were more likely to publish a stand-alone sustainability report and more likely to address more of the United Nations’ Sustainable Development Goals.

Sustainability Reporting at a Crossroads in Italian Universities: Is Web-Based Media Adoption Deinstitutionalising Sustainability Reporting?

Higher education institutions and universities have recently started to publish their sustainability and corporate responsibility reports. Yet, due to digitalisation and the benefits of digital reporting, websites offer organisations novel opportunities to communicate more updated, timely and interactive information than a periodic sustainability report. However, we know little about sustainability reporting practice within universities and their use of online communication. This study examines the relationship between sustainability reporting practices and web-based communication practices in Italian universities. We employed a qualitative enquire and content analysis of the sustainability web pages of Italian public universities by analysing their content and updates and their relationship with their adoption of sustainability reporting. Our results suggest there are risks to web-based media being used to replace sustainability reporting, resulting in a deinstitutionalising effect for sustainability reporting. This study contributes to the literature on sustainability reporting and disclosure in universities by exploring web-based university communication on sustainability issues and stimulating the debate on replacing sustainability reports with more timely and interactive forms of communication.

Determinant Factors of SDG Disclosure in the University Context

Universities are expected to have a leading role in the advancement, promotion, and achievement of the 2030 UN Agenda, embedding the 17 Sustainable Development Goals (SDGs) across their four dimensions (teaching, research, campus operations and governance, and community outreach) and in their reporting cycles from a whole-institution perspective. In this landscape, academics and practitioners have started to assess universities’ commitment toward the global goals. Nonetheless, research on university SDG disclosure is still in its infancy, being limited to descriptive studies, single case studies, or national contexts. This paper aims to analyse SDG disclosure in the university context from a cross-country perspective. Specifically, it investigates the internal and external factors affecting the universities’ disclosure choices through an OLS regression technique based on multiple and complementary theoretical frameworks (i.e., legitimacy theory, stakeholder theory, and institutional theory). Starting from the Times Higher Education (THE) world university ranking, the sample comprises 844 universities in 81 countries observed over the course of 2021. The empirical findings show a significant and positive impact of the institutional macro-context, university size, age, and diversity on SDG disclosure. The results aim to contribute to the debate by the academic community and policy makers on the universities’ commitment to fostering the awareness, collaboration, measurement, and achievement of SDGs.

European Universities Initiative: How Universities May Contribute to a More Sustainable Society

The European Universities initiative, launched by the European Commission in 2018, has its origin in the concept of Civic Universities (CivUs) and consists of transnational higher education alliances throughout the European Union that share long-term strategies. They are expected to become universities of the future, to promote European ideals and character, and to revolutionize the competitiveness and excellence of European higher education. European universities add 41 alliances, involving 31 different countries. This article presents an early quantitative evaluation of this initiative. This paper addresses the coverage of the 41 alliances and selects five of the most advanced for a deeper evaluation of their best practices and their contribution to the realization of CivUs. This paper also outlines the criteria for evaluating the extent to which good practices implemented by these alliances are aligned and can contribute to the attributes of CivUs, based upon state-of-the-art educational standards. A quantitative framework, based on application of the analytical hierarchy process (AHP), is also provided to rank the good practices developed by these alliances against the previous evaluation criteria. Furthermore, by applying a sensitivity analysis, this paper also addresses the robustness of this approach.

CSR Education in Economia Aziendale Curricula: An Overview

In the last few years, policymakers have underlined the need for new soft and hard skills about corporate social responsibility (CSR). The main debate about CSR education has been driven by the 2030 Agenda, which explicitly recognized Higher Education Institutions (HEIs) as having a pivotal role. In particular, many academics started to develop qualitative and quantitative studies to evaluate the integration of CSR contents in business schools’ curricula. The paper aims to contribute to the existing debate through the analysis of the contribution provided by Italian HEIs to CSR Education. In particular, we adopted qualitative methods to evaluate the specific contribution provided by Economia Aziendale scholars.