| 1. |
- Lozano, Rodrigo, et al.
(författare)
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Adopting sustainability competence‐based education in academic disciplines: Insights from 13 higher education institutions
- 2022
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Ingår i: Sustainable Development. - : John Wiley & Sons. - 2160-7540 .- 2160-7559 .- 0968-0802 .- 1099-1719. ; 30:4, s. 620-635
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Tidskriftsartikel (refereegranskat)abstract
- Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations-based framework, from which three disciplines groups were created. The groups were categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence-based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence-based teaching: 1) the D-RAPID framework; and 2) the Disciplinary Multi-dimensional Sustainability Influence Change for Academia (D-MuSICA) memework. The adoption of sustainability competence-base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other’s insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable.
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| 2. |
- Lozano, Rodrigo, et al.
(författare)
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Analysing sustainability changes in seaports : experiences from the Gävle Port Authority
- 2019
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Ingår i: Sustainable Development. - : John Wiley & Sons. - 0968-0802 .- 1099-1719. ; 27:3, s. 409-418
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Tidskriftsartikel (refereegranskat)abstract
- Ports are under increasing pressure to become more sustainable. Although some ports have been including sustainability into their operations, this has been mainly done from economic and environmental perspectives and technological or policy‐related approaches, while there has been little research on organisational change management for sustainability. This paper analyses organisational change efforts for sustainability at the Port of Gävle, Sweden. Twenty‐three face‐to‐face interviews were conducted with various stakeholders. The findings show that there were differences in perception of sustainability; but similarities in the drivers for and the barriers to sustainability (with some key differences between the internal and external stakeholders). This research shows that, in their journey towards becoming more sustainable, ports have to take a holistic approach encompassing the four dimensions of sustainability (economic, environmental, social, and time); their stakeholders (internal and external); and legislative, technological, financial, cultural/social, voluntary initiatives, and organisational change management approaches.
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| 3. |
- Lozano, Rodrigo, et al.
(författare)
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Analysing the factors affecting the incorporation of sustainable development into European Higher Education Institutions' curricula
- 2019
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Ingår i: Sustainable Development. - : John Wiley & Sons. - 0968-0802 .- 1099-1719. ; 27:5, s. 965-975
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Tidskriftsartikel (refereegranskat)abstract
- There has been an increase in sustainable development (SD) integration into Higher Education Institutions' (HEIs) curricula. Several tools have been developed to assess SD in HEIs; however, only a few have focussed on curricula assessment, such as the “Sustainability Tool for Assessing UNiversities' Curricula Holistically.” Curricula assessment can provide an overview on how courses and programmes incorporate SD. This paper analyses the factors affecting the incorporation of SD in curricula using a survey sent to a database of 4,099 European contacts, with a response rate of 9.85%. The responses were analysed using descriptive statistics, t test, ANOVA, and correlations. The analyses showed that (a) teaching in European courses covers many issues of sustainability in a fairly good balance, with the exception of social issues that are the least addressed; (b) there are correlations between the economic, environmental, social, and cross‐cutting themes; (c) females tend to teach SD in a more balanced way than men; (d) the HEIs types have no influence on how SD is being taught, but the education level has; and (e) some countries, in the case of this research, Italy and Spain, may show more interest, yet the average results tended to be lower than those others, in this research, Sweden, the United Kingdom, and the Netherlands. Curricula assessment provides a diagnostic of SD incorporation and the factors that affect it. This can help educators improve their courses and provide students with better SD skills and insights
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| 4. |
- Lozano, Rodrigo, et al.
(författare)
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Collaboration for organizational sustainability limits to growth: Developing a factors, benefits, and challenges framework
- 2021
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Ingår i: Sustainable Development. - : John Wiley & Sons. - 0968-0802 .- 1099-1719. ; 29:4, s. 728-737
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Tidskriftsartikel (refereegranskat)abstract
- Collaboration plays a key role in the contribution of organizations (civil society, corporate, and public sector ones) to sustainability; nonetheless, there has been limited research on collaboration elements, benefits, and challenges. A survey was developed for investigating collaboration for organizational sustainability (through elements, benefits,and challenges), to which 253 full responses were obtained. The survey responses were analyzed using Friedman tests, correlations, and multivariate statistical analyses.The results provide insights into the rankings of the elements, benefits, and challenges. The multivariate statistical analyses show that when organizations increase their collaboration on two element factors (business-oriented and society-oriented), there will be both benefits and challenges. The optimal solution to collaboration for organizational sustainability is where the factors are balanced in such a way that there are sufficient benefits but fewer challenges. If collaboration is unbridled, then the challenges will outweigh the benefits, thus there are limits to the implementation and growth of collaboration. From the analyses, the research proposes the “Organizational sustainability collaboration” framework dependent on the factors, the benefits, and the challenges obtained from collaborating, which can help organizations understand and better collaborate, so that benefits are maximized, and the challenges curtailed
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| 5. |
- Lozano, Rodrigo, et al.
(författare)
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Developing a sustainability competences paradigm in higher education or a white elephant?
- 2022
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Ingår i: Sustainable Development. - : Wiley. - 0968-0802 .- 1099-1719. ; 30:5, s. 870-883
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Tidskriftsartikel (refereegranskat)abstract
- Higher education institutions (HEIs) have been at the forefront in creating and breaking paradigms, and educating the future decision-makers, entrepreneurs, and leaders. In the last decade, there have been many efforts to develop sustainability competences in HEIs to ensure that students are prepared for challenges in making societies more sustainable. Recent discourses have focussed on how educators use pedagogical approaches to develop such competences, which has begun to create a sustainability competences paradigm. This research focuses on the benefits and challenges of teaching sustainability, the use of pedagogical approaches, and the developmentof competences. A survey was sent to 4099 European HEI educators, with 319 full responses obtained for the open-ended questions. The data was analysed using quantitative content analysis and network analysis. The results provide insights into the rankings of the benefits, and challenges in teaching, competences, and pedagogical approaches. The co-occurrence maps show a high students' awareness and engagement when educators use pedagogical approaches other than lecturing, and they focus on providing a practice-oriented perspective. The research discusses that in order to develop a sustainability competences paradigm the benefits of teaching sustainability, using pedagogical approaches, and development of competences need to be fostered, whereas the challenges need to be addressed to avoid creating a White Elephant. The development of sustainability competences in HEI can lead to more sustainability literate decision-makers, leaders, scientists, and professionals, and thus, better address the pressing challenges that ail our societies and Earth.
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| 6. |
- Lozano, Rodrigo, et al.
(författare)
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Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences : Evidence from 15 Worldwide Higher Education Institutions
- 2023
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Ingår i: Sustainable Development. - : Wiley. - 0968-0802 .- 1099-1719. ; 31:1, s. 349-359
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Tidskriftsartikel (refereegranskat)abstract
- There has been increasing research on pedagogical approaches, sustainability competences, and how to connect them in Higher Education Institutions (HEIs). This paper's aim is to provide deeper insights into the system of pedagogical approaches and sustainability competences, as well as how these interrelate. A survey was developed to investigate sustainability teaching in 15 HEIs. The survey was sent to educators of each HEI from which 668 responses were obtained. The responses were analysed in a five-step process: (1) descriptive statistics; (2) Pearson correlations; (3) principal component analyses (PCAs) to detect groups; (4) Pearson correlations between the groups; and (5) regressions. The first step provided the base to carry out the PCAs, from which three groups for the pedagogical approaches (Universal, Social, and Environmental) and three for the sustainability competences (Extrospective-social, Introspective-personal, and Cogitative-processual) were obtained. The correlations between the groups showed that: (1) the competences are closely interrelated; (2) the pedagogical approaches are somehow interrelated; and (3) the pedagogical approaches are somehow interrelated to the competences. The regressions showed that the Universal and Social groups would be most suitable to develop all the competences' groups. The Environmental group develops only the cogitative-processual competences' group. The results served as bases to propose the Sustainability Teaching System (STS), which provides deeper insights into the system of pedagogical approaches and sustainability competences by grouping them, as well as showing directionality and strength. To improve sustainability teaching, it is necessary to understand the pedagogical approaches' groups and how they can develop the competences' groups.
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