| 1. |
- Barredo, José I., et al.
(författare)
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Mapping and assessment of forest ecosystems and their services : Applications and guidance for decision making in the framework of MAES
- 2015
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this report is to illustrate by means of a series of case studies the implementation of mapping and assessment of forest ecosystem services in different contexts and geographical levels. Methodological aspects, data issues, approaches, limitations, gaps and further steps for improvement are analysed for providing good practices and decision making guidance. The EU initiative on Mappingand Assessment of Ecosystems and their Services (MAES), with the support of all Member States, contributes to improve the knowledge on ecosystem services. MAES is one of the building-block initiatives supporting the EU Biodiversity Strategy to 2020.
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| 2. |
- Bautista-Puig, Núria, Postdoc Researcher, 1987-, et al.
(författare)
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The role of urban resilience in research and its contribution to sustainability
- 2022
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Ingår i: Cities. - : Elsevier. - 0264-2751 .- 1873-6084. ; 126
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Tidskriftsartikel (refereegranskat)abstract
- Urban resilience is an emergent concept that is receiving an increasing attention. Its definition is linked with the ability of an urban system to resist, maintain continuity and recover through all stresses while adapting and transforming towards sustainability. The aim of this study is two-fold. First, we analyse the research output on urban resilience using bibliometric techniques and Web of Science (WoS) in order to define the scope and identify topics in the urban resilience literature. CiteSpace software is used to establish the intellectual framework. Second, their contribution to sustainability dimensions and Sustainable Development Goals (SDGs) based on the research output is explored.For that purpose, we examined 1014 publications during the period 1998–2020. The findings reveal urban resilience literature has grown since the 2009.A specialization in recent years from more theoretical research to a more practical is identified. In terms of contribution towards sustainability, the findings show the number of publications that directly address sustainability is scarce and more balanced to environmental and social perspectives. These findings can provide a better understanding of the patterns and trends in the field and provides first evidence of the contribution of academic research on urban resilience to sustainability.
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| 3. |
- Blanco-Portela, Norka, et al.
(författare)
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Sustainability Leaders’ Perceptions on the Drivers for and the Barriers to the Integration of Sustainability in Latin American Higher Education Institutions
- 2018
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 10:8
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Tidskriftsartikel (refereegranskat)abstract
- Higher education institutions (HEIs) have been steadily progressing towards the integrationof sustainable practices in their structures and operations. Several studies have reported the varietyof drivers of change and the barriers to change that universities have found in the integrationprocess. The present investigation is aimed at further characterizing and ranking the drivers for,and barriers of, sustainability integration in HEIs within their structures and operating functions.Open-ended expert opinion interviews of key sustainability leaders appointed at 45 HEIs from10 Latin-American countries were conducted in order to learn lessons from their diverse experiencesof the process. Additionally, a thematic workshop on HEI sustainability was organized to facilitatefurther discussions between 23 sustainability scholars and/or national coordinators of universitynetworks from 11 Latin American countries. As a result, 15 barriers were identified as hinderingthe institutionalization of sustainability in HEIs. This study also examined the relationship betweenthese reported barriers with 13 main drivers that were identified to be facilitating the integration ofsustainable practices within the organizational and academic structures at the universities. The strongcorrespondence between the several observed drivers for, and barriers to, change highlights theimportance of strategic planning that offers integrated actions. The findings of this paper can serveas a reference to assist HEIs in identifying drivers of, and barriers to, sustainability, so that the formercan be fostered and the latter addressed effectively. This can help identify and plan targeted actionsto make the transition towards sustainability in HEIs more natural and effective.
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| 4. |
- Blanco-Portela, Norka, et al.
(författare)
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Towards the integration of sustainability in Higher Education Institutions : a review of drivers of and barriers to organisational change and their comparison against those found of companies
- 2017
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Ingår i: Journal of Cleaner Production. - : Elsevier BV. - 0959-6526 .- 1879-1786. ; 166, s. 563-578
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Forskningsöversikt (refereegranskat)abstract
- In recent years, there have been a considerable number of efforts to integrate sustainability into Higher Education Institutions (HEIs); however, there are still challenges that need to be overcome. A process that has received an increasing attention has been the Organisational Change Management for Sustainability. This article is aimed at reviewing the main drivers of the integration of sustainable practices and the barriers to change slowing or stopping it. A systematic literature review was carried out using Web of Science de Thomson Reuters and in Scopus databases focusing on retrieving all papers on sustainability in HEIs published between 2000 and 2016. The drivers of and barriers found for the integration of sustainability in HEIs were compared to those previously described for companies. The similarities on drivers to change found in HEIs and companies were greater for external ones. A lower number of barriers to change were reported in the literature for HEIs than those reported for corporations, nonetheless, it was found that HEIs and companies have several common barriers to change. The article proposes a list of main drivers of and barriers to change, some general and others context specific. The findings on the drivers of the integration of sustainable practices in HEIs can serve to identify additional good practices at companies and vice versa. The barriers to change detected for the process of integration can help into anticipating, preventing and overcoming them. This knowledge can help institutions better plan and use their resources in working to becoming more sustainable.
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| 5. |
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| 6. |
- Hudson, Lawrence N, et al.
(författare)
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The database of the PREDICTS (Projecting Responses of Ecological Diversity In Changing Terrestrial Systems) project
- 2017
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Ingår i: Ecology and Evolution. - : John Wiley & Sons. - 2045-7758. ; 7:1, s. 145-188
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Tidskriftsartikel (refereegranskat)abstract
- The PREDICTS project-Projecting Responses of Ecological Diversity In Changing Terrestrial Systems (www.predicts.org.uk)-has collated from published studies a large, reasonably representative database of comparable samples of biodiversity from multiple sites that differ in the nature or intensity of human impacts relating to land use. We have used this evidence base to develop global and regional statistical models of how local biodiversity responds to these measures. We describe and make freely available this 2016 release of the database, containing more than 3.2 million records sampled at over 26,000 locations and representing over 47,000 species. We outline how the database can help in answering a range of questions in ecology and conservation biology. To our knowledge, this is the largest and most geographically and taxonomically representative database of spatial comparisons of biodiversity that has been collated to date; it will be useful to researchers and international efforts wishing to model and understand the global status of biodiversity.
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| 7. |
- 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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| 8. |
- 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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| 9. |
- Santos-Martín, Fernando, et al.
(författare)
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Identifying past social-ecological thresholds to understand long-term temporal dynamics in Spain
- 2019
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Ingår i: Ecology and Society. - 1708-3087. ; 24:2
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Tidskriftsartikel (refereegranskat)abstract
- A thorough understanding of long-term temporal social-ecological dynamics at the national scale helps to explain the current condition of a country's ecosystems and to support environmental policies to tackle future sustainability challenges. We aimed to develop a methodological approach to understand past long-term (1960-2010) social-ecological dynamics in Spain. First, we developed a methodical framework that allowed us to explore complex social-ecological dynamics among biodiversity, ecosystem services, human well-being, drivers of change, and institutional responses. Second, we compiled 21 long-term, national-scale indicators and analyzed their temporal relationships through a redundancy analysis. Third, we used a Bayesian change point analysis to detect evidence of past social-ecological thresholds and historical time periods. Our results revealed that Spain has passed through four social-ecological thresholds that define five different time periods of nature and society relationships. Finally, we discussed how the proposed methodological approach helps to reinterpret national-level ecosystem indicators through a new conceptual lens to develop a more systems-based way of understanding long-term social-ecological patterns and dynamics.
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