Index
Higher Education for the Sustainable Development Goals: Bridging the Global North and South
ISBN: 978-1-80382-526-7, eISBN: 978-1-80382-525-0
Publication date: 4 December 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Caporarello, L., Kumar, P. and Agrawal, A. (Ed.) Higher Education for the Sustainable Development Goals: Bridging the Global North and South, Emerald Publishing Limited, Leeds, pp. 195-200. https://doi.org/10.1108/978-1-80382-525-020231014
Publisher
:Emerald Publishing Limited
Copyright © 2024 Leonardo Caporarello, Payal Kumar and Anirudh Agrawal
INDEX
Academic leaders
, 115
Action
, 133–134
Agenda 21
, 41
Agricultural Technology Management Agency (ATMA)
, 154
Ambiguities
, 8
Anticipatory competency
, 129
Asia and India (ASI)
, 63
Assessment
, 68
Autonomy
, 48
Bibliometric analysis
, 42
Biodiversity
, 3–4, 14–16, 29–30
data analysis
, 19–24
data collection
, 18–19
management development in HEIs
, 16–17
methodology
, 17–24
potential difficulties of outcome analysis
, 30–31
preservation
, 28
protection
, 28
research design
, 17–18
results
, 24–29
sample selection
, 18
strategies in HEIs
, 24–29
Blackboard
, 183
Business education
, 168
Business schools
, 68, 166
Business start-ups
, 146
Canvas
, 183
Career development
, 189
Career planning skills
, 184
Case studies
, 166
CDC
, 115
Centurion Curriculum Model (CCM)
, 147
impact of
, 155–157
analysis of feedback received on
, 158–159
ecosystem for
, 154
interdisciplinarity in
, 149–150
Centurion University of Technology and Management (CUTM)
, 7, 147
Client companies
, 172–173
Climate change
, 1
Co-learner
, 129, 136, 140
Co-occurrence network
, 46
Co-word analysis
, 42
Code book
, 19, 22–23
Codes
, 25–27
Collaboration
, 113
among HEIs
, 90
competency
, 129
Collaborative learning
, 47, 66
Communication
, 60–61
Communicator
, 81
Communities of practice
, 48
Community action learning approach
, 7
Competency
, 129
Conflicts of interests
, 8
Consulting firms
, 172–173
Content analysis
, 18–19, 84–89
Convention of Biological Diversity (CBD)
, 15
Core courses
, 150
Course curricula
, 157
Course design, core elements of
, 169–175
Course instructors
, 172
COVID-19 pandemic
, 182
Critical reflection
, 65
Critical thinking
, 129
competency
, 129
Cronbach alpha
, 187
Curricular assessments
, 68
Curriculum
, 5, 7–8, 64–65, 156
change processes
, 65
design
, 147
development for student competencies
, 2–3
Descriptive analysis
, 24
Development-focused learning environment
, 7
Developmentally focused learning climate
, 129, 137–138
Digital skills
, 182
Diversity of educational offerings
, 14
Eco-development
, 40
Economic growth
, 40
Ecosystem
, 15
for CCM
, 154
services
, 15–16
strategies in HEIs
, 24–29
Education
, 17, 117, 146, 148
infrastructure
, 111
policy
, 47
for sustainability
, 128
Education for Sustainable Development (ESD)
, 2, 5, 64, 69
Educational institutions
, 182, 184
Emerald Publishing
, 9
Emerging and declining themes
, 48–49
Emotional intelligence
, 132
Emotional learning
, 7, 129
Empathy
, 134–135
Employability
, 66, 146
and industry interface
, 5
European Union (EU)
, 91
European University Association (EUA)
, 112
Executive
, 104
Experiential learning
, 8, 138, 167
adapt and replicate course
, 177–178
background
, 168–169
core elements of course design
, 169–175
requirements of
, 178
success conditions and potential pitfalls
, 175–177
theory
, 131
Experiential pedagogy
, 129
Experiential pedagogy method
, 7
Facilitator
, 81
Faculty
, 131, 136, 138–139
as co-learners
, 7, 135–137
considerations
, 139–140
Food and Agriculture Organisation (FAO)
, 41
Formal arrangements
, 90
Foundations of Management and Entrepreneurship (FME)
, 131
Future scenarios, thinking creatively for
, 66
G20 presidentship
, 2
Game-based learning
, 167
Gamification
, 183
Geographical diversity
, 84
Global Action Program (GAP)
, 64
Global Compostables Alliance (GCA)
, 64
Global North
, 1–3, 14, 18
HEIs
, 29
partnership/advisory role of Global North and stakeholders
, 114
research from
, 4–7
on sustainability
, 58–60
universities in
, 30
Global South
, 1–3, 14, 18, 28, 111
HEIs in
, 30
leaders in
, 100
research from
, 4–7
on sustainability
, 58–60
universities in
, 29, 34
Global warming
, 1
Governance
, 100, 108
Governor
, 82
Green jobs
, 66
Green spaces
, 17
Habitat creation
, 28
Hash Tag to Writing Lab project
, 183
Higher education (HE)
, 2, 42, 44, 60, 183
analysis of keywords
, 44–46
background and historical overview of HE in Zambia
, 101–103
descriptive analysis of dataset
, 43–44
methodology
, 42–43
thematic analysis
, 46–50
Higher Education Authority (HEA)
, 103, 115
Higher Education Institutes
, 57, 68
arriving at sustainability curriculum for
, 60–61
Higher education institutions (HEI)
, 1, 14–15, 49, 64, 78–79, 100, 146, 182
biodiversity and ecosystem services strategies in
, 24–29
biodiversity management development in
, 16–17
collaboration
, 80
commitment
, 81, 91
as drivers of change
, 2–4
future potential
, 31–34
research from Global North and South
, 4–7
role
, 81, 91–92
in Zambia
, 103–107
Higher Education Policy
, 115
Horizon projects
, 91
Implementation process
, 65
In-depth interviews
, 61
analysis of
, 61–62
India
, 2
Indirect consumption of ecosystems
, 16
Industry interface
, 66
Informal arrangements
, 90
Information and Communication Technologies (ICT)
, 182
Infrastructure
, 111
Initiator
, 81
Innovator
, 81
Integrated problem-solving competency
, 129
Intentional change theory
, 131
Interdisciplinarity
, 8
in CCM
, 149–150
Interdisciplinary goals
, 9
International accords
, 59
Internship
, 67–68
Interpersonal competence
, 132
Intrapersonal competence
, 132
Inventor
, 81
Isolated topics and niches
, 48
Joint problem-solving
, 91
Judiciary
, 104
Kickoff
, 170
Knowledge transfer
, 48
Leader-centric perspectives
, 107
Leaders
, 128
Leadership
, 3, 47, 80
(see also Shared leadership)
narratives
, 116
theory and research
, 107
Learning process
, 140
Lectures
, 166
Legislature
, 104, 115, 117
Likert scale
, 187
Literature list
, 171
Locus of outcomes
, 82, 93
Macro-level societal contributions
, 3
Management education
, 128
Management educators
, 135
Memorandums of understanding (MoU)
, 90
Microsoft Excel data file
, 187
Mind map
, 170
Ministry of Higher Education (MOHE)
, 100, 115
Ministry of Skill Development and Entrepreneurship (MSDE)
, 147
Modes of partnership
, 81, 90–91
Modular course concept
, 8, 169
MOOCs
, 183
Moodle
, 183
Motor themes
, 47
Multi-stakeholder initiatives
, 80
Multidisciplinarity
, 150
Multistakeholder partnerships
, 100
Narratives
, 115–117
National Environmental Policy Act (1969)
, 40
National Occupational Standards (NOS)
, 148
National Skill Qualification Framework (NSQF)
, 148
Nine Mile Canyon Archaeology project
, 93
Non-governmental organization (NGO)
, 91
Non-hierarchical approach
, 91
Non-linear progressions
, 140
Normative competency
, 129
NVivo
, 61–62
One Health concept
, 17
Organisational learning
, 47
Otter
, 62
Paris Climate Agreement
, 59
Participant
, 82
Participatory learning
, 66
Participatory pedagogies
, 129
Partnership
, 100, 108
partnership/advisory role of Global North and stakeholders
, 114
Pearson’s correlation coefficient test
, 187
Pedagogy
, 3, 5, 65–66, 128, 130, 132–133
of vulnerability
, 137
Peer coaching
, 135, 138
Peers’ feedback
, 8, 184
implications of study
, 190
measurements
, 186–187
participants and procedure
, 185
proposed research model and hypotheses
, 184–185
relevant literature and proposed hypotheses
, 183–184
results
, 187
statistical analysis
, 187
Practical learning
, 67
Principle of effectuation
, 131
Principles of Responsible Management Education (PRME)
, 1, 68, 128
Problem-based learning
, 166–167
Professional development
, 48
Project-based learning
, 166–167
Psychological safety
, 137
Public policy (PP)
, 103
leadership in Zambia
, 103–107
Public Policy Groups (PPGs)
, 100
Qualification Pack (QP)
, 148
Qualitative content analysis
, 15, 18
Qualitative data analysis (QDA)
, 61–62
Quality of education
, 182
Reflective observation
, 168, 178
Relational leaders
, 128
Relational processes of leadership
, 112–115
Republic of Zambia (see Zambia)
Research training
, 170–171
Resource consumption
, 60
Retrofitter
, 82
Risk-taking
, 133–134
Role-plays
, 167, 172
Scientific advisor
, 81
Scopus
, 83
Self-awareness
, 128–131
competency
, 129
Self-determination theory
, 131
Self-discovery
, 129
Self-reflection in relational context
, 132–133
Sense-making
, 94
Service quality
, 111
Seventh National Development Plan (7NDP)
, 116
Shared leadership
, 100
background and historical overview of HE in Zambia
, 101–103
framework
, 101, 107–109
of HEIs and PPGs in realization of SDGs
, 109–117
practices
, 115
public policy leadership and higher education institutions in Zambia
, 103–107
recommendations
, 117–119
Shared vision
, 116
Simulation game
, 172–174
Skill integration in Higher Education
, 146
analysis of feedback received on CCM
, 158–159
impact of CCM
, 155–157
course curricula
, 157
design, approach, and methodology for
, 147
ecosystem for CCM
, 154
at every level of education
, 148–149
interdisciplinarity in CCM
, 149–150
sustainability-based curriculum
, 151–154
tailored training programmes
, 154–155
Social entrepreneurship
, 155
Social Impact Assessment
, 40
Soft skills
, 183
Stakeholder analysis of HEIs and PPGs
, 113
Statistical analysis
, 187
Strategic competency
, 129
Student competencies
, 2–3
Student considerations
, 138–139
Student learning centres on self-discovery
, 132
action and risk-taking
, 133–134
empathy
, 134–135
self-reflection in relational context
, 132–133
Student self-awareness, three principles to support development of
, 132–138
Student self-discovery
, 7
Studentification
, 48
Sub-codes
, 25–27
Sustainability
, 1, 3, 45, 47, 57, 79, 128, 146
analysis of in-depth interviews
, 61–62
arriving at sustainability curriculum for Higher Education Institutes
, 60–61
assessments
, 68
curricula
, 65
education
, 65
Global North vs. South on
, 58–60
interviewees’ profile
, 62–64
literacy
, 67–68
recommendations
, 69
reporting and indicators
, 48
research methodology
, 61
results and findings
, 64–68
sustainability-based curriculum
, 151–154
Sustainability development (SD)
, 5
Sustainability leadership
, 128
background
, 131–132
faculty considerations
, 139–140
foundational competency for
, 129–131
student considerations
, 138–139
three principles to support development of student self-awareness
, 132–138
Sustainable development (SD)
, 14, 40–41, 45, 49, 100, 146
HEI’s commitment to sustainable development initiatives
, 91
HEI’s role in sustainable development initiatives
, 91–92
Systematic search strategy
, 82
Systemic change
, 80
Systemic thinking and analysis
, 65
Systems thinking competency
, 129
Tailored training programmes
, 154–155
Team-based learning (TBL)
, 8, 183–184
Technical Education, Vocational, and Entrepreneurship Training Policy (TEVET Policy)
, 106
Technology
, 3
Tecnologico de Monterrey (TEC)
, 183
Tertiary education
, 48–49
The Economics of Ecosystems and Biodiversity (TEEB)
, 16
Thematic analysis
, 42, 46–50
Thematic map
, 46
Thematic training
, 170
Times Higher Education (THE)
, 4
Tourism
, 4, 6, 78
conceptual model
, 80–82
findings
, 84–93
implications
, 94–95
research methodology
, 82–84
sustainability and implementation of SDGs in
, 79
theoretical background
, 78–80
Trade-offs
, 8
Transformative change
, 78–79, 90
Translator
, 82
Transversal, general, and basic themes
, 49–50
Two-day block session
, 172
additional role-plays and group exercises
, 174–175
consulting simulation game
, 172–174
preparation for
, 171–172
Two-way knowledge sharing
, 91
UN Conference on Environment and Development
, 41
UN Environment Programme (UNEP)
, 40
UN World Commission on Environment and Development (WCED)
, 40
UNICAF University in Zambia
, 114
United Nations (UN)
, 40, 58, 78
United Nations Educational, Scientific and Cultural Organisation (UNESCO)
, 41
United Nations Environment Programme (UNEP)
, 62
United Nations Sustainable Development Goals (SDGs)
, 5, 15, 41, 58, 78, 100
assessment and dedicated HEIs for
, 5
Emerald Publishing and
, 9
potential for systemic change and integration of
, 92
SDG 4
, 8, 182
Universities
, 14, 16, 79, 166
third mission for
, 79
university–industry collaboration
, 49
University of Zambia (UNZA)
, 102
Web of Science (WoS)
, 83
Work-based learning
, 47
Workplace
, 149
World Health Organisation (WHO)
, 41
Writing training
, 171
Written agreements
, 90
Zambia
, 100
background and historical overview of HE in
, 101–103
public policy leadership and higher education institutions in
, 103–107
qualifications framework
, 104
Zambia Qualifications Authority (ZAQA)
, 103
Zambian Model of Separation of Powers
, 106
ZQA
, 115
- Prelims
- Chapter 1: Research from The Global North and South on HEIs as A Driver For SDGs
- Theme One: Global Higher Education Landscape
- Chapter 2: How Do Higher Education Institutions Manage Biodiversity? Exploring The Current State from Universities in Global North and South
- Chapter 3: Higher Education and Sustainable Development: A Literature Analysis and Conceptual Overview
- Chapter 4: Higher Education for Sustainable Development Goals: Bridging the Global North and South
- Chapter 5: Higher Education Institutions as Partners in Multi-Sector Collaborative Initiatives for Integration of SDGs in Tourism
- Chapter 6: The Role of Shared Leadership in Realizing SDGs: An Exploration of Intra-Country Collaborative Work Between HEIs and Public Policy Groups in Zambia
- Theme Two: Rethinking Curriculum and Learning
- Chapter 7: Building Sustainability Leadership: Rethinking Curriculum Design and the Role of the Faculty
- Chapter 8: Skill Integration in Higher Education: Curriculum for Sustainability
- Chapter 9: Experiential Learning About Sustainable Development and The SDGs: Features, Challenges, and Experiences of A Modular Course in Business Education
- Chapter 10: Understanding the Mediating Role of Peers' Feedback on Team-Based Learning and Career Planning Skills
- Index