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El. knyga: Higher Education for Sustainable Development Goals

Edited by (School of Economics and Management, University of Minho), Edited by
  • Formatas: 236 pages
  • Išleidimo metai: 01-Aug-2022
  • Leidėjas: River Publishers
  • ISBN-13: 9781000774306
  • Formatas: 236 pages
  • Išleidimo metai: 01-Aug-2022
  • Leidėjas: River Publishers
  • ISBN-13: 9781000774306

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This book looks to cover the issues related to advances in higher education for sustainable development goals. Nowadays, sustainable development is an important concept in higher education. One of the most widely recognized definitions is based in the Brundtland report as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs." The three core pillars of sustainable development are environment, society and economy. Currently, higher education in the context of sustainable development goals (SDGs) is a great challenge. The information about higher education for sustainable development presents great interest to improve communication between professors, researches and students in universities, institutes, colleges, etc.

This research book covers all aspects of higher education for sustainable development goals, namely, no poverty, zero hunger, good health and wellbeing, quality education, gender equality, clean water and sanitation, affordable and clean energy, decent work and economic growth, industry, innovation, and infrastructure, reduced inequalities, sustainable cities and communities, responsible consumption and production, climate action, life below water, life on land, peace, justice and strong institutions and partnerships.
Preface xi
List of Figures
xiii
List of Tables
xvii
List of Contributors
xix
List of Abbreviations
xxiii
1 Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability
1(22)
Paulo R. M. Correia
Ian M. Kinchin
1.1 Mind the Gap Between Pedagogy and Teaching Methods
2(3)
1.2 Learning as a Climbing Adventure
5(5)
1.2.1 Disjuncture and The Need for Pedagogic Resonance
6(2)
1.2.2 Climbing the Knowledge Mountains Using Segmented and Hierarchical Learning
8(2)
1.3 Mapping the Conceptual Terrain
10(5)
1.3.1 Threshold Concepts and Changes in Understanding
10(3)
1.3.2 Knowledge Integrations at The Threshold Concepts
13(2)
1.4 Charting the EfS Knowledge Mountains
15(3)
1.5 Implications for Mountain Guides and Adventurers
18(1)
1.6 Acknowlegdements
19(4)
References
19(4)
2 Universities - Players in the Race for Sustainable Development
23(20)
M. Panait
E. Hysa
M. G. Petrescu
H. Fu
2.1 Introduction
24(2)
2.2 The Academic Revolutions and Multiple Functions of Universities
26(2)
2.3 Moving the SDG 2030 Agenda Forward Through Higher Education
28(3)
2.4 Responsible Management Education and Sustainable Development
31(5)
2.4.1 Sustainable Development Through Curricula: Some Examples
33(1)
2.4.2 Sustainable Development Through Green Campus Activities: Some Examples
34(1)
2.4.3 Sustainable Development Through Other Initiatives of Universities
35(1)
2.5 Conclusion
36(7)
References
37(6)
3 Sustainability in Portuguese Higher Education Institutions
43(40)
Ana Caria
Cristiana Leal
Carolina Machado
Benilde Oliveira
Lidia Oliveira
3.1 Introduction
44(1)
3.2 Higher Education Institutions and Sustainability
45(5)
3.3 Sustainability and HEIs in Portugal
50(5)
3.4 Portuguese HEIs in Sustainability Rankings
55(7)
3.4.1 Sustainability Tracking, Assessment and Rating System
55(1)
3.4.2 Times Higher Education Impact Rankings
56(6)
3.4.3 GreenMetric World Universities Rankings
62(1)
3.5 The Sustainability Report: the Cases of Four Portuguese HEIs
62(11)
3.5.1 Faculty of Engineering of the University of Porto
64(2)
3.5.2 University of Minho
66(2)
3.5.3 University of Coimbra
68(2)
3.5.4 ISCTE-University Institute of Lisbon
70(3)
3.6 Conclusion
73(10)
References
74(9)
4 Where is the Brazilian Higher Education Within the Sustainable Development Goal 4?
83(34)
Sidney L. M. Mello
Carlos E. Bielschowsky
Marcelo J. Merino
Thais N. da R. Sampaio
4.1 Introduction
84(3)
4.2 Expansion of HE in Brazil
87(13)
4.2.1 Social Inclusion and Access Equity
91(3)
4.2.2 Professional Training in HE
94(3)
4.2.3 Quality Assessment
97(3)
4.3 The Boom of Distance Learning
100(4)
4.4 Looking into The Future
104(13)
References
109(8)
5 Incorporating SDG 11 in Higher Education Teaching - The Relevance of Mobility on Sustainable Cities and Communities
117(24)
Margarida C. Coelho
5.1 Introduction
118(2)
5.2 Incorporating Mobility in the Teaching and Research Activities of an HEI
120(16)
5.2.1 The Course `Energy, Mobility and Transportation'
121(12)
5.2.2 Micromodules
133(1)
5.2.3 Incorporate Students in Research Activities
134(2)
5.3 The Power of Internationalization Under the Teaching Process
136(2)
5.4 Conclusion
138(1)
5.5 Acknowlegdements
139(2)
References
139(2)
6 Push and Pull: Sustainability Education for 21st Century Engineers
141(30)
Salma Shaik
Lakshika N. Kuruppuarachchi
Matthew J. Franchetti
6.1 Introduction
142(4)
6.1.1 History of Sustainable Development
142(2)
6.1.2 Education for Sustainable Development (ESD)
144(2)
6.2 Push from Students
146(1)
6.2.1 Youth Sustainability Activism
146(1)
6.2.2 Student Sustainability Initiatives
146(1)
6.3 Pull from Industry
147(5)
6.3.1 Involvement of Environmental Engineering in Industries
148(1)
6.3.2 Environmental Engineer vs Sustainability Engineer
148(1)
6.3.3 Role of an Environmental Engineer
148(1)
6.3.4 Distribution of Environmental Engineers in Different Industries
148(1)
6.3.5 Industry Sustainability Practices - Case Studies
149(1)
6.3.6 Environmental Engineering: A New Major
150(1)
6.3.7 Entrepreneurial Thinking Through 3C's
151(1)
6.4 21st Century Engineer
152(2)
6.4.1 Challenges of 21st Century
152(1)
6.4.2 Requirements of a 21st Century Engineer
153(1)
6.5 Sustainability Education in the 21st Century
154(4)
6.5.1 Role of Engineers in Sustainable Development
156(1)
6.5.2 Engineering Education for Sustainable Development (EESD)
156(2)
6.6 Conclusion
158(13)
References
159(12)
7 Unleashing Emotions: The Role of Emotional Intelligence Among Students in Upholding Sustainable Development Goals
171(10)
Christabel Odame
Mrinalini Pandey
David Boohene
7.1 Introduction
172(1)
7.2 Review of Literature
173(2)
7.2.1 Higher Education and Sustainable Development Goals
173(1)
7.2.2 Emotional Intelligence and Sustainable Development Goals
173(1)
7.2.3 Emotional Intelligence and Environmental Issues
174(1)
7.2.4 Emotional Intelligence and Society or Social Issues
174(1)
7.2.5 Emotional Intelligence and Economy or Financial Issues
175(1)
7.2.6 Methodology
175(1)
7.3 Results
175(1)
7.4 Discussion
176(1)
7.5 Conclusion and Recommendation for Future Research
177(4)
References
178(3)
8 Pedagogy for Living in Harmony with Nature - Sustainability in Higher Education
181(22)
Qudsia Kalsoom
Sibte Hasan
8.1 Introduction
182(3)
8.2 Capitalism and Human Behaviour
185(8)
8.2.1 Capitalism and Communication Industries
186(2)
8.2.2 Plunder of Nature
188(1)
8.2.3 Pedagogy of Domination/Consumerism
189(3)
8.2.4 Social Unsustainability
192(1)
8.3 Higher Education for Sustainable Development Goals (SDGs)
193(3)
8.3.1 Pedagogy of Harmony with Nature (PHN)
194(2)
8.4 Conclusion
196(7)
References
197(6)
Index 203(8)
About the Editors 211
Carolina Machado received her PhD degree in Management Sciences (Organizational and Policies Management area / Human Resources Management) from the University of Minho in 1999, Master degree in Management (Strategic Human Resource Management) from Technical University of Lisbon in 1994, and Degree in Business Administration from University of Minho in 1989. Teaching in the Human Resources Management subjects since 1989 at University of Minho, she is since 2004 Associated Professor, with experience and research interest areas in the field of Human Resource Management, International Human Resource Management, Human Resource Management in SMEs, Training and Development, Emotional Intelligence, Management Change, Knowledge Management and Management/HRM in the Digital Age/Business Analytics. She is Head of the Human Resources Management Work Group at the School of Economics and Management at University of Minho, Coordinator of Advanced Training Courses at the Interdisciplinary Centre of Social Sciences, Member of the Interdisciplinary Centre of Social Sciences (CICS.NOVA.UMinho), University of Minho, as well as Chief Editor of the International Journal of Applied Management Sciences and Engineering (IJAMSE), Guest Editor of journals, books Editor and book Series Editor, as well as reviewer in different international prestigious journals. In addition, she has also published both as editor/co-editor and as author/co-author several books, book chapters and articles in journals and conferences.

Joćo Paulo Davim is a Full Professor at the University of Aveiro, Portugal. He is also distinguished as honorary professor in several universities/colleges/institutes in China, India and Spain. He received his Ph.D. degree in Mechanical Engineering in 1997, M.Sc. degree in Mechanical Engineering (materials and manufacturing processes) in 1991, Mechanical Engineering degree (5 years) in 1986, from the University of Porto (FEUP), the Aggregate title (Full Habilitation) from the University of Coimbra in 2005 and the D.Sc. (Higher Doctorate) from London Metropolitan University in 2013. He is Senior Chartered Engineer by the Portuguese Institution of Engineers with an MBA and Specialist titles in Engineering and Industrial Management as well as in Metrology. He is also Eur Ing by FEANI-Brussels and Fellow (FIET) of IET-London. He has more than 30 years of teaching and research experience in Manufacturing, Materials, Mechanical and Industrial Engineering, with special emphasis in Machining & Tribology. He has also interest in Management, Engineering Education and Higher Education for Sustainability. He has guided large numbers of postdoc, Ph.D. and masters students as well as has coordinated and participated in several financed research projects. He has received several scientific awards and honors. He has worked as evaluator of projects for ERC-European Research Council and other international research agencies as well as examiner of Ph.D. thesis for many universities in different countries. He is the Editor in Chief of several international journals, Guest Editor of journals, books Editor, book Series Editor and Scientific Advisory for many international journals and conferences. Presently, he is an Editorial Board member of 30 international journals and acts as reviewer for more than 100 prestigious Web of Science journals. In addition, he has also published as editor (and co-editor) more than 200 books and as author (and co-author) more than 15 books, 100 book chapters and 500 articles in journals and conferences (more than 300 articles in journals indexed in Web of Science core collection/h-index 61+/11500+ citations, SCOPUS/h-index 65+/14500+ citations, Google Scholar/h-index 83+/24500+ citations). He has listed in World“s Top 2% Scientists by Stanford University study.