596
E. Staniškien˙ e and Ž. Stankeviˇ ci¯ ut˙ e
tencies are embedded into different courses), vertical (one specific course on SD) or
combined integration and enumerate the strengths and weaknesses of each approach.
Based on the literature review, it could be stated that much work in the field
of sustainability integration in education has been already done. However, little is
known on the actual status of the integration of competencies for SD in existing study
programmes in non-elite universities.
4 Methodology
The object of analysis was the integration of competencies for SD in a non-elite
university. Generally, attribution of HEIs to elite or non-elite universities is based on
the most well-known rankings of universities provided by numerous rating entities
worldwide (Migliorini et al. 2010; Fornaciari and Arbaugh 2017). In the paper, the
term “non-elite” is used to denote the university that is not a very highly ranked
institution across all of its core missions (for instance, teaching, research) using The
Academic Ranking of World Universities (ARWU), The Times Higher Education
World University Ranking and QS World University Ranking.
ARWU is provided by Shanghai Ranking Consultancy and uses six indicators to
rank the world universities, including the number of alumni and staff winning Nobel
Prizes and Fields Medals, number of highly cited researchers selected by Thomson
Reuters, number of articles published in journals of Nature and Science, number of
articles indexed in Science Citation Index - Expanded and Social Sciences Citation
Index, and the per capita performance of the university. According to ARWU data,
the university where the research was carried out is not included in the list of the best
800 world universities (ARWU 2018).
The Times Higher Education World University Ranking uses 13 performance
indicators to provide the most comprehensive and balanced comparisons, trusted by
students, academics, university leaders, industry and governments. Based on this
data, the university analysed in the present paper belongs to universities ranked in
place 1000+ of the index (The Times Higher Education World University Rankings
2018).
QS World University Ranking uses six metrics: academic reputation, employer
reputation, faculty/student ratio, citations per faculty, international faculty ratio, and
international student ratio. Based on this data, the university analysed in the paper
belongs to universities ranked in place 701–750 of the index (QS 2018).
To provide answers to research questions, a qualitative research strategy and a
case study design (Eisenhardt and Graebner 2007) within the interview method were
chosen. The research was carried out during October 2017—January 2018. Data
were collected through in-depth, in-person interviews conducted at the non-elite
university. The interview sample comprised 15 study programme heads, as it was
supposed that they had the knowledge necessary to be able to answer the questions.
E. Staniškien˙ e and Ž. Stankeviˇ ci¯ ut˙ e
tencies are embedded into different courses), vertical (one specific course on SD) or
combined integration and enumerate the strengths and weaknesses of each approach.
Based on the literature review, it could be stated that much work in the field
of sustainability integration in education has been already done. However, little is
known on the actual status of the integration of competencies for SD in existing study
programmes in non-elite universities.
4 Methodology
The object of analysis was the integration of competencies for SD in a non-elite
university. Generally, attribution of HEIs to elite or non-elite universities is based on
the most well-known rankings of universities provided by numerous rating entities
worldwide (Migliorini et al. 2010; Fornaciari and Arbaugh 2017). In the paper, the
term “non-elite” is used to denote the university that is not a very highly ranked
institution across all of its core missions (for instance, teaching, research) using The
Academic Ranking of World Universities (ARWU), The Times Higher Education
World University Ranking and QS World University Ranking.
ARWU is provided by Shanghai Ranking Consultancy and uses six indicators to
rank the world universities, including the number of alumni and staff winning Nobel
Prizes and Fields Medals, number of highly cited researchers selected by Thomson
Reuters, number of articles published in journals of Nature and Science, number of
articles indexed in Science Citation Index - Expanded and Social Sciences Citation
Index, and the per capita performance of the university. According to ARWU data,
the university where the research was carried out is not included in the list of the best
800 world universities (ARWU 2018).
The Times Higher Education World University Ranking uses 13 performance
indicators to provide the most comprehensive and balanced comparisons, trusted by
students, academics, university leaders, industry and governments. Based on this
data, the university analysed in the present paper belongs to universities ranked in
place 1000+ of the index (The Times Higher Education World University Rankings
2018).
QS World University Ranking uses six metrics: academic reputation, employer
reputation, faculty/student ratio, citations per faculty, international faculty ratio, and
international student ratio. Based on this data, the university analysed in the paper
belongs to universities ranked in place 701–750 of the index (QS 2018).
To provide answers to research questions, a qualitative research strategy and a
case study design (Eisenhardt and Graebner 2007) within the interview method were
chosen. The research was carried out during October 2017—January 2018. Data
were collected through in-depth, in-person interviews conducted at the non-elite
university. The interview sample comprised 15 study programme heads, as it was
supposed that they had the knowledge necessary to be able to answer the questions.