602
E. Staniškien˙ e and Ž. Stankeviˇ ci¯ ut˙ e
ula and the importance of multi-stakeholder involvement and understanding of the
SD competencies integration process.
The study contributes to the perspective of the heads of study programmes to
SD competencies integration. However, further research is needed to disclose the
students’ perspective: their perception of the SD competencies they attain can reveal
the incongruity between the views of both stakeholders—students and heads of programmes. Studying the students’ perceptions is critical for fostering the SD competencies and for reducing the gap between what is being done and what is perceived to
be done (Watson et al. 2013). Finally, it would be helpful to see more studies, which
seek to understand how the universities overcome the barriers for SD implementation in learning and teaching and integrate the sustainability into curriculum more
holistically.
References
Adomßent M, Fischer D, Godemann J, Herzig C, Otte I, Rieckmann M, Timm J (2014) Emerging areas in research on higher education for sustainable development–management education,
sustainable consumption and perspectives from Central and Eastern Europe. J Clean Prod 62:1–7
Argyris C (1999) On organizational learning. Malden. Blackwell, Malden, MA
ARWU (2018) About academic ranking of world universities. http://www.shanghairanking.com/
aboutarwu.html. Last accessed 15 Jan 2018
Baartman LK, Bastiaens TJ, Kirschner PA, van der Vleuten CP (2007) Evaluating assessment
quality in competence-based education: a qualitative comparison of two frameworks. Educ Res
Rev 2(2):114–129
Barth M, Godemann J, Rieckmann M, Stoltenberg U (2007) Developing key competencies for
sustainable development in higher education. Int J Sustain High Educ 8(4):416–430
Bekessy SA, Samson K, Clarkson RE (2007) The failure of non-binding declarations to achieve
university sustainability: a need for accountability. Int J Sustain High Educ 8(3):301–316
Ceulemans K, De Prins M (2010) Teacher’s manual and method for SD integration in curricula. J
Clean Prod 18(7):645–651
Cortese AD (2003) The critical role of higher education in creating a sustainable future. Plan High
Educ 31(3):15–22
De Haan G (2006) The BLK ‘21’ programme in Germany: a ‘Gestaltungskompetenz’-based model
for education for sustainable development. Environ Educ Res 12(1):19–32
De Lange DE (2013) How do universities make progress? Stakeholder-related mechanisms affecting
adoption of sustainability in university curricula. J Bus Ethics 118(1):103–116
Del Sarto RA (2007) Wording and meaning(s): EU-Israeli political cooperation according to the
ENP action plan. Mediterr Politics 12(1):59–75
Disterheft A, Caeiro S, Azeiteiro UM, Leal Filho W (2013) Sustainability science and education
for sustainable development in universities: a way for transition. In: Sustainability assessment
tools in higher education institutions. Springer, Cham, pp 3–27
Eisenhardt KM, Graebner ME (2007) Theory building from cases: opportunities and challenges.
Acad Manag J 50(1):25–32
Elton L (2003) Dissemination of innovations in higher education: a change theory approach. Tert
Educ Manag 9(3):199–214
Fornaciari CJ, Arbaugh JB (2017) Defining and achieving student success at non-elite schools.
Organ Manag J 14(1):7–21
Hesselbarth C, Schaltegger S (2014) Educating change agents for sustainability–learnings from the
first sustainability management master of business administration. J Clean Prod 62:24–36
E. Staniškien˙ e and Ž. Stankeviˇ ci¯ ut˙ e
ula and the importance of multi-stakeholder involvement and understanding of the
SD competencies integration process.
The study contributes to the perspective of the heads of study programmes to
SD competencies integration. However, further research is needed to disclose the
students’ perspective: their perception of the SD competencies they attain can reveal
the incongruity between the views of both stakeholders—students and heads of programmes. Studying the students’ perceptions is critical for fostering the SD competencies and for reducing the gap between what is being done and what is perceived to
be done (Watson et al. 2013). Finally, it would be helpful to see more studies, which
seek to understand how the universities overcome the barriers for SD implementation in learning and teaching and integrate the sustainability into curriculum more
holistically.
References
Adomßent M, Fischer D, Godemann J, Herzig C, Otte I, Rieckmann M, Timm J (2014) Emerging areas in research on higher education for sustainable development–management education,
sustainable consumption and perspectives from Central and Eastern Europe. J Clean Prod 62:1–7
Argyris C (1999) On organizational learning. Malden. Blackwell, Malden, MA
ARWU (2018) About academic ranking of world universities. http://www.shanghairanking.com/
aboutarwu.html. Last accessed 15 Jan 2018
Baartman LK, Bastiaens TJ, Kirschner PA, van der Vleuten CP (2007) Evaluating assessment
quality in competence-based education: a qualitative comparison of two frameworks. Educ Res
Rev 2(2):114–129
Barth M, Godemann J, Rieckmann M, Stoltenberg U (2007) Developing key competencies for
sustainable development in higher education. Int J Sustain High Educ 8(4):416–430
Bekessy SA, Samson K, Clarkson RE (2007) The failure of non-binding declarations to achieve
university sustainability: a need for accountability. Int J Sustain High Educ 8(3):301–316
Ceulemans K, De Prins M (2010) Teacher’s manual and method for SD integration in curricula. J
Clean Prod 18(7):645–651
Cortese AD (2003) The critical role of higher education in creating a sustainable future. Plan High
Educ 31(3):15–22
De Haan G (2006) The BLK ‘21’ programme in Germany: a ‘Gestaltungskompetenz’-based model
for education for sustainable development. Environ Educ Res 12(1):19–32
De Lange DE (2013) How do universities make progress? Stakeholder-related mechanisms affecting
adoption of sustainability in university curricula. J Bus Ethics 118(1):103–116
Del Sarto RA (2007) Wording and meaning(s): EU-Israeli political cooperation according to the
ENP action plan. Mediterr Politics 12(1):59–75
Disterheft A, Caeiro S, Azeiteiro UM, Leal Filho W (2013) Sustainability science and education
for sustainable development in universities: a way for transition. In: Sustainability assessment
tools in higher education institutions. Springer, Cham, pp 3–27
Eisenhardt KM, Graebner ME (2007) Theory building from cases: opportunities and challenges.
Acad Manag J 50(1):25–32
Elton L (2003) Dissemination of innovations in higher education: a change theory approach. Tert
Educ Manag 9(3):199–214
Fornaciari CJ, Arbaugh JB (2017) Defining and achieving student success at non-elite schools.
Organ Manag J 14(1):7–21
Hesselbarth C, Schaltegger S (2014) Educating change agents for sustainability–learnings from the
first sustainability management master of business administration. J Clean Prod 62:24–36