The Transformation of Higher Education Institutions …
649
5 Conclusion
Although the different worldviews have been presented separately throughout this
chapter, all of them can—to some extent—be found within a single institution simultaneously. Therefore, the transformation of a HEI would probably be tackled most
effectively by a multi-level organizational development approach from an integral
point of view, depending on the evolutionary level of HEIs’ leaders. The chapter at
hand tries to contribute to the evolution of more complex approaches to leadership
and transformation.
In order to promote the transformation from HEI 2.0 over 3.0 toward 4.0, championing the inclusion of SDGs into curricula would be a vital first step. The focus on
goals is very much in alignment with HEI 2.0’s achievement focused worldview. At
the same time, the goals’ content prepares the ground for a shift towards HEI 3.0 and
HEI 4.0. The SDGs could, however, also be used as a means for greenwashing the
campus—especially when minor initiatives are used to bloat the HEIs contribution
to the SDGs. But if the SDG framework is taken seriously, it could as well serve as
a map of the SD landscape and thus help exploring the terrain.
Moreover, learning labs and innovation hubs would further facilitate the evolution
of more complex forms of academic and societal collaboration to overcome the planets’ most pressing problems. This shift is of huge importance for our common future,
as higher education institutions have a high impact on the thinking and competencies
of future leaders. Therefore, the transformation of HEIs sets the foundation for the
transformation of society in general.
If HEIs are to live up to their potential and responsibility for the planet, collective
efforts have to be undertaken, e.g. by promoting the SDGs, learning labs and systemic
thinking at every educational level. However, further research and systemic concepts
are needed to help HEIs and their members to successfully transform themselves.
References
Armstrong L, Bailey J, Julier G, Kimbell L (2014) Social design futures: HEI research and the
AHRC. University of Brighton
Beck DE, Cowan CC (1996) Spiral dynamics: mastering values, leadership and change. Blackwell,
Maiden, MA
Blanco-Portela N, Benayas J, Pertierra LR, Lozano R (2017) 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. J Clean Prod 166:563–578
Brown BC (2012) Leading complex change with post-conventional consciousness. J Organ Change
Manage 25(4):560–575
Graves CW (1981) Summary statement: the emergent, cyclical, double-helix model of adult biopsychosocial systems. Boston
Hedlund-de Witt A (2014a) Rethinking sustainable development: considering how different worldviews envision “development” and “quality of life”. Sustainability 6(11):8310–8328
Hedlund-de Witt A (2014b) The integrative worldview and its potential for sustainable societies.
Worldviews Glob Religions Cult Ecol 18(3):191–229
649
5 Conclusion
Although the different worldviews have been presented separately throughout this
chapter, all of them can—to some extent—be found within a single institution simultaneously. Therefore, the transformation of a HEI would probably be tackled most
effectively by a multi-level organizational development approach from an integral
point of view, depending on the evolutionary level of HEIs’ leaders. The chapter at
hand tries to contribute to the evolution of more complex approaches to leadership
and transformation.
In order to promote the transformation from HEI 2.0 over 3.0 toward 4.0, championing the inclusion of SDGs into curricula would be a vital first step. The focus on
goals is very much in alignment with HEI 2.0’s achievement focused worldview. At
the same time, the goals’ content prepares the ground for a shift towards HEI 3.0 and
HEI 4.0. The SDGs could, however, also be used as a means for greenwashing the
campus—especially when minor initiatives are used to bloat the HEIs contribution
to the SDGs. But if the SDG framework is taken seriously, it could as well serve as
a map of the SD landscape and thus help exploring the terrain.
Moreover, learning labs and innovation hubs would further facilitate the evolution
of more complex forms of academic and societal collaboration to overcome the planets’ most pressing problems. This shift is of huge importance for our common future,
as higher education institutions have a high impact on the thinking and competencies
of future leaders. Therefore, the transformation of HEIs sets the foundation for the
transformation of society in general.
If HEIs are to live up to their potential and responsibility for the planet, collective
efforts have to be undertaken, e.g. by promoting the SDGs, learning labs and systemic
thinking at every educational level. However, further research and systemic concepts
are needed to help HEIs and their members to successfully transform themselves.
References
Armstrong L, Bailey J, Julier G, Kimbell L (2014) Social design futures: HEI research and the
AHRC. University of Brighton
Beck DE, Cowan CC (1996) Spiral dynamics: mastering values, leadership and change. Blackwell,
Maiden, MA
Blanco-Portela N, Benayas J, Pertierra LR, Lozano R (2017) 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. J Clean Prod 166:563–578
Brown BC (2012) Leading complex change with post-conventional consciousness. J Organ Change
Manage 25(4):560–575
Graves CW (1981) Summary statement: the emergent, cyclical, double-helix model of adult biopsychosocial systems. Boston
Hedlund-de Witt A (2014a) Rethinking sustainable development: considering how different worldviews envision “development” and “quality of life”. Sustainability 6(11):8310–8328
Hedlund-de Witt A (2014b) The integrative worldview and its potential for sustainable societies.
Worldviews Glob Religions Cult Ecol 18(3):191–229