The Role of Higher Education Stakeholder Networks …
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(Radinger-Peer and Pflitsch 2017). Moreover, the collaborative work between stakeholders can be defined through the development of networks (Dlouha et al. 2018;
Vargas et al. 2019a). However, only a few papers have studied this phenomenon in
the context of sustainable development in higher education, suggesting that in this
context, such systems of higher education sector are complex (e.g. Godemann et al.
2014; Dlouha et al. 2018; Vargas et al. 2019a).
Systems thinking (ST) as a way of tackling complexity in management practice has
been around for more than four decades but despite its obvious advantage, systems
thinking has been overlooked as a means of identifying, analysing stakeholders’
involvement in organisations and assessing their role in driving change. One of the
key approaches for systems thinking is Soft Systems Methodology (SSM). SSM has
widely been used in structural thinking and the intervention into complex organizational problems by addressing management systems that are complex in nature, and
it seeks to assess as many diverse possibilities as possible. This approach has been
used in many fields that include human resource management, planning of information systems, the planning of health and medical systems and the development of
expert systems among many more.
Therefore, this paper aims to explore the potential for stakeholder networks to
drive change towards (and beyond) sustainable development. For this the paper will
first explore three research questions:
(a) What elements of the role of stakeholder networks support organisational change
according to the current academic literature?
(b) How can Systemic Approaches, [i.e., Soft Systems Methodology (SSM)]
assess (and measure) the efficacy, efficiency and effectiveness of stakeholders’
networks in its role of implementing sustainable development Goals in HEIs?
In order to answer these two research questions, the paper reviews the extant
literature on: (1) stakeholder networks as drivers of organisational change; and
(2) systemic thinking concepts suitable to tackle complexity and assist organisational change. Based on this review the paper will then discuss (3) future
scenarios for the development of higher education stakeholder networks for and
beyond the implementation of sustainable development. For this, the following
research question will be explored.
(c) How may higher education institutions and their stakeholders support sustainable living as a co-learning system?
2 Stakeholder Networks as Drivers of Sustainable
Development Implementation in Higher Education
Institutions
Empirical studies have shown that internal and external stakeholders have the potential to influence change in organisations. Internal networks could potentially drive
bottom up activity. External networks to the university could potentially drive bottom
125
(Radinger-Peer and Pflitsch 2017). Moreover, the collaborative work between stakeholders can be defined through the development of networks (Dlouha et al. 2018;
Vargas et al. 2019a). However, only a few papers have studied this phenomenon in
the context of sustainable development in higher education, suggesting that in this
context, such systems of higher education sector are complex (e.g. Godemann et al.
2014; Dlouha et al. 2018; Vargas et al. 2019a).
Systems thinking (ST) as a way of tackling complexity in management practice has
been around for more than four decades but despite its obvious advantage, systems
thinking has been overlooked as a means of identifying, analysing stakeholders’
involvement in organisations and assessing their role in driving change. One of the
key approaches for systems thinking is Soft Systems Methodology (SSM). SSM has
widely been used in structural thinking and the intervention into complex organizational problems by addressing management systems that are complex in nature, and
it seeks to assess as many diverse possibilities as possible. This approach has been
used in many fields that include human resource management, planning of information systems, the planning of health and medical systems and the development of
expert systems among many more.
Therefore, this paper aims to explore the potential for stakeholder networks to
drive change towards (and beyond) sustainable development. For this the paper will
first explore three research questions:
(a) What elements of the role of stakeholder networks support organisational change
according to the current academic literature?
(b) How can Systemic Approaches, [i.e., Soft Systems Methodology (SSM)]
assess (and measure) the efficacy, efficiency and effectiveness of stakeholders’
networks in its role of implementing sustainable development Goals in HEIs?
In order to answer these two research questions, the paper reviews the extant
literature on: (1) stakeholder networks as drivers of organisational change; and
(2) systemic thinking concepts suitable to tackle complexity and assist organisational change. Based on this review the paper will then discuss (3) future
scenarios for the development of higher education stakeholder networks for and
beyond the implementation of sustainable development. For this, the following
research question will be explored.
(c) How may higher education institutions and their stakeholders support sustainable living as a co-learning system?
2 Stakeholder Networks as Drivers of Sustainable
Development Implementation in Higher Education
Institutions
Empirical studies have shown that internal and external stakeholders have the potential to influence change in organisations. Internal networks could potentially drive
bottom up activity. External networks to the university could potentially drive bottom