536
S. da Silva Neiva et al.
7 Suggestions for Further Work
Future studies in the area of research presented in this article should aim to investigate
how can/do universities implement sustainable development. A deeper analysis of
the highest ranking frequently used terms would allow better comprehension in the
role of each for making activities and programs more sustainable. Not only the most
important terms, such as “environmental education”, would benefit from deeper
analysis but also some of the lesser terms ranked terms that have grown in the past
few years. Finally, the same methodology should be applied to other relevant journals,
in order to understand whether the trends observed here are global or exclusive to
the IJSHE.
Acknowledgements This study was conducted by the Centre for Sustainable Development
(Greens), from the University of Southern Santa Catarina (Unisul) in the context of the project
BRIDGE—Building Resilience in a Dynamic Global Economy: Complexity across scales in the
Brazilian Food-Water-Energy Nexus; funded by the Newton Fund, Fundação de Amparo à Pesquisa
e Inovação do Estado de Santa Catarina (FAPESC), Coordenação de Aperfeiçoamento de Pessoal de
Nível superior (CAPES), National Council for Scientific and Technological Development (CNPq)
and the Research Councils United Kingdom (RCUK).
Appendix
Frequency of use
ranking
Term
Frequency of use
ranking
Term
1
Environmental
education
51
Organizational change
2
Environmental
management
52
Learning activities
3
Environmental
sustainability
53
High school
4
Environmental issues
54
Curriculum design
5
Teaching learning
55
Interdisciplinary
research
6
Engineering education
56
Academic institutions
7
Social responsibility
57
Project based learning
8
Learning outcomes
58
Triple bottom line
9
Environmental science 59
Strategic planning
10
Environmental studies
60
Qualitative data
11
Professional
development
61
Human resources
(continued)
S. da Silva Neiva et al.
7 Suggestions for Further Work
Future studies in the area of research presented in this article should aim to investigate
how can/do universities implement sustainable development. A deeper analysis of
the highest ranking frequently used terms would allow better comprehension in the
role of each for making activities and programs more sustainable. Not only the most
important terms, such as “environmental education”, would benefit from deeper
analysis but also some of the lesser terms ranked terms that have grown in the past
few years. Finally, the same methodology should be applied to other relevant journals,
in order to understand whether the trends observed here are global or exclusive to
the IJSHE.
Acknowledgements This study was conducted by the Centre for Sustainable Development
(Greens), from the University of Southern Santa Catarina (Unisul) in the context of the project
BRIDGE—Building Resilience in a Dynamic Global Economy: Complexity across scales in the
Brazilian Food-Water-Energy Nexus; funded by the Newton Fund, Fundação de Amparo à Pesquisa
e Inovação do Estado de Santa Catarina (FAPESC), Coordenação de Aperfeiçoamento de Pessoal de
Nível superior (CAPES), National Council for Scientific and Technological Development (CNPq)
and the Research Councils United Kingdom (RCUK).
Appendix
Frequency of use
ranking
Term
Frequency of use
ranking
Term
1
Environmental
education
51
Organizational change
2
Environmental
management
52
Learning activities
3
Environmental
sustainability
53
High school
4
Environmental issues
54
Curriculum design
5
Teaching learning
55
Interdisciplinary
research
6
Engineering education
56
Academic institutions
7
Social responsibility
57
Project based learning
8
Learning outcomes
58
Triple bottom line
9
Environmental science 59
Strategic planning
10
Environmental studies
60
Qualitative data
11
Professional
development
61
Human resources
(continued)