Integrating sustainability in higher education : a Swedish case
(2020) In International Journal of Sustainability in Higher Education 21(6). p.1131-1150- Abstract
Purpose: This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach: This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes. Findings:... (More)
Purpose: This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach: This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes. Findings: The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal. Research limitations/implications: Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work. Practical implications: By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run. Social implications: With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society. Originality/value: This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach.
(Less)
- author
- Argento, Daniela ; Einarson, Daniel LU ; Mårtensson, Lennart ; Persson, Christel ; Wendin, Karin and Westergren, Albert LU
- organization
- publishing date
- 2020-07-23
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Higher education, Institutional work, Inter-disciplinarity, Sustainability, Sustainable development goals, Trans-disciplinarity
- in
- International Journal of Sustainability in Higher Education
- volume
- 21
- issue
- 6
- pages
- 20 pages
- publisher
- Emerald Group Publishing Limited
- external identifiers
-
- scopus:85088971727
- ISSN
- 1467-6370
- DOI
- 10.1108/IJSHE-10-2019-0292
- language
- English
- LU publication?
- yes
- id
- e433baaa-4ef1-4175-836a-d9d94c179fed
- date added to LUP
- 2020-08-13 14:36:28
- date last changed
- 2022-04-19 00:07:56
@article{e433baaa-4ef1-4175-836a-d9d94c179fed,
abstract = {{<p>Purpose: This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach: This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes. Findings: The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal. Research limitations/implications: Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work. Practical implications: By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run. Social implications: With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society. Originality/value: This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach.</p>}},
author = {{Argento, Daniela and Einarson, Daniel and Mårtensson, Lennart and Persson, Christel and Wendin, Karin and Westergren, Albert}},
issn = {{1467-6370}},
keywords = {{Higher education; Institutional work; Inter-disciplinarity; Sustainability; Sustainable development goals; Trans-disciplinarity}},
language = {{eng}},
month = {{07}},
number = {{6}},
pages = {{1131--1150}},
publisher = {{Emerald Group Publishing Limited}},
series = {{International Journal of Sustainability in Higher Education}},
title = {{Integrating sustainability in higher education : a Swedish case}},
url = {{http://dx.doi.org/10.1108/IJSHE-10-2019-0292}},
doi = {{10.1108/IJSHE-10-2019-0292}},
volume = {{21}},
year = {{2020}},
}