Higher education for sustainable development goals / editors, Carolina Machado, João Paulo Davim.
This book looks to cover the issues related to advances in higher education for sustainable development goals. Nowadays, sustainable development is an important concept in higher education. One of the most widely recognized definition is based in Brundtland report as "development that meets the...
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| Language: | English |
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2022.
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| Series: | River Publishers series in management sciences and engineering.
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| 245 | 0 | 0 | |a Higher education for sustainable development goals / |c editors, Carolina Machado, João Paulo Davim. |
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| 545 | 0 | |a Carolina Machado received her PhD degree in Management Sciences (Organizational and Policies Management area / Human Resources Management) from the University of Minho in 1999, Master degree in Management (Strategic Human Resource Management) from Technical University of Lisbon in 1994, and Degree in Business Administration from University of Minho in 1989. Teaching in the Human Resources Management subjects since 1989 at University of Minho, she is since 2004 Associated Professor, with experience and research interest areas in the field of Human Resource Management, International Human Resource Management, Human Resource Management in SMEs, Training and Development, Emotional Intelligence, Management Change, Knowledge Management and Management/HRM in the Digital Age/Business Analytics. She is Head of the Human Resources Management Work Group at the School of Economics and Management at University of Minho, Coordinator of Advanced Training Courses at the Interdisciplinary Centre of Social Sciences, Member of the Interdisciplinary Centre of Social Sciences (CICS.NOVA.UMinho), University of Minho, as well as Chief Editor of the International Journal of Applied Management Sciences and Engineering (IJAMSE), Guest Editor of journals, books Editor and book Series Editor, as well as reviewer in different international prestigious journals. In addition, she has also published both as editor/co-editor and as author/co-author several books, book chapters and articles in journals and conferences. Joô Paulo Davim is a Full Professor at the University of Aveiro, Portugal. He is also distinguished as honorary professor in several universities/colleges/institutes in China, India and Spain. He received his Ph.D. degree in Mechanical Engineering in 1997, M.Sc. degree in Mechanical Engineering (materials and manufacturing processes) in 1991, Mechanical Engineering degree (5 years) in 1986, from the University of Porto (FEUP), the Aggregate title (Full Habilitation) from the University of Coimbra in 2005 and the D.Sc. (Higher Doctorate) from London Metropolitan University in 2013. He is Senior Chartered Engineer by the Portuguese Institution of Engineers with an MBA and Specialist titles in Engineering and Industrial Management as well as in Metrology. He is also Eur Ing by FEANI-Brussels and Fellow (FIET) of IET-London. He has more than 30 years of teaching and research experience in Manufacturing, Materials, Mechanical and Industrial Engineering, with special emphasis in Machining & Tribology. He has also interest in Management, Engineering Education and Higher Education for Sustainability. He has guided large numbers of postdoc, Ph.D. and master's students as well as has coordinated and participated in several financed research projects. He has received several scientific awards and honors. He has worked as evaluator of projects for ERC-European Research Council and other international research agencies as well as examiner of Ph.D. thesis for many universities in different countries. He is the Editor in Chief of several international journals, Guest Editor of journals, books Editor, book Series Editor and Scientific Advisory for many international journals and conferences. Presently, he is an Editorial Board member of 30 international journals and acts as reviewer for more than 100 prestigious Web of Science journals. In addition, he has also published as editor (and co-editor) more than 200 books and as author (and co-author) more than 15 books, 100 book chapters and 500 articles in journals and conferences (more than 300 articles in journals indexed in Web of Science core collection/h-index 61+/11500+ citations, SCOPUS/h-index 65+/14500+ citations, Google Scholar/h-index 83+/24500+ citations). He has listed in World́s Top 2% Scientists by Stanford University study. | |
| 505 | 0 | |a Preface xi List of Figures xiii List of Tables xvii List of Contributors xix List of Abbreviations xxiii 1 Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability 1 1.1 Mind the Gap Between Pedagogy and Teaching Methods 2 1.2 Learning as a Climbing Adventure 5 1.2.1 Disjuncture and The Need for Pedagogic Resonance 6 1.2.2 Climbing the Knowledge Mountains Using Segmented and Hierarchical Learning 8 1.3 Mapping the Conceptual Terrain 10 1.3.1 Threshold Concepts and Changes in Understanding 10 1.3.2 Knowledge Integrations at The Threshold Concepts 13 1.4 Charting the EfS Knowledge Mountains 15 1.5 Implications for Mountain Guides and Adventurers 18 1.6 Acknowlegdements 19 References 19 2 Universities - Players in the Race for Sustainable Development 23 2.1 Introduction 24 2.2 The Academic Revolutions and Multiple Functions of Universities 26 2.3 Moving the SDG 2030 Agenda Forward Through Higher Education 28 2.4 Responsible Management Education and Sustainable Development 31 2.4.1 Sustainable Development Through Curricula: Some Examples 33 2.4.2 Sustainable Development Through Green Campus Activities: Some Examples 34 2.4.3 Sustainable Development Through Other Initiatives of Universities 35 2.5 Conclusion 36 References 37 3 Sustainability in Portuguese Higher Education Institutions 43 3.1 Introduction 44 3.2 Higher Education Institutions and Sustainability 45 3.3 Sustainability and HEIs in Portugal 50 3.4 Portuguese HEIs in Sustainability Rankings 55 3.4.1 Sustainability Tracking, Assessment and Rating System 55 3.4.2 Times Higher Education Impact Rankings 56 3.4.3 GreenMetric World Universities Rankings 62 3.5 The Sustainability Report: the Cases of Four Portuguese HEIs 62 3.5.1 Faculty of Engineering of the University of Porto 64 3.5.2 University of Minho 66 3.5.3 University of Coimbra 68 3.5.4 ISCTE-University Institute of Lisbon 70 3.6 Conclusion 73 References 74 4 Where is the Brazilian Higher EducationWithin the Sustainable Development Goal 4? 83 4.1 Introduction 84 4.2 Expansion of HE in Brazil 87 4.2.1 Social Inclusion and Access Equity 91 4.2.2 Professional Training in HE 94 4.2.3 Quality Assessment 97 4.3 The Boom of Distance Learning 100 4.4 Looking into The Future 104 References 109 5 Incorporating SDG 11 in Higher Education Teaching - The Relevance of Mobility on Sustainable Cities and Communities 117 5.1 Introduction 118 5.2 Incorporating Mobility in the Teaching and Research Activities of an HEI 120 5.2.1 The Course 'Energy, Mobility and Transportation' 121 5.2.2 Micromodules 133 5.2.3 Incorporate Students in Research Activities 134 5.3 The Power of Internationalization Under the Teaching Process 136 5.4 Conclusion 138 5.5 Acknowlegdements 139 References 139 6 Push and Pull: Sustainability Education for 21st Century Engineers 141 6.1 Introduction 142 6.1.1 History of Sustainable Development 142 6.1.2 Education for Sustainable Development (ESD) 144 6.2 Push from Students 146 6.2.1 Youth Sustainability Activism 146 6.2.2 Student Sustainability Initiatives 146 6.3 Pull from Industry 147 6.3.1 Involvement of Environmental Engineering in Industries 148 6.3.2 Environmental Engineer vs Sustainability Engineer 148 6.3.3 Role of an Environmental Engineer 148 6.3.4 Distribution of Environmental Engineers in Different Industries 148 6.3.5 Industry Sustainability Practices - Case Studies 149 6.3.6 Environmental Engineering: A New Major 150 6.3.7 Entrepreneurial Thinking Through 3C's 151 6.4 21st Century Engineer 152 6.4.1 Challenges of 21st Century 152 6.4.2 Requirements of a 21st Century Engineer 153 6.5 Sustainability Education in the 21st Century 154 6.5.1 Role of Engineers in Sustainable Development 156 6.5.2 Engineering Education for Sustainable Development (EESD) 156 6.6 Conclusion 158 References 159 7 Unleashing Emotions: The Role of Emotional Intelligence Among Students in Upholding Sustainable Development Goals 171 7.1 Introduction 172 7.2 Review of Literature 173 7.2.1 Higher Education and Sustainable Development Goals 173 7.2.2 Emotional Intelligence and Sustainable Development Goals 173 7.2.3 Emotional Intelligence and Environmental Issues 174 7.2.4 Emotional Intelligence and Society or Social Issues 174 7.2.5 Emotional Intelligence and Economy or Financial Issues 175 7.2.6 Methodology 175 7.3 Results 175 7.4 Discussion 176 7.5 Conclusion and Recommendation for Future Research 177 References 178 8 Pedagogy for Living in Harmony with Nature - Sustainability in Higher Education 181 8.1 Introduction 182 8.2 Capitalism and Human Behaviour 185 8.2.1 Capitalism and Communication Industries 186 8.2.2 Plunder of Nature 188 8.2.3 Pedagogy of Domination/ Consumerism 189 8.2.4 Social Unsustainability 192 8.3 Higher Education for Sustainable Development Goals (SDGs) 193 8.3.1 Pedagogy of Harmony with Nature (PHN) 194 8.4 Conclusion 196 References 197 Index 203 About the Editors 211. | |
| 520 | |a This book looks to cover the issues related to advances in higher education for sustainable development goals. Nowadays, sustainable development is an important concept in higher education. One of the most widely recognized definition is based in Brundtland report as "development that meets the needs of the present without compromising the ability of future generations to meet their own needs". The three core pillars of sustainable development are environment, society and economy. Currently, higher education in the context of sustainable development goals (SDGs) is a great challenge. The information about higher education for sustainable development presents great interest to improve communication between, professors, researches and students in universities, institutes, colleges, etc. This research book covers all aspects of higher education for sustainable development goals, namely, no poverty, zero hunger, good health and wellbeing, quality education, gender equality, clean water and sanitation, affordable and clean energy, decent work and economic growth, industry, innovation, and infrastructure, reduced inequalities, sustainable cities and communities, responsible consummation and production, climate action, life bellow water, life on land, peace, justice and strong institutions, partnerships. | ||
| 588 | |a Description based on print version record. | ||
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| 650 | 0 | |a Sustainable development |x Study and teaching (Higher) | |
| 650 | 0 | |a Universities and colleges |x Environmental aspects. |0 http://id.loc.gov/authorities/subjects/sh2009004430. | |
| 610 | 2 | 7 | |a Sustainable Development Goals. |2 fast |0 (OCoLC)fst01973920. |
| 650 | 7 | |a Sustainable development |x Study and teaching (Higher) |2 fast |0 (OCoLC)fst01139763. | |
| 650 | 7 | |a Universities and colleges |x Environmental aspects. |2 fast |0 (OCoLC)fst01161728. | |
| 700 | 1 | |a Machado, Carolina, |d 1965- |e editor. |0 http://id.loc.gov/authorities/names/n2013042895 |1 http://isni.org/isni/0000000416702226. | |
| 700 | 1 | |a Davim, J. Paulo, |e editor. |0 http://id.loc.gov/authorities/names/n2008057681 |1 http://isni.org/isni/0000000123256429. | |
| 776 | 0 | 8 | |i Print version: |t HIGHER EDUCATION FOR SUSTAINABLE DEVELOPMENT GOALS. |d [Place of publication not identified] : RIVER PUBLISHERS, 2021 |z 8770224315 |w (OCoLC)1284290009. |
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