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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 November 2018) | Viewed by 20310

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Dr. Deane Neubauer

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Guest Editor

University of Hawaii, Manoa/East-West Center
Interests: policy; dimensions of globalization; higher education

Special Issue Information

Dear Colleagues,

Over the past several decades, many countries across the globe have experienced a large and often rapid expansion of higher education as they move into a process commonly known as massification. Broadly, the dynamics of both demographic change and contemporary globalization impacted by an apparent process of revived nationalism have led to wide-spread instances of higher education—over capacity coupled with rapidly changing patterns of employment.

This Special Issue follows a growing literature on higher education capacity and the changing dynamics of employment of higher education graduates.

The purpose of the Special Issue is to draw attention and analysis to both what is common among these dynamics across differing societies and economies and the critical emerging differences in both how these dynamics are presented and addressed at the policy level. The ultimate issue is which current policies are sustainable and which are not.

Dr. Deane Neubauer
Guest Editor

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Keywords

Higher education policy
Sustainability and resilience
Demographic change
Re-emerging nationalism

Published Papers (5 papers)

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Research

19 pages, 267 KiB

Open AccessArticle

Business School Professors’ Perception of Ethics in Education in Europe

by Debora Gottardello and Maria del Mar Pàmies

Sustainability 2019, 11(3), 608; https://doi.org/10.3390/su11030608 - 24 Jan 2019

Cited by 9 | Viewed by 5132

Abstract

This qualitative study aims to investigate business school professors’ perception of ethics in business education, and their possible role in achieving ethical awareness in these schools. Data were collected through semi-structured interviews with 59 professors from four business schools, each from a different European country. The results show that participants define ethics along four dimensions, and express two divergent forms of implementing it. These differ by the country in which the business school is located. The findings shed light on the issues of ethics and sustainability in business education, and the importance of preparing students to become responsible leaders. For that purpose, we develop recommendations to foster ethics and sustainability in education in business schools in order to develop more socially responsible citizens. Full article

(This article belongs to the Special Issue Education and Globalization)

12 pages, 379 KiB

Open AccessArticle

International Students’ Conceptions of the Sustainable Internationalization of Business Education in Taiwan

by Liwen Chen and Tung-Liang Chen

Sustainability 2018, 10(11), 4292; https://doi.org/10.3390/su10114292 - 20 Nov 2018

Cited by 2 | Viewed by 2308

Abstract

This qualitative study was conducted to investigate international students’ conception of the internationalization of business education in Taiwan. Qualitative data was collected in the form of field notes and transcripts of semi-structured, in-depth interviews with 32 international students from various business schools in Taiwan. The participants expressed four descriptive categories of conception, which were identified using a phenomenographic approach. These findings led to several implications, as well as some recommendations to improve the content and context of the sustainable international program in order to ensure more effective learning outcomes in this era of mandatory educational reform. Full article

(This article belongs to the Special Issue Education and Globalization)

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20 pages, 530 KiB

Open AccessArticle

Sustainable Justice: Community Connections, Lower Debt, and the Process of Becoming a Work College

by Andrew T. Bolger and Christopher S. Collins

Sustainability 2018, 10(11), 4046; https://doi.org/10.3390/su10114046 - 05 Nov 2018

Viewed by 2248

Abstract

This study presents the findings that emerged in a qualitative policy-oriented case study of an institution’s transition to a work college in the United States of America. Researchers collected 32 individual interviews, along with other observational data and institutional archives to understand the appeal of federal policy and government investment in the institution’s transition to a work college. From this data, two findings emerged that promoted the sustainability of the institution: Educational Justice Promotes Cultural Sovereignty and Academic Activism and Political Connections. What emerged in the analysis of the findings was that notions of access, affordability, dignity, sovereignty, and justice are all expressions of sustainability in higher education, which is one part of a societal ecosystem. The institution’s movement toward a work college model created a more sustainable educational model that allowed the institution to access federal policies and government investment inclined toward employability, promote its community, and develop significant political connections and advocacy. Throughout the transition, the institution exhibited profound ethical vision of higher education. This ethical vision—justice through education—stretched beyond the boundaries of the institution and into its adjacent neighborhood, city, and nation. Full article

(This article belongs to the Special Issue Education and Globalization)

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13 pages, 283 KiB

Open AccessArticle

Toward Inclusive Higher Education in a Global Context

by Ana María Ortiz Colón, Miriam Agreda Montoro and María Jesús Colmenero Ruiz

Sustainability 2018, 10(8), 2670; https://doi.org/10.3390/su10082670 - 30 Jul 2018

Cited by 21 | Viewed by 3525

Abstract

The aim of this study was to analyse the perception of teaching staff at the University of Jaen regarding the integration of students with a disability, and to describe the interventions they use to respond to the specific needs of these students, to examine the differences that exist in teachers’ interventions for students with a disability based on their faculty. To this end, a descriptive methodology was used (n =300 teachers), and the data were gathered using a Tutoring and Attention to Special Needs in the Classroom Questionnaire (TASN-Q). The results were organised in terms of the tool’s different dimensions and, in general, revealed that the teaching staff do not consider themselves sufficiently prepared to provide an educational response to students with a disability. The best-prepared teaching staff belonged to the Faculties of Social and Legal Sciences and Health Sciences. This study confirms the need for training in special needs processes to enable university teaching staff to participate in an inclusive model. Full article

(This article belongs to the Special Issue Education and Globalization)

13 pages, 684 KiB

Open AccessArticle

Analysis of Chinese Government Scholarship for International Students Using Analytical Hierarchy Process (AHP)

by Rashid Latief and Lin Lefen

Sustainability 2018, 10(7), 2112; https://doi.org/10.3390/su10072112 - 21 Jun 2018

Cited by 14 | Viewed by 6817

Abstract

China’s improving economic status is playing a vital role in the international race for soft power. The Chinese government has been investing considerably in the education sector in an attempt to attract international students from different countries by offering many scholarships each year. Scholarships cover tuition fees, medical costs, and provide a living allowance for students. The previously reported ambiguous results about this scholarship program needed to be confirmed. This paper examined the Chinese Government Scholarship program to determine the satisfaction level of international students with the program. We used a sample of 150 international students that were receiving this scholarship at different universities in Nanjing, Jiangsu Province, China. We used the Analytical Hierarchy Process to quantify the overall satisfaction level of the international students. Descriptive statistics were then used to analyze the responses of the international students about the Chinese Government Scholarship. The Chinese Government Scholarship significantly affected international students. Additionally, most of the students were satisfied with the scholarship program. We suggest that the Chinese government should continue the scholarship policy by improving the education system to enhance the learning environment for international students. Full article

(This article belongs to the Special Issue Education and Globalization)

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