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Lozano, R. & Barreiro-Gen, M. (2019). Analysing the factors affecting the incorporation of sustainable development into European Higher Education Institutions' curricula. Sustainable Development, 27(5), 965-975
Open this publication in new window or tab >>Analysing the factors affecting the incorporation of sustainable development into European Higher Education Institutions' curricula
2019 (English)In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 27, no 5, p. 965-975Article in journal (Refereed) Published
Abstract [en]

There has been an increase in sustainable development (SD) integration into Higher Education Institutions' (HEIs) curricula. Several tools have been developed to assess SD in HEIs; however, only a few have focussed on curricula assessment, such as the “Sustainability Tool for Assessing UNiversities' Curricula Holistically.” Curricula assessment can provide an overview on how courses and programmes incorporate SD. This paper analyses the factors affecting the incorporation of SD in curricula using a survey sent to a database of 4,099 European contacts, with a response rate of 9.85%. The responses were analysed using descriptive statistics, t test, ANOVA, and correlations. The analyses showed that (a) teaching in European courses covers many issues of sustainability in a fairly good balance, with the exception of social issues that are the least addressed; (b) there are correlations between the economic, environmental, social, and cross‐cutting themes; (c) females tend to teach SD in a more balanced way than men; (d) the HEIs types have no influence on how SD is being taught, but the education level has; and (e) some countries, in the case of this research, Italy and Spain, may show more interest, yet the average results tended to be lower than those others, in this research, Sweden, the United Kingdom, and the Netherlands. Curricula assessment provides a diagnostic of SD incorporation and the factors that affect it. This can help educators improve their courses and provide students with better SD skills and insights

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
Keywords
curricula assessment, education level, European Higher Education Institutions, gender, Higher Education for Sustainable Development, STAUNCH
National Category
Learning Pedagogy Other Natural Sciences
Identifiers
urn:nbn:se:hig:diva-30825 (URN)10.1002/sd.1987 (DOI)000492798800014 ()2-s2.0-85071291020 (Scopus ID)
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-11-26Bibliographically approved
Lozano, R. & Barreiro-Gen, M. (2019). Analysing the incorporation of sustainable development into European Higher Education Institution's curricula. In: Guraya, T., Cabedo, L. (Ed.), Engineering Education towards Sustainability: Approaches for Institutionalization and Teaching Implementation: Second Internacional Conference on Engineering Education for the 21st Century – ICEE21C 2019. Paper presented at 2nd International Conference on Engineering Education for the XXI Century, Bilbao, Spain, 4-5 July 2019 (pp. 51-56). Bilbao: Universidad del País Vasco / Euskal Herriko Unibertsitatea
Open this publication in new window or tab >>Analysing the incorporation of sustainable development into European Higher Education Institution's curricula
2019 (English)In: Engineering Education towards Sustainability: Approaches for Institutionalization and Teaching Implementation: Second Internacional Conference on Engineering Education for the 21st Century – ICEE21C 2019 / [ed] Guraya, T., Cabedo, L., Bilbao: Universidad del País Vasco / Euskal Herriko Unibertsitatea , 2019, p. 51-56Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Bilbao: Universidad del País Vasco / Euskal Herriko Unibertsitatea, 2019
National Category
Other Engineering and Technologies Other Earth and Related Environmental Sciences Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30446 (URN)
Conference
2nd International Conference on Engineering Education for the XXI Century, Bilbao, Spain, 4-5 July 2019
Note

Book of abstracts: http://engineeringeducation.ehu.es/wp-content/uploads/2019/07/ICEE21C-2019-Book-of-Abstracts.pdf

ISBN: 978-84-1319-074-7

Available from: 2019-07-25 Created: 2019-07-25 Last updated: 2019-08-09Bibliographically approved
Barreiro-Gen, M. & Lozano, R. (2019). Analysing the incorporation of Sustainable Development into European Higher Education Institutions’ curricula. In: : . Paper presented at Symposium “Accelerating the Implementation of Sustainable Development in Campus Activities and Programmes”, A Coruña, Spain, 2-3 December 2019.
Open this publication in new window or tab >>Analysing the incorporation of Sustainable Development into European Higher Education Institutions’ curricula
2019 (English)Conference paper, Oral presentation only (Other academic)
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:hig:diva-31178 (URN)
Conference
Symposium “Accelerating the Implementation of Sustainable Development in Campus Activities and Programmes”, A Coruña, Spain, 2-3 December 2019
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-05Bibliographically approved
Lozano, R. & Barreiro-Gen, M. (2019). Corporate Sustainability Initiatives: Their use and results. In: : . Paper presented at ERSCP 2019 - Circular Europe for Sustainability: Design, Production and Consumption, Barcelona, Spain, 15-18 October 2019.
Open this publication in new window or tab >>Corporate Sustainability Initiatives: Their use and results
2019 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

Corporate leaders and employees have been increasingly recognising their role in contributing to sustainability. In this context, different voluntary tools, approaches, and initiatives have been developed by and for corporations to engage with sustainability. Each initiative has advantages with respect to scope and focus for the sustainability dimensions and the company system’s elements, but it has certain disadvantages when it comes to dealing with the complexity and broadness of sustainability. Relying on one initiative can result in a limited and narrow contribution to sustainability and curtail coverage of the company’s system and using too many tools wastes resources and energy due to duplication in tasks. The paper provides an analysis of the use of twenty-four of the most widely used initiatives (e.g. life cycle assessment, eco-design, cleaner production, corporate social responsibility, and sustainability reporting) by companies. A survey was developed for investigating the importance of how sustainability has been embedded in organisations. Most of the questions were on a five-point scale (extremely important to not at all important or completely agree to completely disagree) and rankings. The survey was applied using the online survey tool Qualtrics (2018). The survey was sent to a database of 5,299 contacts from different organisations (of which 3603 were companies) obtained from the Global Reporting Initiative (GRI) database, and personal contacts. Of the responses 215 were from companies, but only 189 provided useable responses for the tools and approaches used, of which 27 were from Sweden.The tools most widely used were Corporate Social Responsibility, Corporate Sustainability, and GRI reports (in the top quintile) by all companies, and Corporate Sustainability, Corporate Social Responsibility, Eco-efficiency, and Socially/Sustainable Responsible Investment by Swedish companies. The tools least used (in the lowest quintile) were Factor X, The Natural Step, SA8000, and ISO 26000 by all companies, and Factor X, SA8000, Industrial ecology, ISO 26000, EMAS, AA1000, and The Natural Step by Swedish companies. For all the companies, 5.6 tools in average provided good results, 6.5 some results, 2.5 no perceived results, and 0.1 negative results. There are some initiatives that are well known and provide results (some and good) when used, such as corporate social responsibility, corporate sustainability, GRI reports, and eco-efficiency). There are some initiatives that are not known/not used (e.g. Factor X, The Natural Step, SA8000, and ISO26000). The most widely know initiatives focus mainly on management and strategy, and assessment and reporting with a broad sustainability perspective. In general, the four more widely known initiatives have a good ratio of results versus no results. The cluster and analysis and PCA groups can serve as guides to decide which initiatives to combine in order to address the company system and sustainability dimensions. A combination between four to six initiatives should provide the most efficient way to address sustainability. There have been many initiatives proposed to contribute to sustainability by and for corporations. To better achieve this, the initiatives need to be combined efficiently in a holistic way to address the company and sustainability dimensions.

National Category
Other Natural Sciences Economics and Business
Identifiers
urn:nbn:se:hig:diva-30823 (URN)
Conference
ERSCP 2019 - Circular Europe for Sustainability: Design, Production and Consumption, Barcelona, Spain, 15-18 October 2019
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-10-22Bibliographically approved
Barreiro-Gen, M. (2019). Discussing Approaches to Standard of Living. In: Walter Leal Filho, Anabela Marisa Azul, Luciana Brandli, Pinar Gökcin Özuyar, Tony Wall (Ed.), Decent Work and Economic Growth: Encyclopedia of the UN Sustainable Development Goals. Cham: Springer
Open this publication in new window or tab >>Discussing Approaches to Standard of Living
2019 (English)In: Decent Work and Economic Growth: Encyclopedia of the UN Sustainable Development Goals / [ed] Walter Leal Filho, Anabela Marisa Azul, Luciana Brandli, Pinar Gökcin Özuyar, Tony Wall, Cham: Springer, 2019Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Springer, 2019
Series
Encyclopedia of the UN Sustainable Development Goals, ISSN 2523-7403, E-ISSN 2523-7411
National Category
Public Administration Studies Economics Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hig:diva-29444 (URN)10.1007/978-3-319-71058-7_22-1 (DOI)978-3-319-71058-7 (ISBN)
Available from: 2019-04-08 Created: 2019-04-08 Last updated: 2019-08-09Bibliographically approved
Barreiro-Gen, M., Carpenter, A., von Haartman, R. & Lozano, R. (2019). Examining Relations Between Public Participationand Public Expenditure: Opinions from English and French Users on Environmental Issues in the English Channel. Sustainability, 11(8), Article ID 2230.
Open this publication in new window or tab >>Examining Relations Between Public Participationand Public Expenditure: Opinions from English and French Users on Environmental Issues in the English Channel
2019 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, no 8, article id 2230Article in journal (Refereed) Published
Abstract [en]

Governments need to decide how to allocate their public expenditure, which is commonly misconstrued as simply targeting social issues. Most scientific literature highlights that the role of public spending is to enhance social welfare and fight poverty and inequality. Nonetheless, public expenditure also includes spending on environmental issues. This paper analyses relations between public participation, support for public expenditure, and pro-environmental behaviour (PEB) intentions in the English Channel region. An online public survey was developed to investigate public use of the English and French sides and the public's willingness to change their behaviour to better protect the Channel region. The survey was undertaken in the summer of 2014 and was answered by 2000 respondents. The Channel region public is willing to participate more in behaviour that involves direct changes or switches between buying/purchasing choices. In contrast, there is less willingness to engage in pro-environmental behaviour intentions that involve more active engagement activities. French respondents were slightly less inclined to change their consumer behaviour intentions, while women and older people were slightly more likely to do so. This research shows that pro-environmental behaviour could positively affect support for proposed public expenditure on environmental issues.

Place, publisher, year, edition, pages
MDPI, 2019
Keywords
public expenditure; public participation; pro-environmental behaviour; willingness to change; English Channel
National Category
Social Sciences Public Administration Studies Environmental Sciences
Identifiers
urn:nbn:se:hig:diva-29462 (URN)10.3390/su11082230 (DOI)000467752200043 ()2-s2.0-85066862758 (Scopus ID)
Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-08-20Bibliographically approved
Lozano, R., Barreiro-Gen, M., Lozano, F. J. & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. In: : . Paper presented at ERSCP 2019 - Circular Eorpe for Sustainability: Design, Production and Consumption, Barcelona, Spain, 15-18 October 2019.
Open this publication in new window or tab >>Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches
2019 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

There has been considerable progress in the incorporation of SD into the curricula of Higher Education Institutions (HEIs), where European HEIs have been leaders. This has included research on competences for sustainable development, and how to deliver such competences through pedagogical approaches; however, there has been limited research on the connection between how courses are delivered (pedagogical approaches) and how they may affect sustainability competences. A survey was developed to investigate sustainability being taught, sustainability competences delivered, and pedagogical approaches used in European Higher Education Institutions. The survey was sent to a database of more than 4,000 contacts of teachers and professors in Europe from which 390 complete responses (9.80%) were obtained. The social dimension of sustainability was the least addressed at 18%, while the other dimensions (economic, environmental, and cross-cutting) were addressed almost equally at between 27% and 28%. A correlation analysis was done between a) the Contribution to sustainability, b) Strength of competences, and c) Strength of pedagogical approaches, which show a stronger correlation between Strength of competences to Contribution and Strength of pedagogical approaches to Strength of competences than between the Strength of pedagogical approaches and Contribution was lower. A correlation analysis was then carried out between the sustainability STAUNCH® dimensions (economic, environmental, social, and cross-cutting themes) and the competences. The analysis showed that the correlations are stronger in the cross-cutting themes, followed by the social, the environmental, and the economic ones. Finally, a correlation analysis was carried out between the competences and the pedagogical approaches. The results obtained were between 0.0426 and 0.5555. A comparison of the survey results and the theoretical framework (see Lozano et al., 2017) was carried out to detect the differences. Three pedagogical approaches deliver the most competences (Eco-justice and community, Project and/or problem-based learning, and Community service learning). The updated framework shows that there is a general perception that the pedagogical approaches may deliver the sustainability competences, with some particular exceptions, such as Case studies, Supply chain/Life cycle analysis, and Lecturing. The updated framework provides a more precise perspective on how sustainability competences can be better delivered in class, and how to better deliver the ‘Full Monty’ of sustainability competences.

National Category
Other Natural Sciences Pedagogy Learning
Identifiers
urn:nbn:se:hig:diva-30824 (URN)
Conference
ERSCP 2019 - Circular Eorpe for Sustainability: Design, Production and Consumption, Barcelona, Spain, 15-18 October 2019
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-10-22Bibliographically approved
Lozano, R., Barreiro-Gen, M., Lozano, F. J. & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. Sustainability, 11(6), Article ID 1602.
Open this publication in new window or tab >>Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches
2019 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, no 6, article id 1602Article in journal (Refereed) Published
Abstract [en]

There has been considerable progress in the incorporation of sustainable development (SD) into higher education institutions’ curricula. This has included research on competences for SD and pedagogical approaches used; however, there has been limited research on the connection between how pedagogical approaches are used and how they may develop sustainability competences. A survey was developed, based on the ‘connecting sustainable development pedagogical approaches to competences’ framework, to investigate sustainability being taught, sustainability competences developed, and pedagogical approaches used in European higher education institutions. The survey was sent to a database of more than 4000 contacts from which 390 complete responses (9.80%) were obtained. The results show that the social dimension was the least addressed at 18% of responses, while the economic, environmental, and cross-cutting dimensions were addressed almost equally. The correlation analyses showed a relation between the contribution to sustainability and the strength of competences, and between the strength of competences and the strength of pedagogical approaches. The results from the survey helped to update the theoretical framework, which provides a more precise perspective on how sustainability competences can be better developed in class, and how to better develop all the sustainability competences

Place, publisher, year, edition, pages
MDPI, 2019
Keywords
higher education for sustainable development; European higher education institutions; competence; pedagogy; STAUNCH®
National Category
Educational Sciences Other Natural Sciences
Identifiers
urn:nbn:se:hig:diva-29387 (URN)10.3390/su11061602 (DOI)000464347300005 ()2-s2.0-85063498229 (Scopus ID)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-11-27Bibliographically approved
Lozano, R., Barreiro-Gen, M., Lozano, F. J. & Sammalisto, K. (2019). Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches. In: : . Paper presented at Symposium “Accelerating the Implementation of Sustainable Development in Campus Activities and Programmes”, A Coruña, Spain, 2-3 December 2019.
Open this publication in new window or tab >>Teaching Sustainability in European Higher Education Institutions: Assessing the Connections between Competences and Pedagogical Approaches
2019 (English)Conference paper, Oral presentation only (Other academic)
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:hig:diva-31179 (URN)
Conference
Symposium “Accelerating the Implementation of Sustainable Development in Campus Activities and Programmes”, A Coruña, Spain, 2-3 December 2019
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-05Bibliographically approved
Barreiro-Gen, M. & Novo-Corti, I. (2015). Collaborative learning in environments with restricted access to the internet: Policies to bridge the digital divide and exclusion in prisons through the development of the skills of inmates. Computers in human behavior, 51(B), 1172-1176
Open this publication in new window or tab >>Collaborative learning in environments with restricted access to the internet: Policies to bridge the digital divide and exclusion in prisons through the development of the skills of inmates
2015 (English)In: Computers in human behavior, ISSN 0747-5632, E-ISSN 1873-7692, Vol. 51, no B, p. 1172-1176Article in journal (Refereed) Published
Abstract [en]

The deprivation of freedom for the prisoners, involves not only physical isolation, but also digital, which implies a strong isolation particularly painful in an “information society”. Spanish prison population is deprived of access Internet and all ICT that could contact inmates with outdoor life, this is mainly due to security issues. Not having enough ICT skills is a new cause of social exclusion. The objective of this research was to identify the key issues which should be focused by policy makers to avoid digital divide among prison population. A survey among inmate population in all the five penitentiary centers in Galicia, in the northwest of Spain, was undertaken to obtain a sample of 380 inmates. A Structural Equation Model (SEM) was carried out to explain prisoners’ ICT Skills, in bias to inmate’s social skills, general skills and attitude towards collaborative learning. For inmates, who are characterized by their low education level, results shown the relevance of having general and social skills to be able to have more ICT skills. Then, collaborative learning in prison it is shown as a way to bridge both walls: the physical (better reinsertion and no recidivism) and the digital one.

Place, publisher, year, edition, pages
Elsevier, 2015
Keywords
Prisoner, ICT skills, Public policy, Quantitative, Social exclusion
National Category
Law and Society Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29389 (URN)10.1016/j.chb.2015.01.076 (DOI)
Available from: 2019-03-18 Created: 2019-03-18 Last updated: 2019-08-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6260-6727

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