The State of the Art in the Incorporation of Sustainable Development Goals in Nepalese Universities

Autor/inn/en	Adhikari, Dev Raj; Shah, Bijaya Bikram
Titel	The State of the Art in the Incorporation of Sustainable Development Goals in Nepalese Universities
Quelle	In: International Journal of Sustainability in Higher Education, 22 (2021) 6, S.1373-1401 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-11-2020-0460
Schlagwörter	Foreign Countries; Sustainable Development; Videoconferencing; Educational Quality; Governance; Objectives; Higher Education; Educational Policy; Policy Analysis; Organizational Culture; Administrator Attitudes; Stakeholders; Universities; Budgets; Educational Planning; Curriculum Development; Nepal + Suchen Sie Ihr Suchwort? Ausland; Nachhaltige Entwicklung; Quality of education; Bildungsqualität; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Goal definition; Zielsetzung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Politikfeldanalyse; Unternehmenskultur; University; Universität; Finanzhaushalt; Bildungsplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Purpose: This paper aims to assess the state of the art of quality of education, research and governance to incorporate sustainable development goal 4 (SDG 4) in Nepalese higher education institutions (HEIs). In particular, it raises questions to initiate a discourse on HEIs to achieve SDG 4. Design/methodology/approach: The idea of undertaking this research is heavily borrowed from scientific literature and policy documents. It is an exploratory study that assesses the current status of quality of education, research and governance and suggests policy measures to inculcate SDGs culture in Nepalese HEIs. This study follows a qualitative approach. The analysis is based on the opinions of 113 HEIs stakeholders and high-ranked university officials. Discussions among stakeholders have been organized using online facilities such as Zoom and Team. Findings: Nepalese universities had not incorporated SDGs in their policy, planning, budget and curriculum. The research finds that even after the government's commitment to SDGs, HEIs are not honestly involved in academic discourse on these goals. From the conversation with university officials, it appears that Universities have understood it as a government policy for development, rather than incorporating it as their sectoral responsibility to ensure the quality of education for future generations. Practical implications: This paper prescribes policies to inculcate SDGs culture practically throughout the university structure and operations and opens the floor to discourse on the sectoral role to reach SDG 4. Second, this research suggests activities and policies integrated toward the common good agenda. Originality/value: The paper is the first of its type in the context of a least developed country, Nepal, to raise the issue of HEIs for SDGs. This paper also represents the situation of HEIs for SDGs of similar countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01