TY - JOUR

T1 - Integrating sustainability in higher education

T2 - a Swedish case

AU - Argento, Daniela

AU - Einarson, Daniel

AU - Mårtensson, Lennart

AU - Persson, Christel

AU - Wendin, Karin

AU - Westergren, Albert

PY - 2020

Y1 - 2020

N2 - 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.

AB - 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.

KW - Higher education

KW - Sustainability

KW - Sustainable development goals

KW - Institutional work

KW - Inter-disciplinarity

KW - Trans-disciplinarity

KW - PERFORMANCE-MEASUREMENT

KW - PROFESSIONAL-DEVELOPMENT

KW - UNIVERSITY

KW - RATIONALITY

U2 - 10.1108/IJSHE-10-2019-0292

DO - 10.1108/IJSHE-10-2019-0292

M3 - Journal article

VL - 21

SP - 1131

EP - 1150

JO - International Journal of Sustainability in Higher Education

JF - International Journal of Sustainability in Higher Education

SN - 1467-6370

IS - 6

ER -