The Sustainable University of the Future: Reimagining Higher Education and Research

Foreword by Prof. Pam Fredman
Foreword by Prof. Sheikha Abdulla Al-Misnad
Preface
Contents
About the Editors
Universities of the Future as Catalysts for Change: Using the Sustainable Development Goals to Reframe Sustainability – Qatar University as a Case Study
1 Introduction
2 New Role of Higher Education Institutions
3 Sustainability and Higher Education: Strategizing Sustainability and Localizing the SDGs.
4 SDG Localization in the Curriculum, Research, Outreach, and Campus
4.1 Teaching and Learning Space
4.2 SDG Localization in the Research and Development Space
5 The Evolution of the State of Qatar as an Education Hub
5.1 Qatar University as a Case Study
5.2 Strategies and Institutional Policy Perspectives on the SDGs
5.3 Localizing SDGs in Teaching and Learning
5.4 Localizing SDGs in Research
5.5 Localizing SDGs in Institutional Policies, Strategies, and Operations
6 Conclusion
References
Leveraging Disruptive Technologies and Systems Thinking Approach at Higher Education Institutions
1 Introduction
2 Literature Review
3 Methodology
4 Impact of Systems Thinking Approach and Predictive Analytics on HEI Stakeholders
4.1 Learner
4.2 Courses and Learning Design
4.3 Institutions
5 Discussion
5.1 Challenges of Predictive Learning Analytics and Systems Thinking Approach
5.2 Opportunities with PLA and Systems Thinking
5.3 Limitations of the Study
6 Conclusion
References
Reimaging Continuing Professional Development in Higher Education – Toward Sustainability
1 Introduction
2 The Significance of CPD in Higher Education
3 Leadership Waste in Higher Education
4 Challenges for CPD in Higher Education Within the UK
5 Models of CPD in HE
5.1 The Training Model of CPD
5.2 The Award Bearing Model
5.3 Deficit Model
5.4 The Cascade Model
5.5 The Standards-Based Model
5.6 The Coaching/Mentoring Model
5.7 The Communities of Practice Model
5.8 The Action Research Model
5.9 The Transformative Model
5.10 Reimaging Continuing Professional Development in Higher Education – Toward Sustainability
6 Recommendations to Promote CPD in Higher Education
7 Relationship Between CPD, Leadership, and Sustainability
8 Recommendations
9 Conclusion
References
Re-designing Higher Education for Mindfulness: Conceptualization and Communication
1 Mindful Consumption and Mindful Marketing
2 Mindsets and Mindful Behavior Perceptions of Gen Y
3 Mindfulness at Individual Level: Millennium “Tinkerbells”
3.1 Attitude Towards Life: Happy Feet Full of Love and Compassion
3.2 Attitude Towards Self: Uniqueness & Idealism
4 Collective Mindfulness: Sharing Is Caring
4.1 Attitude Towards Others: Care Givers, Sharers, and Spiritualists
4.2 Attitude Towards Environment: Naturalists
5 Mindfulness on Behavioral Dimension
5.1 Individual Mindfulness: Need Orientation and Logical Thinking Process
6 Collective Mindfulness: Balance and Health for All
6.1 Balance the Nature
6.2 Health for All
7 Pro-Consumption Discourses and Barriers to Overcome
7.1 System Pressure vs. Individual Despair
7.2 Justification
7.3 Non-sacrifice: Power & Happiness Through Shopping
8 Motivations for Mindful Consumption: “I would Consume Less If…”
8.1 Advertising
8.2 Cultural Orientation and Spiritual Self-Development
8.3 Education for All, Education from All Channels
9 Application of Findings to New Curricula in Higher Education
9.1 Course Content Formulation for Mindfulness on Behavioral Level
9.2 Mindfulness Centers
9.3 Scholarships for Mindfulness Actions
9.4 Online Digital Boards on Campus
10 Conclusion
References
Preparing Future-Fit Leaders for the Sustainable Development Era
1 Introduction
2 The Sustainable Development Era and the Need to Reorient Higher Education
2.1 The Rise of the Sustainable Development Era
2.2 Navigating the Turn into Higher Education for Sustainable Development
3 The University of the Future in the Sustainable Development Era
3.1 The Difficulties Will Argue for Themselves: From Complex Problems to Sustainable Solutions
3.2 The ACT Model: A Regenerative Leadership System to Support Sustainable Development
3.2.1 The Components of the ACT Model
Adapt
Collaborate
Transform
3.2.2 The 3C Action Principles: ACT Model Foundation
Cultivating Capabilities
Curating Knowledge
Connecting Networks
3.3 Insights from the Application of the ACT Model in the UN Context
3.3.1 SDG Leadership Labs
3.4 Extending the ACT Model to Higher Education
3.4.1 The United Arab Emirates University Pathfinders Programme
4 Concluding Comments and Reflections
References
Changes Required in Education to Prepare Students for the Future
1 Introduction
2 New Requirements for Early Education
3 How Historical Precedent Informs the Future of Education
4 New Trends for Higher Education
5 Requirements of the Secondary School Curriculum
6 Maintaining the Pace of Education
7 Conclusion
References
Humanising Higher Education: University of the Future
1 Introduction
2 The Fourth Industrial Revolution
2.1 Education for Money
3 Education with a Soul
4 International Concerns for Humanising Education
5 Humanising Education
6 The KPIs and KIP
7 Sejahtera and the Global Campus
8 Concluding Thoughts
References
Social Science and Humanities in Future University
1 Introduction
2 Social Science in Today’s University – Criticisms and Challenges
3 What Is Future University?
4 The Future of Social Sciences: Attempts to Survive and the Impact of COVID-19
5 The Future: Technology, Interdisciplinarity, and Dynamism
References
Impact of the Industry 4.0 on Higher Education
1 Introduction
2 Limitation of the Current HE System
2.1 Quality of HE
2.2 Accessibility to HE
3 The Impact of Previous Industrial Revolutions on Higher Education
4 Requirements of Education 4.0
4.1 Curriculum
4.2 Skills
4.3 Innovation and Entrepreneurship
5 Challenges of Education 4.0
5.1 Lack of Opportunity and Passion
5.2 Lack of Regulations
5.3 Resistance to Change
6 Conclusion
References
University-Industry Transformation and Convergence to Better Collaboration: Case Study in Turkish Food Sector
1 Introduction
2 Conceptual Framework: University-Industry Collaboration
2.1 The Role of University and Industry Collaboration on Innovation and Technology
3 Context of the Study
3.1 Case from Turkey: Ask a Professional
3.1.1 A Case Study: University-Industry Collaboration in Food Sector
3.1.2 Different Profession, Same Sector: Application Part of the Project
4 Conclusion
References
Sustainable Development Goals Through Interdisciplinary Education: Common Core Curriculum at University of Hong Kong
1 Introduction
2 Literature Review
2.1 Interdisciplinary Education and Sustainable Development Goals
2.2 General Education Curriculum Among Hong Kong Universities
2.3 Common Core Curriculum at University of Hong Kong
3 Research Methods
4 Findings and Analyses
4.1 Patterns of Sustainable Development Goals in Common Core Curriculum
4.2 Features of Actualizing Sustainable Development Goals Through Common Core Curriculum
4.2.1 Incorporation of Research Mentalities and Elements (CCST)
4.2.2 Promotion of Deep Reflection and Assimilation (CCHU)
4.2.3 Navigation of Systematic and Layered Analysis (CCGL)
4.2.4 Facilitation of Critical Understanding and Interpretation (CCCH)
5 Implications and Conclusion
References
Implementing the Sustainable Development Goals (SDGs) in Higher Education Institutions: A Case Study from the American University of Beirut, Lebanon
1 Introduction
1.1 The Scope and the Stakes
2 Rallying Forces Around SDGs and Launching the Vision
2.1 The Importance of Senior Management’s Commitment to SDGs
3 Connecting the University to SDG Networks
3.1 Relevant SDGs Networks and Active Contribution
4 Promoting SDGs Initiatives on Campus
4.1 Implementing SDGs in a HEI as Holistic Approach
5 Reporting and Increasing University SDGs Ranking
5.1 Tracking Progress in SDGs Implementation
6 Dreaming the Future
6.1 HEI Success in Implementing a Lasting Commitment to SDGs
References
Index