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Author Machado, Carolina.
Title Higher Education for Sustainable Development Goals.
Publisher Aalborg : River Publishers, 2022.
Copyright date ©2022.
Edition 1st ed.


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Descript 1 online resource (238 pages)
Content text txt
Media computer c
Carrier online resource cr
Edition 1st ed.
Contents Front Cover -- Higher Education for Sustainable Development Goals -- Contents -- Preface -- List of Figures -- List of Tables -- List of Contributors -- List of Abbreviations -- 1 Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability -- Abstract -- 1.1 Mind the Gap Between Pedagogy and Teaching Methods -- 1.2 Learning as a Climbing Adventure -- 1.2.1 Disjuncture and The Need for Pedagogic Resonance -- 1.2.2 Climbing the Knowledge Mountains Using Segmented and Hierarchical Learning -- 1.3 Mapping the Conceptual Terrain -- 1.3.1 Threshold Concepts and Changes in Understanding -- 1.3.2 Knowledge Integrations at The Threshold Concepts -- 1.4 Charting the EfS Knowledge Mountains -- 1.5 Implications for Mountain Guides and Adventurers -- 1.6 Acknowlegdements -- References -- 2 Universities - Players in the Race for Sustainable Development -- Abstract -- 2.1 Introduction -- 2.2 The Academic Revolutions and Multiple Functions of Universities -- 2.3 Moving the SDG 2030 Agenda Forward Through Higher Education -- 2.4 Responsible Management Education and Sustainable Development -- 2.4.1 Sustainable Development Through Curricula: Some Examples -- 2.4.2 Sustainable Development Through Green Campus Activities: Some Examples -- 2.4.3 Sustainable Development Through Other Initiatives of Universities -- 2.5 Conclusion -- References -- 3 Sustainability in Portuguese Higher Education Institutions -- Abstract -- 3.1 Introduction -- 3.2 Higher Education Institutions and Sustainability -- 3.3 Sustainability and HEIs in Portugal -- 3.4 Portuguese HEIs in Sustainability Rankings -- 3.4.1 Sustainability Tracking, Assessment and Rating System -- 3.4.2 Times Higher Education Impact Rankings -- 3.4.3 GreenMetric World Universities Rankings -- 3.5 The Sustainability Report: the Cases of Four Portuguese HEIs.
3.5.1 Faculty of Engineering of the University of Porto -- 3.5.2 University of Minho -- 3.5.3 University of Coimbra -- 3.5.4 ISCTE-University Institute of Lisbon -- 3.6 Conclusion -- References -- 4 Where is the Brazilian Higher Education Within the Sustainable Development Goal 4? -- Abstract -- 4.1 Introduction -- 4.2 Expansion of HE in Brazil -- 4.2.1 Social Inclusion and Access Equity -- 4.2.2 Professional Training in HE -- 4.2.3 Quality Assessment -- 4.3 The Boom of Distance Learning -- 4.4 Looking into The Future -- References -- 5 Incorporating SDG 11 in Higher Education Teaching - The Relevance of Mobility on Sustainable Cities and Communities -- Abstract -- 5.1 Introduction -- 5.2 Incorporating Mobility in the Teaching and Research Activities of an HEI -- 5.2.1 The Course 'Energy, Mobility and Transportation' -- 5.2.2 Micromodules -- 5.2.3 Incorporate Students in Research Activities -- 5.3 The Power of Internationalization Under the Teaching Process -- 5.4 Conclusion -- 5.5 Acknowlegdements -- References -- 6 Push and Pull: Sustainability Education for 21st Century Engineers -- Abstract -- 6.1 Introduction -- 6.1.1 History of Sustainable Development -- 6.1.2 Education for Sustainable Development (ESD) -- 6.2 Push from Students -- 6.2.1 Youth Sustainability Activism -- 6.2.2 Student Sustainability Initiatives -- 6.3 Pull from Industry -- 6.3.1 Involvement of Environmental Engineering in Industries -- 6.3.2 Environmental Engineer vs Sustainability Engineer -- 6.3.3 Role of an Environmental Engineer -- 6.3.4 Distribution of Environmental Engineers in Different Industries -- 6.3.5 Industry Sustainability Practices - Case Studies -- 6.3.6 Environmental Engineering: A New Major -- 6.3.7 Entrepreneurial Thinking Through 3C's -- 6.4 21st Century Engineer -- 6.4.1 Challenges of 21st Century -- 6.4.2 Requirements of a 21st Century Engineer.
6.5 Sustainability Education in the 21st Century -- 6.5.1 Role of Engineers in Sustainable Development -- 6.5.2 Engineering Education for Sustainable Development (EESD) -- 6.6 Conclusion -- References -- 7 Unleashing Emotions: The Role of Emotional Intelligence Among Students in Upholding Sustainable Development Goals -- Abstract -- 7.1 Introduction -- 7.2 Review of Literature -- 7.2.1 Higher Education and Sustainable Development Goals -- 7.2.2 Emotional Intelligence and Sustainable Development Goals -- 7.2.3 Emotional Intelligence and Environmental Issues -- 7.2.4 Emotional Intelligence and Society or Social Issues -- 7.2.5 Emotional Intelligence and Economy or Financial Issues -- 7.2.6 Methodology -- 7.3 Results -- 7.4 Discussion -- 7.5 Conclusion and Recommendation for Future Research -- References -- 8 Pedagogy for Living in Harmony with Nature - Sustainability in Higher Education -- Abstract -- 8.1 Introduction -- 8.2 Capitalism and Human Behaviour -- 8.2.1 Capitalism and Communication Industries -- 8.2.2 Plunder of Nature -- 8.2.3 Pedagogy of Domination/ Consumerism -- 8.2.4 Social Unsustainability -- 8.3 Higher Education for Sustainable Development Goals (SDGs) -- 8.3.1 Pedagogy of Harmony with Nature (PHN) -- 8.4 Conclusion -- References -- Index -- About the Editors -- Back Cover.
ISBN 9788770224307 (electronic bk.)
 Click on the terms below to find similar items in the catalogue
Author Machado, Carolina.
Series River Publishers Series in Management Sciences and Engineering Ser.
River Publishers Series in Management Sciences and Engineering Ser.
Subject Sustainable Development Goals.
Universities and colleges--Environmental aspects.
Descript 1 online resource (238 pages)
Content text txt
Media computer c
Carrier online resource cr
Edition 1st ed.
Contents Front Cover -- Higher Education for Sustainable Development Goals -- Contents -- Preface -- List of Figures -- List of Tables -- List of Contributors -- List of Abbreviations -- 1 Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability -- Abstract -- 1.1 Mind the Gap Between Pedagogy and Teaching Methods -- 1.2 Learning as a Climbing Adventure -- 1.2.1 Disjuncture and The Need for Pedagogic Resonance -- 1.2.2 Climbing the Knowledge Mountains Using Segmented and Hierarchical Learning -- 1.3 Mapping the Conceptual Terrain -- 1.3.1 Threshold Concepts and Changes in Understanding -- 1.3.2 Knowledge Integrations at The Threshold Concepts -- 1.4 Charting the EfS Knowledge Mountains -- 1.5 Implications for Mountain Guides and Adventurers -- 1.6 Acknowlegdements -- References -- 2 Universities - Players in the Race for Sustainable Development -- Abstract -- 2.1 Introduction -- 2.2 The Academic Revolutions and Multiple Functions of Universities -- 2.3 Moving the SDG 2030 Agenda Forward Through Higher Education -- 2.4 Responsible Management Education and Sustainable Development -- 2.4.1 Sustainable Development Through Curricula: Some Examples -- 2.4.2 Sustainable Development Through Green Campus Activities: Some Examples -- 2.4.3 Sustainable Development Through Other Initiatives of Universities -- 2.5 Conclusion -- References -- 3 Sustainability in Portuguese Higher Education Institutions -- Abstract -- 3.1 Introduction -- 3.2 Higher Education Institutions and Sustainability -- 3.3 Sustainability and HEIs in Portugal -- 3.4 Portuguese HEIs in Sustainability Rankings -- 3.4.1 Sustainability Tracking, Assessment and Rating System -- 3.4.2 Times Higher Education Impact Rankings -- 3.4.3 GreenMetric World Universities Rankings -- 3.5 The Sustainability Report: the Cases of Four Portuguese HEIs.
3.5.1 Faculty of Engineering of the University of Porto -- 3.5.2 University of Minho -- 3.5.3 University of Coimbra -- 3.5.4 ISCTE-University Institute of Lisbon -- 3.6 Conclusion -- References -- 4 Where is the Brazilian Higher Education Within the Sustainable Development Goal 4? -- Abstract -- 4.1 Introduction -- 4.2 Expansion of HE in Brazil -- 4.2.1 Social Inclusion and Access Equity -- 4.2.2 Professional Training in HE -- 4.2.3 Quality Assessment -- 4.3 The Boom of Distance Learning -- 4.4 Looking into The Future -- References -- 5 Incorporating SDG 11 in Higher Education Teaching - The Relevance of Mobility on Sustainable Cities and Communities -- Abstract -- 5.1 Introduction -- 5.2 Incorporating Mobility in the Teaching and Research Activities of an HEI -- 5.2.1 The Course 'Energy, Mobility and Transportation' -- 5.2.2 Micromodules -- 5.2.3 Incorporate Students in Research Activities -- 5.3 The Power of Internationalization Under the Teaching Process -- 5.4 Conclusion -- 5.5 Acknowlegdements -- References -- 6 Push and Pull: Sustainability Education for 21st Century Engineers -- Abstract -- 6.1 Introduction -- 6.1.1 History of Sustainable Development -- 6.1.2 Education for Sustainable Development (ESD) -- 6.2 Push from Students -- 6.2.1 Youth Sustainability Activism -- 6.2.2 Student Sustainability Initiatives -- 6.3 Pull from Industry -- 6.3.1 Involvement of Environmental Engineering in Industries -- 6.3.2 Environmental Engineer vs Sustainability Engineer -- 6.3.3 Role of an Environmental Engineer -- 6.3.4 Distribution of Environmental Engineers in Different Industries -- 6.3.5 Industry Sustainability Practices - Case Studies -- 6.3.6 Environmental Engineering: A New Major -- 6.3.7 Entrepreneurial Thinking Through 3C's -- 6.4 21st Century Engineer -- 6.4.1 Challenges of 21st Century -- 6.4.2 Requirements of a 21st Century Engineer.
6.5 Sustainability Education in the 21st Century -- 6.5.1 Role of Engineers in Sustainable Development -- 6.5.2 Engineering Education for Sustainable Development (EESD) -- 6.6 Conclusion -- References -- 7 Unleashing Emotions: The Role of Emotional Intelligence Among Students in Upholding Sustainable Development Goals -- Abstract -- 7.1 Introduction -- 7.2 Review of Literature -- 7.2.1 Higher Education and Sustainable Development Goals -- 7.2.2 Emotional Intelligence and Sustainable Development Goals -- 7.2.3 Emotional Intelligence and Environmental Issues -- 7.2.4 Emotional Intelligence and Society or Social Issues -- 7.2.5 Emotional Intelligence and Economy or Financial Issues -- 7.2.6 Methodology -- 7.3 Results -- 7.4 Discussion -- 7.5 Conclusion and Recommendation for Future Research -- References -- 8 Pedagogy for Living in Harmony with Nature - Sustainability in Higher Education -- Abstract -- 8.1 Introduction -- 8.2 Capitalism and Human Behaviour -- 8.2.1 Capitalism and Communication Industries -- 8.2.2 Plunder of Nature -- 8.2.3 Pedagogy of Domination/ Consumerism -- 8.2.4 Social Unsustainability -- 8.3 Higher Education for Sustainable Development Goals (SDGs) -- 8.3.1 Pedagogy of Harmony with Nature (PHN) -- 8.4 Conclusion -- References -- Index -- About the Editors -- Back Cover.
ISBN 9788770224307 (electronic bk.)
Author Machado, Carolina.
Series River Publishers Series in Management Sciences and Engineering Ser.
River Publishers Series in Management Sciences and Engineering Ser.
Subject Sustainable Development Goals.
Universities and colleges--Environmental aspects.

Subject Sustainable Development Goals.
Universities and colleges--Environmental aspects.
Descript 1 online resource (238 pages)
Content text txt
Media computer c
Carrier online resource cr
Contents Front Cover -- Higher Education for Sustainable Development Goals -- Contents -- Preface -- List of Figures -- List of Tables -- List of Contributors -- List of Abbreviations -- 1 Pedagogic Resonance and Threshold Concepts to Access the Hidden Complexity of Education for Sustainability -- Abstract -- 1.1 Mind the Gap Between Pedagogy and Teaching Methods -- 1.2 Learning as a Climbing Adventure -- 1.2.1 Disjuncture and The Need for Pedagogic Resonance -- 1.2.2 Climbing the Knowledge Mountains Using Segmented and Hierarchical Learning -- 1.3 Mapping the Conceptual Terrain -- 1.3.1 Threshold Concepts and Changes in Understanding -- 1.3.2 Knowledge Integrations at The Threshold Concepts -- 1.4 Charting the EfS Knowledge Mountains -- 1.5 Implications for Mountain Guides and Adventurers -- 1.6 Acknowlegdements -- References -- 2 Universities - Players in the Race for Sustainable Development -- Abstract -- 2.1 Introduction -- 2.2 The Academic Revolutions and Multiple Functions of Universities -- 2.3 Moving the SDG 2030 Agenda Forward Through Higher Education -- 2.4 Responsible Management Education and Sustainable Development -- 2.4.1 Sustainable Development Through Curricula: Some Examples -- 2.4.2 Sustainable Development Through Green Campus Activities: Some Examples -- 2.4.3 Sustainable Development Through Other Initiatives of Universities -- 2.5 Conclusion -- References -- 3 Sustainability in Portuguese Higher Education Institutions -- Abstract -- 3.1 Introduction -- 3.2 Higher Education Institutions and Sustainability -- 3.3 Sustainability and HEIs in Portugal -- 3.4 Portuguese HEIs in Sustainability Rankings -- 3.4.1 Sustainability Tracking, Assessment and Rating System -- 3.4.2 Times Higher Education Impact Rankings -- 3.4.3 GreenMetric World Universities Rankings -- 3.5 The Sustainability Report: the Cases of Four Portuguese HEIs.
3.5.1 Faculty of Engineering of the University of Porto -- 3.5.2 University of Minho -- 3.5.3 University of Coimbra -- 3.5.4 ISCTE-University Institute of Lisbon -- 3.6 Conclusion -- References -- 4 Where is the Brazilian Higher Education Within the Sustainable Development Goal 4? -- Abstract -- 4.1 Introduction -- 4.2 Expansion of HE in Brazil -- 4.2.1 Social Inclusion and Access Equity -- 4.2.2 Professional Training in HE -- 4.2.3 Quality Assessment -- 4.3 The Boom of Distance Learning -- 4.4 Looking into The Future -- References -- 5 Incorporating SDG 11 in Higher Education Teaching - The Relevance of Mobility on Sustainable Cities and Communities -- Abstract -- 5.1 Introduction -- 5.2 Incorporating Mobility in the Teaching and Research Activities of an HEI -- 5.2.1 The Course 'Energy, Mobility and Transportation' -- 5.2.2 Micromodules -- 5.2.3 Incorporate Students in Research Activities -- 5.3 The Power of Internationalization Under the Teaching Process -- 5.4 Conclusion -- 5.5 Acknowlegdements -- References -- 6 Push and Pull: Sustainability Education for 21st Century Engineers -- Abstract -- 6.1 Introduction -- 6.1.1 History of Sustainable Development -- 6.1.2 Education for Sustainable Development (ESD) -- 6.2 Push from Students -- 6.2.1 Youth Sustainability Activism -- 6.2.2 Student Sustainability Initiatives -- 6.3 Pull from Industry -- 6.3.1 Involvement of Environmental Engineering in Industries -- 6.3.2 Environmental Engineer vs Sustainability Engineer -- 6.3.3 Role of an Environmental Engineer -- 6.3.4 Distribution of Environmental Engineers in Different Industries -- 6.3.5 Industry Sustainability Practices - Case Studies -- 6.3.6 Environmental Engineering: A New Major -- 6.3.7 Entrepreneurial Thinking Through 3C's -- 6.4 21st Century Engineer -- 6.4.1 Challenges of 21st Century -- 6.4.2 Requirements of a 21st Century Engineer.
6.5 Sustainability Education in the 21st Century -- 6.5.1 Role of Engineers in Sustainable Development -- 6.5.2 Engineering Education for Sustainable Development (EESD) -- 6.6 Conclusion -- References -- 7 Unleashing Emotions: The Role of Emotional Intelligence Among Students in Upholding Sustainable Development Goals -- Abstract -- 7.1 Introduction -- 7.2 Review of Literature -- 7.2.1 Higher Education and Sustainable Development Goals -- 7.2.2 Emotional Intelligence and Sustainable Development Goals -- 7.2.3 Emotional Intelligence and Environmental Issues -- 7.2.4 Emotional Intelligence and Society or Social Issues -- 7.2.5 Emotional Intelligence and Economy or Financial Issues -- 7.2.6 Methodology -- 7.3 Results -- 7.4 Discussion -- 7.5 Conclusion and Recommendation for Future Research -- References -- 8 Pedagogy for Living in Harmony with Nature - Sustainability in Higher Education -- Abstract -- 8.1 Introduction -- 8.2 Capitalism and Human Behaviour -- 8.2.1 Capitalism and Communication Industries -- 8.2.2 Plunder of Nature -- 8.2.3 Pedagogy of Domination/ Consumerism -- 8.2.4 Social Unsustainability -- 8.3 Higher Education for Sustainable Development Goals (SDGs) -- 8.3.1 Pedagogy of Harmony with Nature (PHN) -- 8.4 Conclusion -- References -- Index -- About the Editors -- Back Cover.
ISBN 9788770224307 (electronic bk.)
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