Introduction to Sustainable Development Leadership and Strategies in Higher Education by Sengupta Enakshi;Blessinger Patrick;Yamin Taisir Subhi;

Author:Sengupta, Enakshi;Blessinger, Patrick;Yamin, Taisir Subhi;
Language: eng
Format: epub
Publisher: Emerald Publishing Limited
Published: 2020-05-08T00:00:00+00:00

Contribution to the Sustainability Challenge

Although the sustainability challenges are mostly considered ecological and technological, they are ultimately educational. Through its pivotal role as educators of intellectuals, leaders and future-makers, and through scientific breakthroughs and innovations, HEI are positioned as responsible for creating and deconstructing paradigms, and as leaders of social change. HEI institutions, however, are not usually at the forefront of change as the focus is on teaching established curricula and content (Orr, 1993). Based on this, HEI reiterates and mostly refrain from challenging, or educating students to challenge the common assumptions that led to the sustainability challenges. These include emphasizing that resources are free and infinite, the superiority of humans and their disconnect with nature, that technology can solve all problems, that individual success is independent of the health and well-being of communities, cultures and life support systems (Cortese, 2003).

While universities are contributors to the current sustainability crisis, and university graduates have led us down the path of unsustainability over the years (Cortese, 2003; Orr, 1993; Tilbury, 2011); HEI can assume a big role in mitigating it. To do this, the factors that led to the contribution of HEI to the sustainability challenge should be analyzed, deeply questioned and addressed. From a structural perspective, issues like inequality and social justice, interaction with people and the environment are interdisciplinary and the relevant issues transcend disciplinary boundaries. HE, meanwhile, is organized into tightly defined and highly specialized disciplines, while providing fragmented knowledge (Cortese, 2003; Orr, 1993).

Addressing sustainability represents a challenge to HEI. A sustainable future requires a paradigm shift in HE to invite changes on many levels. Among these challenges is that universities have become a place for generating knowledge for profit (Orr, 1993), preparing graduates for jobs rather than thinkers and liberally educated actors in the world (Orr, 2004). HE is currently designed to stress individual learning and glorify competitiveness, which results in future professionals who are not equipped for collaborative work. One of the needed shifts is toward emphasizing collaboration and cooperation to achieve sustainable ways of living (Cortese, 2003). From a different perspective, universities focus on evaluating and assessing performance, much more than actual learning (McWilliam, 2007). Most course content is delivered to students to cultivate specific ways of thinking and approaches to problem-solving. Creativity is accepted within certain boundaries mandated by the course goals and learning outcomes and improvization may not be welcome. Responding and abiding by professional practice confines faculty within disciplinary boundaries (Cortese, 2003), which makes it extremely difficult to invite interdisciplinary inquiry and exploration.

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