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The purpose of this paper is to develop an analytical framework toward facilitating the quantitative measurement of interdisciplinary understanding regarding sustainable energy systems with an application in the area of capacity-building projects in higher education.

The analytical framework is developed using the portfolio representation measurement approach in combination with a survey questionnaire. The subsequent assessment is carried out using the statistical measure of mean signed deviation to capture variation from an established baseline across the project group and visualized via radar diagrams.

The results provide a quantitative assessment framework for evaluating the degree of interdisciplinary understanding in the project groups. The application of the framework to the DESIRE project indicates the most significant degree of variation across economic and regulatory dimensions of sustainability. Discrepancies in general and educational contexts are observed.

The exploitable value of the results is sensitive to the derivation of composite indicators of the dimensions defined as well as the survey design. The case study was carried out on an ex-post basis, potentially biasing the results reported and limiting their interpretability and theoretical value.

The analytical framework can be used as a basis for assessing and engaging in discussions on interdisciplinarity understanding at the outset of capacity-building projects.

The contribution of this paper is practical in scope and entails the development of a quantitative framework for measuring interdisciplinarity in the specific context of capacity-building projects in the field of sustainability research in higher education institutions.

This chapter will describe and assess initiatives by the University of Oslo (UoO) in Norway, the purpose of which has been to expand and improve collaboration with universities in Africa, notably the University of Dar es Salaam (UDSM) in Tanzania. UoO has a long history of North-South cooperation with a wide range of institutions on the African continent. In 2009, the UoO initiated a collaborative program with UDSM entitled “Program for Institutional Transformation Research Outreach” (PITRO) III, supported by Norwegian Agency for Development Co-operation (NORAD). The chapter will situate the UoO-UDSM cooperation in relation to Norwegian aid, and compare the program with previous programs, giving attention to the ways they were developed, how problems and challenges were tackled, and the probable consequences for Tanzania’s development. The chapter will compare and contrast the structure and experiences from these programs, and will point out strengths and weaknesses. Attention will be given to the rights-based approach, an important new dimension in North-South cooperation on higher education in Africa. It will be argued that the incorporation of this approach provides a basis for developing new policies and programs that strengthen African collaboration within research, education, and capacity building in higher education.

The purpose of this paper is to review the literature of international development strategy of high education and examine what is happening currently in terms of education collaboration between the UK and China and attempt to address various challenges in capacity building through knowledge transfer.

Theoretical analysis supported by observation and interviews.

The study has identified that there are a certain number of elements, which are crucial to the success of international educational collaboration, of which, the appropriateness and effectiveness of knowledge transfer/knowledge sharing is vital to the capacity building of higher educational institutions. The study examines on‐going Sino‐British education collaboration programme and fuelled the debate concerning knowledge transfer/knowledge sharing in high education between the developed and developing countries.

Based on a comprehensive examination and analysis of the process of knowledge transfer/knowledge sharing in a Sino‐British educational collaboration programme, this study emphasizes the significance of incorporating both cultural and organisational factors that play a role in the whole process. This paper describes the process of knowledge transfer between foreign and Chinese faculties when they work together on academic collaboration project in China. Furthermore, the paper addresses the appropriateness and effectiveness of knowledge transfer/knowledge sharing during the implementation of the international academic collaboration programme.

Educational initiatives can provide the crucial foundation for capacity-building of stakeholders in the field of disaster risk management and disaster resilience. The purpose of this paper is to scope current initiatives to deliver disaster risk and resilience education (DRRE) in higher education institutions (HEIs) in Asia and explore factors that serve as barriers or as opportunities for promoting DRRE.

This study implemented mixed methods – scoping of existing programs of Asian universities, an online survey and a small-group workshop of Asian HEI representatives – and explored both the development and implementation phases of degree programs and coursework and other educational initiatives. Primarily involved were country partners of the Erasmus + CABARET network (CApacity-Building in Asia for Resilience EducaTion).

Results reflect that most of the existing formal degree programs are at the graduate level though a wide range of courses and research opportunities exist for both the undergraduate and graduate levels. Findings underscore the importance of institutional support from university leaders as a key factor for overcoming barriers, given the resources and logistics needed by DRRE as an interdisciplinary and multi-sectoral endeavor. Universities who participated in the small-group workshop gave mixed feedback on the level of adequacy of the potential drivers for DRRE, which indicates the need to level off capacities and expertise in the region.

This study provides a baseline assessment of DRRE currently lacking for the region, with recommendations for how to further build capacities of Asian HEIs.

The purpose of this paper is to test an architectural studio pedagogy that originates from an experiment of a Summer School collaborative design studio, with participation of students, academicians and practicing architects, from seven Universities and five European countries.

This pedagogical method follows recommended education for sustainable development (ESD) model, by linking formal and informal learning, and targeting development of the key competences needed for promoting sustainable progress: participation and collaboration, along with inter- and trans-disciplinarity. Combining active participant observation method with descriptive survey research, the paper evaluates the perspective of a small sample size of 27 participating students, who worked with 15 professors alternately, during a two-week design studio course.

The results indicate that such a form of non-formal education has positive impact on acquisition of targeted competences, confirming the strategic role that non-formal education has in reaching quality education learning outcomes, and advocating for the adjustments of existing curricula towards a more collaborative educational approach in architectural design.

The modest sample size presents a limitation in reference to generalization of results, neverthless its data are valuable, particularly within the context of maximizing the development of sustainable development goals (SDGs).

This endeavour was a part of an on-going Erasmus + CBHE (Capacity Building in Higher Education) project entitled transforming architectural and civil engineering education towards a sustainable model (TACEESM). Organized non-formal educational model is seen as a testing laboratory that blends a conventional methodology of a design studio with a highly collaborative, international and multi-disciplinary approach.

Despite the centrality of leadership to the successful transformation of universities toward sustainability, the literature on the role and practices of sustainability leadership in higher education remains poorly developed. To address this gap, this study aims to develop a conceptual model of sustainability leadership in higher education.

The study adopts the scoping review method to review, critique and synthesize relevant literature.

The resulting model of sustainability leadership in higher education proposes that sustainability leadership in higher education has the potential to transform university practices through reorientation and stewardship of the institutional mission and strengthening the commitment of stakeholders. Sustainability leadership has the potential to create a positive effect on a balanced set of performance indicators, as well as contributing to institutional and societal resilience in the longer term.

Sustainability leadership in higher education should be given prominence in its own right due to the unique organizational context of universities. This study synthesized the current discourse on sustainability leadership in higher education and its distinct attributes toward sustainable development.

The purpose of this paper is to create an area profile of significant activity and possibility in higher education for sustainable development (ESD) in the island nations of the South Pacific Ocean.

This is a descriptive research paper on philosophy, policy, and practice according to a methodology of categorical analysis by developments, challenges, and prospects. The focus is on higher education institutions, particularly the University of the South Pacific, the regional university of 12 Island nations in Oceania. The developments and prospects are contextualized, however, in the larger regional Pacific Education for Sustainable Development Framework and the Action Plan for Sustainable Development in the Pacific Islands 2008‐2014. Academic programs, policy statements, and education projects are analyzed.

South Pacific universities possess rich missions that valorize traditional knowledge and culture. The region also has a sophisticated policy environment for sustainability. These factors create many opportunities for sustainability in higher education. Nevertheless, enormous challenges of distance, funding, cultural traditions, globalisation, and adaptation to the devastating effects of climate destabilisation make progress difficult. Successes and promising prospects are described, including a new major effort to mainstream higher ESD by creating a Pacific Network of Island Universities (the NIU Project), which will reach 13 nations, including Papua New Guinea.

Little analysis of sustainability in higher education has been done in this geographical area. The categorical approach of this paper will provide researchers with findings appropriate to several endeavors, including charting a way forward in sustainability in higher education in the South Pacific Island nations. South Pacific initiatives arising from the unique nature of island geography and tradition could illuminate for others what is called the “Pacific Way.” Comparative analysis to mainland nations in the Asia‐Pacific region may also prove useful to researchers and practitioners.

The purpose of this paper is to investigate the development of Viet Nam’s approach to higher education quality assurance during the past dozen years since its establishment, focusing on the achievements and challenges.

This is a desktop analysis study. The paper analyses the policies and practices related to the development of Viet Nam’s higher education accreditation system by reviewing associated literature.

The research has found out that there are several achievements, including: the development of the accreditation framework; establishment of accrediting agencies; completion of almost universities’ self-assessment reports; implementation of external assessment exercise at some institutions, a few of which were awarded accreditation certificates. However, there remain a number of challenges related to the independence of the accrediting agencies, human resources, accreditation standards and criteria, institutions’ awareness about accreditation and the pace of accreditation implementation.

The primary limitation of this study is the research methodology which merely relies on document analysis. It would be more credible if the findings could be triangulated with data taken from other sources such as interviews with key stakeholders.

On the basis of the analysis of achievements and challenges at both macro and micro levels, discussion and recommendations are made for future policy-making and management in the field of higher education accreditation.

The purpose of this paper is to highlight the social responsibility of universities and other higher education institutes in meeting the challenges faced by biotechnology and human resource development.

The challenges faced by biotechnology are discussed under three broad heads – exponential growth in biotechnology knowledge, commercialization and industrialization of the biotechnologies, and knowledge integration by various stakeholders of biotechnology.

The emergence of the knowledge society warrants that universities ensure that overall work of the academy is more relevant to the nation's most pressing civic, social, economic and moral problems and that there is an urgent need to have a fresh look at the approaches followed in biotechnology education and training, particularly with reference to developing countries. It is necessary to see how the different players (industries, university, society, government) concerned with biotechnology can act in unison and in a mutually beneficial way. An integrated approach to the field of biotechnology combining different subject areas is necessary and the courses and approach should reflect this.

Career counselors and those engaged in educational guidance are flooded with inquiries about biotechnology courses and their scope. It is observed, on the one hand, that the biotechnology field is starved of talent and, on the other hand, that there are several universities/colleges, particularly in developing countries, producing large numbers of unemployable graduates. Some serious thinking needs to be done urgently to overcome this problem.

This review aims to identify the intellectual structure or key theoretical themes that comprise the emerging field of sustainability leadership in higher education.

The Scopus index was used to identify 180 documents published sustainable leadership in higher education published between 1998 and 2021. Author co-citation analysis in VOSviewer software was used to address the research question driving this inquiry.

This review found that the intellectual structure of scholarship on sustainability leadership in higher education is composed of four dominant “schools of thought”. These included sustainability leadership, managing campus greening, managing change and system integration, and education for sustainable development.

The findings suggest a need for more theorizing and empirical studies that explore the nature and effects of sustainability leadership in higher education. Particular attention should be given to how features of universities as organizations shape the requirements for and constraints on leadership. From a practical perspective, the findings highlight key domains of policy and practice that higher education leaders can target in efforts to enhance sustainability in their universities and societies.

The bibliometric review offers empirically-based insights into the evolution and current status of the literature on sustainability leadership in higher education. The findings can be used as a benchmark against which future developments in this knowledge base can be assessed.