Annotated Bibliography

Student’s Name

Institution Affiliation

Course Name and Code

Professor’s Name

Date

Annotated Bibliography

Bizerril, M., Rosa, M. J., Carvalho, T., & Pedrosa, J. (2018). Sustainability in higher education: A review of contributions from Portuguese Speaking Countries. Journal of cleaner production, 171, 600-612. https://doi.org/10.1016/j.jclepro.2017.10.048Bizerril et al. (2018), in their article, examine the contributions of sustainability in higher education from the perspective of Portuguese-speaking countries. The paper’s audience are the supporters of the inclusion of sustainability in higher learning institutions because the article provides a basis to support sustainability in higher education. The strength of this paper is that it is written by renowned scholars who have published many studies in this field of study and has been cited by various scholars to support their work. The study also has a well-organized methodology. The study’s weakness is that it is limited to Portuguese Speaking countries. The article will be useful in addressing the first research question that examines what sustainability means for higher education institutions. This is because the article outlines various arguments of Portuguese Speaking countries on why higher education institutions should take up sustainability.

Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., … & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. Handbook of Higher Education for Sustainable Development; Barth, M., Michelsen, G., Rieckmann, M., Thomas, I., Eds, 241-260.

In this book chapter, Wiek et al. (2015) present a set of operationalized competencies in sustainability that sustainability programmes in institutes of higher learning should convey. The audience of this piece of work are higher learning institutions that embrace sustainability because it provides them with competencies that their programmes should convey. The strength of this source is that it has been extracted from a book written by experts in this area of research. There is no identifiable weakness in this book chapter as information is presented clearly and in simple English, and credible and up-to-date sources are used to support the work. This source will help address the second research question that aims to uncover what the concept of a sustainable institution of higher learning looks like by providing the competencies that programmes of such institutions should convey. These competencies will be considered as characteristics of sustainable institutions of higher education.

Viegas, C. V., Bond, A. J., Vaz, C. R., Borchardt, M., Pereira, G. M., Selig, P. M., & Varvakis, G. (2016). Critical attributes of Sustainability in Higher Education: A categorisation from literature review. Journal of Cleaner Production, 126, 260-276. http://dx.doi.org/10.1016/j.jclepro.2016.02.106In this journal article, Viegas et al. (2016) identified and categorized the critical attributes of sustainability in institutes of higher education. The researchers used a literature review design to review literature and perform systematic analysis using the Proknow-C method. The major strength of this study is its clear and detailed methodology which outlines how the study was conducted. The study’s weakness is that the researchers included studies that did not only focus on sustainability in institutes of higher learning but contained content related to the sustainability foundation. This article will be useful in addressing the research question that seeks to uncover what a comprehensive concept of a sustainable institution of higher education looks like. The identified attributes of sustainability in higher education will be the answers to the question.

Bauer, M., Rieckmann, M., Niedlich, S., & Bormann, I. (2021). Sustainability governance at higher education institutions: equipped to transform? Frontiers in Sustainability, 2, 1-4. https://doi.org/10.3389/frsus.2021.640458In this article, Bauer et al. (2021) seek to determine whether it is essential for higher learning institutes to promote of Sustainable Development (SD), define what makes up optimal sustainability governance at these institutions, and determine the progress made in relation to the issue of sustainability in institutions of higher education. The target audience of this article are all parties interested in the issue of SD in institutes of higher learning. The strength of the article is that it was published recently; hence it includes up-to-date information. The study’s weakness is that it does not provide a detailed methodology of how it was conducted. This source will be useful in addressing the research question which explores what sustainability means for higher education institutes. Specifically, the source’s section that defines whether institutes of higher education need to promote SD will provide details for addressing this question.

Figueiró, P. S., & Raufflet, E. (2015). Sustainability in higher education: a systematic review with a focus on management education. Journal of cleaner production, 106, 22-33. https://doi.org/10.1016/j.jclepro.2015.04.118Figueiró and Raufflet (2015) performed a systematic review on sustainability in higher management education. Specifically, the authors examined how management higher education guides the introduction of sustainability into their curriculum, challenges associated with the introduction of sustainability into management higher education, pedagogical techniques of teaching sustainability in higher education, and curriculum orientation of sustainability in the curriculum. The strength of this study is that it is a peer-reviewed journal article; hence its quality has been assessed and approved by experts in this field of study. The weakness of this study is that it cites articles that had been published more than ten years earlier, which might have provided outdated information. This article will help address the research question which aims to uncover what the comprehensive concept of a sustainable institution of higher education looks like. Specifically, the part of the paper which outlines techniques of teaching sustainability will provide information to address this question because these techniques are what makes the institutions sustainable.

Schopp, K., Bornemann, M., & Potthast, T. (2020). The whole-institution approach at the University of Tübingen: Sustainable development set in practice. Sustainability, 12(3), 861-885. https://doi.org/10.3390/su12030861In this journal article, Schopp et al. (2020) examined values and understandings associated with sustainable development using a case study of the University of Tübingen. The researchers performed document analysis and combined their results with an empirical study on key values and understandings of sustainable development actors and the knowledge and competencies required to put sustainable development into practice. The strength of this study is that it uses multiple peer-reviewed journal articles to support the study, and each source is included in the reference list. The limitation of this study is that it does not have an organized methodology of how it was performed. This article will be useful in addressing the second research question that explores how a comprehensive concept of a sustainable institution of higher education looks like. This is because the artic le outline the competencies, knowledge, and values for sustainable development in institutions of higher learning.

References

Bauer, M., Rieckmann, M., Niedlich, S., & Bormann, I. (2021). Sustainability governance at higher education institutions: equipped to transform. Frontiers in Sustainability, 2, 640458. https://doi.org/10.3389/frsus.2021.640458Bizerril, M., Rosa, M. J., Carvalho, T., & Pedrosa, J. (2018). Sustainability in higher education: A review of contributions from Portuguese Speaking Countries. Journal of cleaner production, 171, 600-612. https://doi.org/10.1016/j.jclepro.2017.10.048Figueiró, P. S., & Raufflet, E. (2015). Sustainability in higher education: a systematic review with focus on management education. Journal of cleaner production, 106, 22-33. https://doi.org/10.1016/j.jclepro.2015.04.118Schopp, K., Bornemann, M., & Potthast, T. (2020). The whole-institution approach at the University of Tübingen: Sustainable development set in practice. Sustainability, 12(3), 861-885. https://doi.org/10.3390/su12030861Viegas, C. V., Bond, A. J., Vaz, C. R., Borchardt, M., Pereira, G. M., Selig, P. M., & Varvakis, G. (2016). Critical attributes of Sustainability in Higher Education: A categorisation from literature review. Journal of Cleaner Production, 126, 260-276. http://dx.doi.org/10.1016/j.jclepro.2016.02.106Wiek, A., Bernstein, M., Foley, R., Cohen, M., Forrest, N., Kuzdas, C., … & Withycombe Keeler, L. (2015). Operationalising competencies in higher education for sustainable development. Handbook of Higher Education for Sustainable Development; Barth, M., Michelsen, G., Rieckmann, M., Thomas, I., Eds, 241-260.