Denys Smolennikov

To date, the promotion of local development of the territorial communities by means of the financial policy tools is one of the priority directions of scientific research not only in Ukraine, but also throughout the world. The article presents the results of the study of the impact of the participatory financing (attraction of the financial resources of community members, central and local budgets and the international donors) on the social capital of the territorial communities of Sumy region on the basis of the results of two phases of the project “Community-based Approach to Local Development”, which has been implemented in Ukraine by the United Nations Development Program since 2007. The main purpose of the article is to confirm the hypothesis that the participatory financing contributes to the social mobilization of the community residents, which leads to the activation of the “dormant” potential of collective actions and the desire of people to help themselves, as well as to improve some indicators of social capital. The difference-in-differences method and the multivariate regression analysis were used for the study. According to the results of the study, the characteristics of social capital, such as (anti)paternalism, the presence of traditions in community, involvement in social activities, collective action and cooperation are the most affected by the impact of participatory financing.

The UN Sustainable Development Goals (SDGs) have become a universal call to action over the past few years and a basis for assessing the progress of sustainable development of countries and organizations. This paper aims to identify the relationship between the sustainable development activities of universities in different regions of the world, as reflected in the Times Higher Education Impact Rankings (THE IR), and the progress towards achieving SDGs of the countries in which these universities operate. The research methods were correlation analysis and robust regression tools, and parametric and non-parametric methods of variance analysis. The information base was the results of annual reports based on the THE IR and Sustainable Development Reports for 2017–2021. The results confirm the existence of directly proportional close correlations between the variables, while the regression analysis confirmed that a one-unit increase in the overall THE IR ranking score leads to a corresponding increase in the overall progress of countries in achieving SDGs (on average by 0.2-0.3 units) and SDGs 3, 8, 11, 16 in particular. It was also found that universities play a key role in achieving different SDGs in various regions. In Latin America, the Caribbean, the Middle East, and North Africa, universities are critical for SDG 17 achieving. In OECD countries, universities contribute most to SDG 3. Examples of the best practices that can be used as a guide for university administrations that are at the beginning of developing sustainable development policies are also given.

Funding
Inna Makarenko gratefully acknowledges support from the Jean Monet module project “Transparency. Accountability. Responsibility. Governance. Europe. Trust. Sustainability” financed by the Erasmus+ program (101085395 – TARGETS – ERASMUS-JMO-2022-HEI-TCH-RSCH).

The article analyzes the role of universities, assessed through the prism of the UI GreenMetric World University Rankings (UI GreenMetric) methodology, in ensuring energy efficiency and sustainability of the national economy. For this purpose, UI GreenMetric results, systematized by country and region, were used, as well as data for 2017–2022 on countries’ progress in achieving SDG 7 and the national level of primary energy intensity. The analysis of trends in the development of sustainable universities according to UI GreenMetric shows regional differences: on average, the highest scores in the ranking are given to universities in OECD countries and East and South Asia, and the lowest – to Sub-Saharan Africa and Eastern Europe & Central Asia. A positive correlation (from 13.9% to 18.7% of the variation) was found between the activities of universities and the countries’ progress in achieving SDG 7, as well as a negative correlation with the energy intensity of the level of primary energy of these countries; this proves the participation of higher education institutions in ensuring the energy efficiency of national economies (the level of influence is much lower, the explanation of model variations is 2.4%-8.2%). The role of universities is not only to develop green campuses but also to increase research, create new educational programs, develop cross-sectoral cooperation and ‘living laboratories’ to implement sustainable development practices, and train future leaders capable of overcoming global energy challenges.