Do higher education institutions contribute to countries’ SDG progress: Evidence from university rankings
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DOIhttp://dx.doi.org/10.21511/kpm.08(1).2024.10
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Article InfoVolume 8 2024, Issue #1, pp. 133-148
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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).
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JEL Classification (Paper profile tab)Q01, Q56, O11
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References49
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Tables11
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Figures0
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- Table 1. Number of publications and citations in 2018–2023 on the subject of university rankings on sustainable development in the fields of “Social Sciences” and “Environmental Sciences” according to SciVal
- Table 2. Research design
- Table 3. Correlation matrix
- Table 4. Regression models for the influence of universities’ sustainable development activities, as reflected by the overall THE IR ranking score, on the progress towards achieving SDGs of the countries in which these universities operate
- Table 5. Dispersion analysis results for geographical regions according to the overall THE IR ranking score indicators and the progress of countries in achieving the SDGs
- Table 6. Regression models of the influence of universities’ sustainable development activities, as reflected by the overall THE IR ranking score on the progress towards achieving the SDGs of the countries in which these universities operate: regional dim
- Table 7. Regression models of the influence of individual dimensions of universities’ sustainable development activities, as reflected by the partial THE IR ranking score, on the progress towards achieving SDGs of the countries in which these universities
- Table 8. Regression models of the impact of individual dimensions of universities’ sustainable development activities, as reflected by the partial THE IR ranking score, on the progress towards achieving SDGs of the countries in which these universities op
- Table 9. Examples of higher education institutions’ best practices by world region
- Table A1. Distribution of sample countries within the study for research hypothesis 1
- Table A2. Distribution of sample countries within the study for research hypothesis 2
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