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[null,"1.","Record Nr.",null,"UNINA9910962517003321"]
[null,null,"Autore",null,"Azeiteiro Ulisses"]
[null,null,"Titolo",null,"Higher Education and Sustainability : Opportunities and Challenges for Achieving Sustainable Development Goals"]
[null,null,"Pubbl/distr/stampa",null,"Milton, : CRC Press LLC, 2019"]
[null,null,"ISBN",null,"1-315-15016-6"]
[{"$nulls":4},"1-351-36835-4"]
[{"$nulls":4},"1-351-36836-2"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (343 pages)"]
[null,null,"Collana",null,"Higher Education and Sustainability"]
[null,null,"Disciplina",null,"378.01"]
[null,null,"Soggetti",null,"Education, Higher - Environmental aspects"]
[{"$nulls":4},"Environmental education"]
[{"$nulls":4},"Sustainable development"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,"Nota di contenuto",null,"Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Contents -- Preface -- Editors -- List of Contributors -- Chapter 1 The role of SDGs in advancing implementation of sustainable development: The case of University of South Africa, South Africa -- 1.1 Introduction -- 1.2 Methodology -- 1.3 Results -- 1.3.1 Unisa campus energy greening initiatives -- 1.3.2 Unisa campus recycling and conservation initiatives -- 1.3.3 Student involvement in campus greening initiatives that address SDG 4 -- 1.3.4 Challenges -- 1.4 Conclusion -- References -- Chapter 2 Evolution of the actions of Latin American universities to move towards sustainability and the SDGs -- 2.1 Introduction -- 2.2 Sustainability in higher education institutions in Latin America and the Caribbean, an approach based on a systematic review of the relevant literature -- 2.3 Latin American universities face the challenge of incorporating the environment and sustainability into their practices -- 2.4 Alliance of university networks for sustainability and the environment (Alianza de Redes Universitarias por la Sostenibilidad y el Ambiente, ARIUSA) -- 2.5 RISU project (Phase 1): diagnosing the starting point -- 2.6 RISU project (Phase 2): identifying the processes of change -- 2.7 RISU project (Phase 3): generating change processes -- 2.8 Conclusion -- References -- Chapter 3 Conflict, ambiguity and change 10 years working towards sustainability: The case of a Mexican University -- 3.1 Introduction -- "]
[{"$nulls":4},"3.2 Context -- 3.2.1 International sustainability goals -- 3.2.2 How to incorporate international sustainability goals: the case of the UAM in Mexico City -- 3.2.3 Application of PIHASU as a sustainability plan, not just an environmental plan -- 3.3 Conceptual framework for reviewing the PIHASU implementation process -- 3.3.1 Characteristics of the ACF theoretical framework."]
[{"$nulls":4},"3.3.2 The goal of ACF -- 3.3.3 ACF's structure -- 3.4 Methodology used to analyse implementation of PIHASU at the UAM -- 3.4.1 Method -- 3.4.2 Data collection -- 3.4.3 Method of analysis -- 3.5 Analysis of results of the PIHASU implementation process -- 3.5.1 Background stage of PIHASU -- 3.5.2 Conception stage of PIHASU -- 3.5.3 Implementation of PIHASU -- 3.5.4 PIHASU's future -- 3.6 Discussion and final thoughts on the PIHASU implementation process -- 3.6.1 Five conditions for overcoming deficiencies in implementing PIHASU -- 3.6.2 The ACF diagram and consequences of theassumptions involved in PIHASU -- 3.6.3 The relationship of the UN Sustainable Development Goals to the UAM -- 3.7 Conclusion -- References -- Chapter 4 Sustainability in higher education: Implementation in Bulgaria -- 4.1 Introduction -- 4.2 Background -- 4.3 HEIs as the driver of sustainability -- 4.4 Current sustainability integration in Bulgarian universities and higher education -- 4.5 U.S. best practices and examples of sustainability in HEIs -- 4.6 Best practices in building and architecture -- 4.6.1 Duke University, North Carolina -- 4.6.2 Georgia Institute of Technology, Georgia -- 4.6.3 Unity College, Maine -- 4.7 Best practices in management -- 4.7.1 Georgetown University (GU), Washington D.C -- 4.7.2 Yale University, Connecticut -- 4.8 Best practices in health and science -- 4.8.1 Harvard University, Massachusetts -- 4.8.2 Princeton University, New Jersey -- 4.9 Other notable best practices -- 4.9.1 Carnegie Mellon University, Pennsylvania -- 4.9.2 University of Pennsylvania -- 4.10 Assessment and recommendations -- 4.11 Example of implementation -- 4.11.1 Clark University Graduate School of Management -- 4.12 Conclusion -- References -- Chapter 5 The role of universities in sustainable development (SD): The Spanish framework -- 5.1 Introduction."]
[{"$nulls":4},"5.1.1 Sustainable development (SD) in Higher Education Institutions (HEIs) -- 5.1.2 HEIs in Spain and their involvement in sustainability -- 5.1.3 Objectives -- 5.2 Sources and methodology -- 5.3 Results -- 5.3.1 Research activity patterns -- 5.3.2 Commitment -- 5.3.2.1 Inclusion in strategic plans/sustainability plans -- 5.3.2.2 Green campus/green offices -- 5.3.3 Internationalization: participation in European projects -- 5.3.4 Visibility: position in GreenMetric ranking -- 5.4 Discussion and conclusions -- 5.4.1 RQ1: Is there sustainability research at HEIs in the SUE? -- 5.4.2 RQ2: What topics are addressed in scientific publications? -- 5.4.3 RQ3: Is there a commitment in the SUE with this topic? Are HEIs participating in European projects? -- 5.4.4 RQ4: Are these universities recognized in GreenMetric ranking? -- Acknowledgments -- References -- Chapter 6 Application of Interpretive Structural Modelling for analysis of factors influencing Sustainability in Higher Education -- 6.1 Introduction -- 6.2 Literature review -- 6.3 Methodology -- 6.4 Case study -- 6.5 MICMAC analysis -- 6.6 Results and discussions -- 6.7 Conclusions -- References -- Chapter 7 Teaching and researching on sustainability: The case of an interdisciplinary initiative at a higher education institution -- 7.1 Introduction -- 7.2 Scientific research -- 7.3 Advanced education -- 7.4 Outreach -- 7.5 Sustainable campus -- 7.6 International dissemination and networking -- 7.7 Conclusion -- Acknowledgement -- References -- Chapter 8 Clean energy and SDGs: Opportunities and challenges for digital transformation of renewable energy -- 8.1 "]
[{"$nulls":4},"Introduction -- 8.2 Review of literature -- 8.2.1 Integration of renewable energy sources using artificial intelligent system -- 8.2.2 Linking renewable energy technologies through data analytics: challenges and opportunities."]
[{"$nulls":4},"8.2.3 Data set management in smart grids: concepts, requirements and implementation -- 8.2.4 Use of machine learning methods for supporting renewable energy generation and integration through surveys -- 8.2.5 Integration of renewable energy sources within the electricity grid -- 8.2.6 Industrial blockchain platforms a case development in the energy industry -- 8.2.7 Connecting the blockchain through SolarCoin network -- 8.2.8 Artificial intelligence and the future of renewable energy -- 8.2.9 Implementation of blockchain-based energy trading system -- 8.2.10 Big data-driven smart energy management: from big data to big insights -- 8.2.11 Issues, challenges, causes, impacts and utilisation of renewable energy sources - grid integration -- 8.2.12 Smart grids and renewables - a guide for effective deployment -- 8.3 Methodology -- 8.3.1 Objective -- 8.4 Results and analysis -- 8.4.1 Blockchain -- 8.4.1.1 The present scenario of energy trading -- 8.4.1.2 What does blockchain offer in the energy industry? -- 8.4.1.3 Best practices by private sector -- 8.4.2 Artificial intelligence in renewable energy industry -- 8.4.2.1 What does AI offer for the renewable energy industry? -- 8.4.2.2 AI based Best practices by private sector -- 8.4.3 Opportunities of digital transformation of the RE grid -- 8.4.4 Challenges of digital transformation of the RE grid -- 8.4.5 Blockchain, artificial intelligence and the UN SDGs -- 8.5 Recommendations -- 8.6 Scope of further research -- 8.7 Conclusion -- References -- Chapter 9 Paying or saving? The Greek drama that leads to achievement of Sustainable Development Goals (SDGs) -- 9.1 Introduction -- 9.2 The financial situation in Greece and the (in)ability to pay the bills -- 9.3 Using and managing energy in Greece during the recession years -- 9.4 SDGs and energy indicators in Greece."]
[{"$nulls":4},"9.5 Further weaknesses of the energy system governance (as worked till now) and further potential for the crisis to constitute a good friend towards Greek energy sustainability -- 9.5.1 Energy surveys and energy audits -- 9.5.2 Space heating -- 9.5.3 Cooking -- 9.5.4 Other consumptions -- 9.5.5 Energy consumption in passengers' transportation -- 9.5.6 Vulnerable social groups -- 9.6 Discussion -- 9.7 Conclusions -- Acknowledgements -- References -- Chapter 10 A transition to sustainable lifestyles: The role of universities -- 10.1 Introduction -- 10.2 When is our lifestyle sustainable? -- 10.3 Sustainable campus planning as a learning process for society -- 10.3.1 Sustainable Campus Knowledge Base -- 10.3.2 Evaluating the sustainable campus -- 10.4 Student housing for the 21st century -- 10.4.1 Forming the future citizen -- 10.4.2 Student housing development - factors and attributes for the future -- 10.5 Case study of Campus Borongaj -- 10.5.1 Campus Borongaj as a new lifestyle experience -- 10.5.2 Student housing for Campus Borongaj -- 10.5.3 Evaluating the new propositions for sustainable living -- 10.5.4 Evaluating the design for the sustainable campus and student housing -- 10.6 Conclusion -- References -- Chapter 11 Bike-Friendly Campus, new paths towards sustainable development -- 11.1 Introduction -- 11.2 Cycling and the UN SDG -- 11.3 Cities and BFC -- 11.4 Contribution of the BFC program to the UN SDG -- 11.4.1 A sustainable (and healthy) campus -- 11.4.2 The campus as part of an integrated cycling network and «free» BSS -- 11.4.3 The campus as an open lab and incubator for new forms of sustainable economic growth -- 11.4.4 The campus as a common partnership for change -- 11.5 Cycling in "]
[{"$nulls":4},"Portugal -- 11.6 Aveiro BFC -- 11.7 Conclusions -- Nomenclature -- References."]
[{"$nulls":4},"Chapter 12 The implementation of the Sustainable Development Goals at the national level: The case of the SDG Alliance Portugal."]
[null,null,null,"Sommario/riassunto","The book provides descriptions of experiences from research and educational sustainability projects and the role HEIs can play together with contributions presenting a variety of initiatives showing how SDGs are being implemented. The book promotes the theoretical and practical understanding on this thematic and disseminates knowledge and international research and cooperation. Contributions cover the role of SDGs in advancing implementation of sustainable development, sustainability in higher education, the role of universities in sustainable development, new paths towards sustainable development and e-learning contributions. Features Focuses on theoretical and practical understanding on Sustainability, Higher Education and SDGs to disseminate knowledge and promote research and cooperation Includes lessons learned from sustainability research and educational challenges presenting case studies, technological developments, outputs of research and studies, best practices and examples of successful projects Discusses relevant and international perspectives on sustainability, higher education and SGDs Presents local and international contributions on a variety of initiatives showing how SDGs are being implemented"]