Abstract
The Higher Education Sustainability Initiative (HESI, 2017a) states that higher education institutions (HEIs) are integrating the SDGs into sustainability strategies in the form of research, teaching, pedagogy, and campus practices, and to position HEIs as key drivers for achieving the UN Sustainable Development Goals (SDGs). Concern has been raised (HESI, 2017b) as to the potential impact of HEIs in helping to achieve the SDGs; the challenges faced by HEIs with integrating the SDGs into curriculum and institutional strategies; the role of partnerships for HEIs among students, faculty, government, and various stakeholders; and how the adoption of the 2030 Agenda for Sustainable Development, including the SDGs, will transform the work of HEIs. According to CASE (2017) "? the need of new ways of teaching and learning?includes sustainable entrepreneurial education." This paper reviews progress of a sample of n=307 signatories to the HESI and identifies implications for practice.
Publication Date
2018-01-01
Publication Title
Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE
Volume
2018-September
Publisher
Academic Conferences International Limited
ISBN
9781911218975
ISSN
2049-1050
Embargo Period
2024-11-19
First Page
498
Last Page
506
Recommended Citation
Moon, C., Walmsley, A., & Apostolopoulos, N. (2018) 'Sustainability and entrepreneurship education. A survey of 307 UN HESI signatories', Proceedings of the European Conference on Innovation and Entrepreneurship, ECIE, 2018-September, pp. 498-506. Academic Conferences International Limited: Retrieved from https://pearl.plymouth.ac.uk/pbs-research/374
