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Universities’ reporting on sdgs: using the impact rankings to model and measure their contribution to sustainability

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Universities’ reporting on sdgs: using the impact rankings to model and measure their contribution to sustainability

dc.contributor.author	De la Poza, Elena
dc.contributor.author	Merello, Paloma
dc.contributor.author	Barberá, Antonio
dc.contributor.author	Celani, Alberto
dc.date.accessioned	2022-04-29T10:46:39Z
dc.date.available	2022-04-30T04:45:06Z
dc.date.issued	2021	es_ES
dc.identifier.citation	De la Poza E, Merello P, Barberá A, Celani A. Universities’ Reporting on SDGs: Using THE Impact Rankings to Model and Measure Their Contribution to Sustainability. Sustainability. 2021; 13(4):2038.	es_ES
dc.identifier.uri	https://hdl.handle.net/10550/82458
dc.description.abstract	Higher education institutions (HEIs) have voiced growing concerns about sustainability issues since Agenda 2030 was approved, but this is not enough for societal stakeholders seeking and delivering innovation and excellence. The 17 Sustainable Development Goals (SDGs) were adopted by all UN Member States in 2015 as a universal call to action, and pose a challenge for HEIs as for the efforts made to fulfill them and knowing how to assess their performance. However, the metric management system implemented by HEIs quickly led to rankings emerging, which compare HEIs to metrics not related to the sustainability dimensions of the 17 SDGs. The main aim of the paper is to assess the level of reporting and alignment of SDG achievements with the overall the Times Higher Education (THE) ranking score. For this purpose, our study (i) models and quantifies the impact of HEIs’ disclosure of SDG information on HEIs’ overall THE Impact Rankings score, (ii) analyzes whether the best ranked universities are indeed significantly related to different SDGs than other not-so-well-ranked ones, and (iii) models the differences in the overall score and its alignment with distinct SDGs by dimensions, subjects, and geographical regions. In order to do so, a descriptive analysis, non-parametric tests, and linear and logistic regression analyses were performed. Our results reveal that the overall ranking is related to the reporting of HEIs’ SDG achievements. Moreover, the more positive actions related to health, education, industry, responsible consumption and production, climate action, and partnerships there were, the higher the position of HEIs in the general ranking was. However, we found differences between top-ranking universities and others in geographical location, disclosed information, and impact. Thus, the best-ranked universities are more committed to transferring knowledge to industry to satisfy its needs (SDG9), support strong institutions in their countries, and promote peace and justice (SDG16). Finally, SDG9 and SDG17 are the most relevant and constant SDGs when modeling the alignment of SDGs with HEIs’ dimensions (teaching, research, citations, industry income, international outlook) and subjects (technological and social sciences and humanities). HEIs integrating SDG actions into the strategic management of universities and, consequently, reporting their SDG performance to promote sustainability and contribute to sustainable development, is advisable.	es_ES
dc.language.iso	en	es_ES
dc.subject	geographic location	es_ES
dc.subject	higher education	es_ES
dc.subject	linear regression	es_ES
dc.subject	logistic regression	es_ES
dc.subject	metric management model	es_ES
dc.subject	sustainable development goals	es_ES
dc.subject	university ranking	es_ES
dc.title	Universities’ reporting on sdgs: using the impact rankings to model and measure their contribution to sustainability	es_ES
dc.type	journal article	es_ES
dc.subject.unesco	UNESCO::CIENCIAS ECONÓMICAS	es_ES
dc.identifier.doi	10.3390/su13042038	es_ES
dc.accrualmethod	S	es_ES
dc.embargo.terms	0 days	es_ES