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Ph.D. in Sustainable Development Policy, Economics and Governance

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College of Agriculture and Life Sciences

The Sustainable Development Policy, Economics and Governance (SDPEG) Ph.D. program offers a transdisciplinary doctoral education in the policies, practices and theories of sustainable development. By offering a core curriculum that includes applied policy and economic analysis, governance and process design, social science methods, and professional skills development, the program produces graduates capable of conducting original, applied research that is designed to support sustainability and resiliency across social, ecological, and technical systems. 

This degree will prepare students to assume positions as policy leaders in government, higher education, public and private sector organizations, non-governmental organizations, and research institutes with the expertise and vision to inform local, state, national, and international policy.  

Asim Zia, Director and Professor of Public Policy and Computer Science

Travis Reynolds, Associate Professor

Dan Tobin, Associate Professor

Trisha Shrum, Assistant Professor

David Conner, Professor

Josh Farley, Professor

Sarah Heiss, Associate Professor

Qingbin Wang, Professor

Anaka Aiyar, Assistant Professor

Joe Ament, Assistant Professor

Kate Mays, Assistant Professor

Benjamin Dangl, Lecturer

Edward McMahon, Adjunct Associate Professor

Pablo Bose, Professor

Stephanie Seguino, Professor Emerita

Gregory Rowangould, Associate Professor

Donna Ramirez-Harrington, Associate Professor

Brian Beckage, Professor

Elizabeth Doran, Research Assistant Professor

Jane Kolodinsky, Professor Emerita

Christopher Koliba, Professor Emeritus

Kelsey Gleason, Assistant Professor

Dana Rowangould, Assistant Professor

Degree Requirements

Milestones, guidelines and timeline to degree completion.

Minimum Degree Requirements

The degree requires a total of 75 credits. A minimum of 51 credits must be completed in residence. The residency requirement is completed by courses that:

1. are taken for graduate credit through the University of Vermont, and

2. are taken after the student has been admitted to the Graduate College.

The program’s course of study includes: 

1. 15-credit core 2. Up to 24 transfer credits from prior master’s degree (12 out of 24 transferable credits must meet pre-requisite requirements in statistical methods, research methodology, economics and policy process theory) 3. 15 credits of a pre-approved Certificate of Graduate Study or a customized sequence of advisor-approved graduate level elective courses 4. 21 dissertation research credits

15 credit core includes:

Requirements for Advancement to Candidacy for the Degree of Doctor of Philosophy

Students will advance to candidacy following completion of the core curriculum, passage of a written and oral comprehensive exam, passage of the written dissertation and oral dissertation defense exam, and acquisition of teaching experience in the field of sustainable development policy, economics and governance. A GPA of 3.0 must be maintained.

Tuition Information

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Admissions Information

Applications for fall 2025 are due January 15, 2025 and will be reviewed after that date.

Admission will be contingent upon funding and alignment of research interests with faculty that are accepting students.

Application can be accessed here .

Admissions Requirements:

• Master’s degree in public policy, public administration, economics, natural resources, engineering, ecology, food systems, political science or a closely related field, including social sciences, professional fields, and STEM
• Completion of graduate level course in statistical methods (can be completed as part of Ph.D.)
• Completion of graduate level course in research methodology (can be completed as part of Ph.D.)
• Completion of graduate level course in economics (can be completed as part of Ph.D.)
• Completion of graduate level course in policy process theory (can be completed as part of Ph.D.)
• Resume or Curriculum Vitae 
• In the application Statement of Purpose, please identify 1 to 2 potential advisers from the SDPEG faculty list.
• Applicants must submit evidence of experience and success in the research process such as writing sample(s), and/or evidence of research experience(s) (e.g., theses, term papers, class projects, research reports and/or other descriptions of past research experience from academic or professional lives).
• The Graduate Record Exam (GRE) is optional.
• For international students whose native language is not English or who have not completed undergraduate or master’s degrees in English, scores from the Test of English as a Foreign Language (TOEFL), the English Language Testing System (IELTS), or Duolingo must be submitted.

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Ph.D. in Environment and Sustainability

Our Environment and Sustainability Ph.D. equips students with diverse perspectives to develop profound new ideas, knowledge and approaches to the most important concerns facing people and the planet. The program provides training to develop deep understandings of the structures of current environment and sustainability issues today and to develop analytical research to address them. This requires learning in multiple disciplines and how they, together, can better provide greater knowledge to bear to the social, environmental, political, scientific and economic factors creating the situation we face today. Our goal is to prepare students for a range of careers in academia, as well as public and private sectors.

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Ph.D. in Sustainable Development

The sustainability of development presents some of the most important policy challenges concerning the future of our planet, and it requires an interdisciplinary approach involving the social, natural, engineering, and health sciences. The PhD in Sustainable Development includes a set of rigorous core requirements in the social and natural sciences designed to provide a deep understanding of the interaction between natural and social systems, and provides students with the flexibility to pursue in-depth research in a broad variety of critical policy areas. No other doctoral program produces graduates with the unique combination of diverse skills and deep insight into the most challenging problems of future human welfare. Together with experts and faculty at Columbia, you’ll conduct research in a wide variety of areas, including climate change and its social consequences, causes and solutions to extreme poverty, energy systems, agricultural transitions, water resources, and more.

UNIT HEAD(S)

John Mutter

Study Postgraduate

Mphil/phd in global sustainable development (2024 entry).

Course code

30 September 2024

4 years full-time; 7 years part-time

Qualification

Global Sustainable Development

University of Warwick

Find out more about our MPhil/PhD in Global Sustainable Development.

Our MPhil/PhD in Global Sustainable Development (GSD) offers you the opportunity to cross disciplinary boundaries to address complex challenges of global sustainable development. Working with experts from Warwick’s GSD Department and the Institute for Global Sustainable Development (IGSD), you will deliver impactful, lasting sustainable development research.

Course overview

There is a global need for researchers who are skilled in challenge-led, transdisciplinary methods to help close knowledge gaps around research and practice related to the sustainability of human-environment interactions.

Our Global Sustainable Development MPhil/PhD is for those driven to develop innovative approaches to complex challenges of sustainable development. With the support of a supervisory team, you will work on a transdisciplinary project addressing a sustainability challenge.

Through structured training, you will be equipped to integrate methods and perspectives from different academic and practice fields to address current and future sustainable development challenges. In the first year, you will have the opportunity to undertake postgraduate module(s) and establish a personal development plan in collaboration with your supervisors.

Throughout the programme, you will have the opportunity to gain methods training designed to broaden your research approach. Collectively, this training will prepare you to co-produce transformative, transdisciplinary research projects.

We are excited to welcome students with diverse backgrounds and skills to this programme.

Teaching and learning

Students on this programme will be trained to have competence in a subject area that spans at least two disciplinary perspectives. You will be trained in transdisciplinary methods, enabling you to draw on skills from multiple disciplines to work effectively and equitably with non-academic partners.

In the first year, you will have the opportunity to study postgraduate module(s) in GSD and/or from across the University totalling 20 CATS. You will discuss which module(s) you would like to take with your supervisors in the early stages of your research.

You will also agree a tailored personal development programme with your supervisors for your first year of training. For instance, your development programme may include taking other postgraduate modules from across the University to develop specific skills required for your research.

You may also decide to take researcher development training courses and workshops facilitated by the University’s Doctoral College as part of your development programme.

Research environment

You will join a community of postgraduate students, early career researchers, and academics in GSD. IGSD Link opens in a new window is Warwick’s hub for transdisciplinary research on global sustainable development, committed to tackling global challenges and enabling transformative change of human-environment interactions.

Throughout your degree you will be encouraged to engage actively in research activities by forming reading groups, participating in workshops, masterclasses and guest lectures, and taking part in our annual GSD Symposium.

You will have opportunities to engage with research across the University, including research led by Warwick’s Global Research Priorities and other cross-cutting research centres across the University, such as the Centre for Interdisciplinary Methodologies (CIM), the Warwick Institute for the Science of Cities (WISC), the Warwick Interdisciplinary Research Centre for International Development (WICID), and the Centre for Digital Inquiry (CDI).

General entry requirements

Minimum requirements.

2:1 undergraduate degree and a Master’s (or equivalent) in a related subject.

English language requirements

You can find out more about our English language requirements Link opens in a new window . This course requires the following:

• IELTS overall score of 7.0, minimum component scores of two at 6.0/6.5 and the rest at 7.0 or above.

International qualifications

We welcome applications from students with other internationally recognised qualifications.

For more information, please visit the international entry requirements page Link opens in a new window .

Additional requirements

There are no additional requirements for this course.

Our research

Much of the research on this programme is currently organised around the following clusters:

Climate resilience and socio-environmental justice

This cluster draws on Warwick’s expertise in areas such as complex systems modelling, geographic information, and critical research on environmental justice, enabling students to investigate transformations of human-environment interactions towards resilience to climate change and environmental risks.

Sustainable urbanisation, health and wellbeing

This cluster concentrates on research for transforming urban human-environment interactions, investigating the interlinkages between the built environment, human behaviour and health and wellbeing outcomes.

Sustainable economies and the food-water-energy nexus

This cluster draws on Warwick’s research excellence in sustainable materials, critical data studies, business strategy and food supply systems, in order to enable students to study transformations to the food-water-energy nexus towards sustainable economic and financial relationships.

We also welcome and encourage research proposals in global sustainable development which are outside the above clusters.

Examples of current PGR projects include:

• Sustainable diets and child health, incorporating policy and how policy impacts health inequalities
• Women empowerment and ecotourism
• Measuring the economic, social, and environmental impacts of altering the supply chains of critical raw materials for electric vehicle batteries
• Political ecology configurations of alternative finance enabling the renewable energy transition process in the Global South
• Life experience of Chinese millennial migrants in the UK

Find out more about our current PhD students’ research projects.

Find a supervisor

Please visit our PhD supervisors web page to identify people with your range of interests. Once you have identified an appropriate supervisor, please initiate a dialogue to discuss whether your proposal falls within their area of expertise and if they have the capacity to supervise you.

In order to consider supervising you, they will need a brief outline of your research proposal, a copy of your CV and any relevant transcripts, so please ensure these are sent directly to them. Once supervision is agreed, your application should name the lead supervisor.

Find out more about how to apply via our Global Sustainable Development web page.

You can also see our general University guidance about finding a supervisor.

Supervision

Your supervisors will support your progression to thesis submission. Researchers on this programme will have a supervisory team composed of two or more academic supervisors from different disciplines. You may also receive mentorship from a practice organisation related to your field of research.

The pool of academic supervisors for this programme draws on Warwick’s global sustainable development research community and spans all three faculties at Warwick: Arts and Humanities, Social Sciences and Science, Engineering and Medicine.

Tuition fees

Tuition fees are payable for each year of your course at the start of the academic year, or at the start of your course, if later. Academic fees cover the cost of tuition, examinations and registration and some student amenities.

Find your research course fees

Fee Status Guidance

We carry out an initial fee status assessment based on the information you provide in your application. Students will be classified as Home or Overseas fee status. Your fee status determines tuition fees, and what financial support and scholarships may be available. If you receive an offer, your fee status will be clearly stated alongside the tuition fee information.

Do you need your fee classification to be reviewed?

If you believe that your fee status has been classified incorrectly, you can complete a fee status assessment questionnaire. Please follow the instructions in your offer information and provide the documents needed to reassess your status.

Find out more about how universities assess fee status

Additional course costs

As well as tuition fees and living expenses, some courses may require you to cover the cost of field trips or costs associated with travel abroad.

For departmental specific costs, please see the Modules tab on the course web page for the list of core and optional core modules with hyperlinks to our  Module Catalogue  (please visit the Department’s website if the Module Catalogue hyperlinks are not provided).

Associated costs can be found on the Study tab for each module listed in the Module Catalogue (please note most of the module content applies to 2022/23 year of study). Information about module department specific costs should be considered in conjunction with the more general costs below:

• Core text books
• Printer credits
• Dissertation binding
• Robe hire for your degree ceremony

Scholarships and bursaries

Scholarships and financial support

Find out about the different funding routes available, including; postgraduate loans, scholarships, fee awards and academic department bursaries.

Leverhulme - TRANSFORM Doctoral Scholarship Programme

Doctoral Scholarships are available for PhD in Global Sustainable Development applicants, to enable work on transdisciplinary projects that address a real-world sustainability challenge.

Living costs

Find out more about the cost of living as a postgraduate student at the University of Warwick.

Transdisciplinarity is at the heart of our teaching, learning, and research in the Global Sustainable Development (GSD) Department. Global challenges spill over disciplinary boundaries, and our unique academic home reflects this. Based in the School for Cross-faculty Studies, our staff and students have genuine opportunities to transcend disciplinary boundaries, creating new knowledge about the world.

On our innovative courses, you'll contest longstanding inequalities and actively promote change. From your first day, we'll encourage you to make positive interventions with a beneficial impact. Beyond your studies, you’ll have a myriad of opportunities to apply your learnings to the world around you.

By joining our department you’ll be inspired, and challenged, by our passionate tutors. You’ll work together with our team to find responses to pressing problems of global sustainable development.

Get to know GSD better by exploring our departmental website. Link opens in a new window

Our Postgraduate courses

• Global Sustainable Development (MASc)
• Global Sustainable Development (MPhil/PhD)

How to apply

The application process for courses that start in September and October 2024 will open on 2 October 2023.

For research courses that start in September and October 2024 the application deadline for students who require a visa to study in the UK is 2 August 2024. This should allow sufficient time to complete the admissions process and to obtain a visa to study in the UK.

How to apply for a postgraduate research course  

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Throughout the year we attend exhibitions and fairs online and in-person around the UK. These events give you the chance to explore our range of postgraduate courses, and find out what it’s like studying at Warwick. You’ll also be able to speak directly with our student recruitment team, who will be able to help answer your questions.

Join a live chat with our staff and students, who are here to answer your questions and help you learn more about postgraduate life at Warwick. You can join our general drop-in sessions or talk to your prospective department and student services.

Departmental events

Some academic departments hold events for specific postgraduate programmes, these are fantastic opportunities to learn more about Warwick and your chosen department and course.

See our online departmental events

Warwick Talk and Tours

A Warwick talk and tour lasts around two hours and consists of an overview presentation from one of our Recruitment Officers covering the key features, facilities and activities that make Warwick a leading institution. The talk is followed by a campus tour which is the perfect way to view campus, with a current student guiding you around the key areas on campus.

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This information is applicable for 2024 entry. Given the interval between the publication of courses and enrolment, some of the information may change. It is important to check our website before you apply. Please read our terms and conditions to find out more.

Doctoral (PhD)

I'M READY TO APPLY I WANT TO LEARN MORE    

The 2023 PhD cohort next to Douglas Lake at the University of Michigan Biological Station.

The goal of the SEAS PhD in Environment and Sustainability is to train the next generation of research leaders for impact in our field. The Doctoral Program develops the creative abilities of exceptional students, training them for independent work that contributes to original research and scholarship at the forefront of their chosen fields. SEAS PhD students will become leaders in research, teaching and training others, and developing the scientific knowledge base needed to formulate policies and practices that contribute to societal goals in the field of environment and sustainability.  Uniquely, the SEAS Doctoral Program has a sharp focus on impact, with student research aspiring to contribute to solving real world problems. 

The SEAS PhD in Environment and Sustainability is a highly flexible program. Students choose between a specialized course of study or one that broadly addresses complex, interdisciplinary issues. Each student's course of study is tailored to their scholarly interests and guided by their faculty advisor and committee. Broad areas of specialization reflect the expertise and research interests of faculty.

The SEAS PhD in Environment and Sustainability is a research-based degree. Emphasis is placed on developing the skills to plan, implement, evaluate, and communicate original research. Students are required to take the following courses: 

Three credits of Research Paradigms (EAS 741) taken within the first three terms of study. This course offers a conceptual and critical treatment of issues relevant to doing research in environment and sustainability. Topics addressed include the nature of science and criteria for "quality research"; characteristics of the scientific community; research value systems and ethics; and considerations of interdisciplinary research. The course is intended to broaden the students' perspective of the diversity of research frameworks through class discussions stimulated by assigned readings, as well as workshop problem-solving sessions and occasional guest lectures. 

Two analytic courses. Doctoral students are required to take at least two courses (400-level or above) that focus on tools of analysis, research design, research evaluation, and/or data collection methods. The areas of analytics appropriate to each student will vary and should be determined in consultation with the advisor. 

Doctoral education at the University of Michigan recognizes the importance of intellectual breadth beyond the student’s field of specialization. Accordingly, Rackham requires doctoral students to complete 3 hours of graduate-level coursework with a grade of B- or better in a field other than their own. 

Beyond the required classes listed above, students work in close collaboration with their faculty advisor to develop a tailored set of courses that build competency in relevant theoretical and empirical areas. Additionally, students are required to complete training in the responsible conduct of research and scholarship.  

Program Milestones

• Upon admission, you are assigned an advisor and faculty member(s) to serve on your Interim Guidance Committee.
• In your first year, you prepare a "course of study" document that will guide your coursework and scholarly development.
• By the end of your second year, you will complete your qualifying exam and advance to doctoral candidacy.
• By the end of your fifth semester, you will submit your full dissertation proposal.
• By the end of your fifth year, you will defend your dissertation.

Your PhD in Environment and Sustainability will be granted by the  Horace H. Rackham School of Graduate Studies . 

It is strongly recommended that PhD applicants contact SEAS faculty members prior to applying.   It is important to establish a connection with faculty members to discuss mutual research areas. These interactions are helpful in determining fit with our faculty and SEAS community. Faculty research profiles and their contact information are found  here .  Applications are submitted  directly to the Horace H. Rackham School of Graduate Studies.  

The SEAS  Doctoral Handbook provides key information, such as a timeline and outline of expectations and requirements. For more information, contact [email protected] .

PhD in Sustainability Management

Scholarship in applied sustainable development

The PhD in Sustainability Management (SUSM) prepares future sustainability innovators with interdisciplinary research skills, management approaches, strategies and processes to realize sustainable outcomes with business, government and third sector organizations.

Students contribute to the creation of academic knowledge by developing methods, systems, concepts, and tools for sustainability management. Data and analysis consider environmental, social and governance areas in sustainable development.

Graduates prepare for career paths both inside and outside academia, including employment in government, business and third sector organizations. Through professional development seminars, students gain skills to mobilize their knowledge and develop skills for careers outside of academia.

Contact: Anastasiya Saparaliyeva Graduate Program Coordinator PhD in Sustainability Management

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Sustainability, PhD

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Everything you need to know about studying a PhD in Sustainable Development

Part of environmental studies & earth sciences.

Sustainable Development is a branch of Environmental Studies and Earth Sciences that focuses on solving issues of Ecology, Biodiversity, and Conservation, tapping into the natural resources the Earth already has and using them to their full potential.

Sustainable Development is an interdisciplinary field, involving knowledge from Environmental Economics, Policy Making, and Resource Management. Sustainable Development is a subject that aims to limit the usage of fossil fuels and encourages the adoption of alternative renewable energy sources that can limit human impact on the environment. Sustainable Development studies will teach you how to determine if a project is efficient enough or if it will just drain resources and damage the environment in the long run.

Sustainable Development focuses on the global goals and long-term actions that can be taken to protect nature against harmful, unsustainable activities. As a sustainability consultant, you'll assess projects and offer improvement suggestions and recommendations for limiting any damaging impact on the environment. Additionally, sustainability experts also analyse aspects related to economic growth, as this is the main factor behind unsustainable practices. You'll have the opportunity to be one of the brilliant minds that comes up with revolutionary solutions to environmental problems.

Sustainable Development degrees cover courses and concepts connected to Sustainability Risks and Opportunities, Natural, Environmental and Social Sciences, Ecology and other subjects.

Sustainable Development graduates will find jobs in a wide range of careers, including job titles such as project manager, sustainability analyst, sustainable design professional, energy efficiency analyst, or operations manager.

View all PhDs in Sustainable Development . Keep in mind you can also study an online PhDs in Sustainable Development .

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• Hydrology & Water Management
• Climate Studies & Meteorology
• Biodiversity & Conservation
• Sustainable Development
• Environmental Economics & Policy
• Environmental Management
• Natural Resource Management
• Environmental Sciences

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Doctorate in Sustainability – PhD (Online)*

Career paths, residencies.

• Faculty & Staff

Tuition & Fees

Emerge as an innovative leader in the field of sustainability to address socio-ecological resilience, climate change, water scarcity, food insecurity, environmental policy, economic justice, and more.

At a Glance

For the program beginning summer 2025

Residency Locations

Portugal, Tanzania

Priority Deadline

November 1, 2024, followed by rolling admissions

Final Deadline

January 31, 2025

Critical Global Issue of Study

Climate & Environment

Development & Inequality

Program Cost

Why a phd in sustainability from sit.

Developed for professionals working to create a more sustainable future, PhD in Sustainability students will investigate the social, ecological, technical, and political dimensions of sustainable transformations, the relationship of science and society in advancing more sustainable futures, and novel and inclusive approaches to community-based problem solving and sustainable development.

This online program is complemented by two 10-day international residencies across four years of part-time study. During the first-year residency, students will immerse themselves in Lisbon, Portugal, a beacon of progress in renewable energy innovation, marine conservation, and sustainability. During the second-year residency, students transition from theory to hands-on exploration through unique case studies in Tanzania’s Zanzibar Archipelago, which is at the forefront of blue economy initiatives.

Students will develop skills in research, organizational leadership, policy development, and communication in order to contribute to climate change mitigation, advocate for social equity, and innovate sustainable business practices for economic prosperity. Graduates of the program will be prepared to lead multi-stakeholder groups as they will be effective communicators in policy circles, academic and organizational contexts, and in popular science.  

SIT’s global faculty bring experience in both teaching and mentorship and applied work in many facets of sustainability, from integrative conservation, climate change, food security, environmental governance, and sustainable business and technology. With SIT’s global network and long history of experiential learning, students will gain a unique global perspective they can apply to their careers.

This program is ideal for professionals enthusiastic about producing evidence-based analysis to investigate the social and ecological dimensions of sustainable transformations, the relationship of science and society in advancing more sustainable futures, and novel and inclusive approaches to community-based problem solving and sustainable development. Career paths may include:

Climate and environment analyst

Lead sustainability designer or director

Energy policy advisor

Regenerative systems specialist

Green tech innovator

Sustainability curriculum designer

University faculty

Leadership and research roles in academic, government, NGO, and business

Read about SIT Graduate Institute alumni careers through the SIT blog and our Career Impact page.

First-Year Residency: Lisbon, Portugal

A beacon of progress in renewable energy innovation, marine conservation, and sustainability, Portugal offers a vibrant environment of breathtaking coastlines and majestic mountainous regions that will serve as your classroom. During this 10-day residency, students will explore and contribute to areas such as marine conservation, renewable energy innovations, and sustainable agriculture practices.

The program base, Lisbon, received the 2020 European Green Capital Award. The city surpassed its 2030 target for carbon emissions reduction in 2016 and aims to achieve carbon neutrality by 2050.

Second-Year Residency: Zanzibar, Tanzania

Transition from theory to hands-on exploration through case studies in the Zanzibar Archipelago, which is at the forefront of blue economy initiatives. This 10-day residency serves as a cornerstone for grounding the program themes and tools in real-world applications, where your research becomes a powerful catalyst for positive change.

Go beyond the classroom to contribute to solutions for sustainability challenges, particularly related to food production and tourism in the face of climate change. Visit key sites and interact with stakeholders to gain valuable insights into local sustainability practices and challenges. Beyond the local context, this experience extends to a global perspective as participants compare their Zanzibar experiences against similar cases worldwide.

Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.

Program Learning Outcomes

Upon completion of the PhD in Sustainability, students will be able to:

• Conduct groundbreaking transdisciplinary research that cuts across systems thinking, sustainability studies, and social action.
• Design effective and successful project solutions that lead to inclusive, tenable results for the flourishing of human livelihoods and ecosystems at different spatiotemporal scales.
• Contribute to an emerging body of research and action that redefines mainstream environmental thought guided by contemporary, alternative conservation epistemologies.
• Lead organizations and initiatives in the creation and implementation of sustainable and regenerative systems that satisfy human and ecosystem needs.
• Design and carry out original, ethical research informed by relevant literature and grounded in appropriate methodologies and approaches.
• Contribute to scholarship and practice of the field through publishable research findings.

Read more about Program Learning Outcomes .

Students complete 64 credit hours of work across four years (12 semesters) of study in small personalized cohorts. Courses focus on theory, research methods, applied practice, professional development, and dissertation preparation. Throughout, you will learn from professors and advisors from across the globe. This PhD draws on SIT’s 60-year history of experiential education and global partnerships to provide students with a unique and powerful learning experience.

Students can request to transfer up to 15 credits of relevant previous graduate coursework during admission, thereby reducing the overall credit requirement from 64 to 49.

With approval, students can pursue an accelerated pathway to complete the degree in 10 semesters. The research and dissertation writing phase of the program may vary, dependent on individual student progress, outside commitments, and type or scope of research.

Please expand the sections below to see detailed course descriptions and admissions information.

This is SIT

• We value active togetherness, reciprocity, and respect as the essential ingredients for building a sustainable community .

• With open minds, empathy, and courage, we facilitate intercultural understanding and respect for the commonalities and differences between people.
• We champion social inclusion & justice in all that we are and all that we do, from ensuring our community and our programs amplify the voices, agency, and dignity of all people to deliberately instilling the principles and practices of inclusion in all of our work.
• We are committed to human and environmental well-being through sustainability and contributing to a better world for all living and future generations.
• Elective (3 credits; or 3 approved transfer credits)
• Perspectives on Sustainability (3 credits)

In this course, students will delve into the foundational bodies of theory that underpin both research and practical applications of sustainability approaches. This course provides the theoretical background for the discussion and analysis of sustainability issues that range from energy and natural resources to biodiversity and global climate change. Core concepts of the course include social-ecological systems thinking, vulnerability, resilience, regenerative development, policy, and communication in the context of sustainability.

Central to the course is the interconnectedness of sustainability issues across different scales and systems. Students will gain insights into how communities, governments, organizations, social movements, private corporations, and individuals can collectively address the looming threats to sustainability. The exploration of sustainability topics spans a wide array of perspectives, fostering adaptability in addressing the complex task of reshaping human society and its relationship with nature and technology. The overarching goal is to guide individuals towards more sustainable patterns in ecological, social, political, and economic relations while preparing them to be effective communicators of hope throughout their graduate degree and beyond.

• Social-Ecological-Technical-Political Systems and Integration (3 credits)

This course provides the theoretical background for the use and application of complex systems thinking and decision making for sustainability. The course content draws on diverse fields and spheres, including the social sciences, ecological systems, and technology, with a focus on how these spheres overlap, interact, and how we may further bring them together. Core concepts of the course include social-ecological systems thinking, supply-chain and networks analysis, and ethics and social justice in the context of sustainability. Students will examine interrelationships among natural, societal, economic, technological and political systems on multiple scales, and learn to identify problems and conceptualize solutions using systems thinking.

• Integrative Biodiversity Conservation (3 credits)

In this course, students will examine past and current environmental conservation theories, paradigms, approaches, and practices that explore and weigh 1) the challenges and successes of resource conservation on multiple scales, 2) the role of carbon in current and future management of ecological systems, 3) the emergence of environmental governance, and 4) ecological restoration and its potential impacts on human flourishing. Holistic in its approach, the course focuses on the relationships, nuances, and sacrifices involved in balancing human use of natural resources and the maintenance and regeneration of ecological health. The course will also draw on theories and concepts from the pluriverse, environmental psychology, and notions of the inseparable duality of the human-nature mosaic.

• Case studies in Climate Change and Sustainability (3 credits)

Societies in developing countries depend on ecosystem goods and services for their livelihoods. Climate change impacts have damaged the integrity of ecosystems and placed stresses on residents’ livelihoods, public institutions, and businesses. This Praxis course addresses climate change impacts and sustainable practices in the tropics and, furthermore, shows that sustainability is a key factor of the development process. The idea of sustainability emerged in response to growing concerns about the apparent failure of conventional, state-led “development” initiatives and about the extent and pace of socio-environmental degradation, including in African settings. In general, a practice is sustainable and resilient when it can cope with and recover from stress and shocks and maintain or enhance its capabilities and assets, while not further undermining the natural resource base and its multi-sectoral linkages.

This 10-day course takes place in the Zanzibar Archipelago, a semi-autonomous region of Tanzania in East Africa. The course addresses three specific cases by experiencing examples and putting theory and skills into practice where Africa meets the Indian Ocean. During the stay in Zanzibar, we also visit key sites and meet with stakeholders about sustainability practices and challenges, for instance as linked to food production and tourism in an era of climate change. Experiences and applications in Zanzibar are compared against global cases. This course grounds doctoral program themes and tools with on-the-ground experiences and applications in the Global South.

• Preliminary Review (0 credits)

At the conclusion of year one of the program, students must pass a preliminary examination. Preliminary exams demonstrate mastery of content covered in core courses and demonstrated progress towards the dissertation research proposal.

• Analytical Tools and Methods in Sustainability Studies (3 credits)

Sustainability assessment balances environmental, social, and economic impacts while respecting contextual and long-term risks. This Research Methods course provides a critical and systematic review of qualitative and quantitative, but primarily mixed methods, approaches to sustainability. Previous comprehension of baseline qualitative and quantitative methods is expected of students. The course also introduces and applies diverse analytical tools essential to the assessment of sustainability cases and outcomes. A broad comprehension of disciplines, scales (space and time), data types, metrics, indicators, and the strengths and limitations of specific paradigms and approaches informs the course and its content. Sustainability evaluations can impact policy and decision-making in both natural/physical and social spheres. Enhanced livelihoods and environmental conservation and social development can result from improved scientific and technical applications that assess the synergies and tradeoffs of sustainability outcomes.

• Qualitative Research Methods (3 credits)

In this course, students will be introduced to a range of approaches and methods used in qualitative inquiry. Among the approaches covered are process tracing, discourse analysis, ethnographic research, case studies, comparative historical analysis, archival research, interviewing, ethnography, content analysis, ethnographic research, political profiling, and agent-based modeling. Students will deepen their knowledge about these approaches and enhance their data collection skills by conducting surveys, analytical frameworks, designing case studies, and reflecting on each method’s strengths and limitations. Students will also learn how to code data inductively and deductively, develop codes, look for patterns emerging in data, develop overarching themes, and interpret findings.

• Comprehensive Exam (0 credits)

Upon completion of all coursework, students must pass a comprehensive examination and begin a prospectus (proposal) for their dissertation research. Comprehensive exams confirm students’ mastery of their chosen field of study and serve as the basis for their doctoral dissertation literature review. After passing the comprehensive examination and prospectus defense, students enter candidacy.

• Research Colloquium (3 credits)

The Research Colloquium gives a platform for doctoral students to present and discuss possible PhD research projects, exchange ideas, receive constructive feedback, and workshop ways to prepare and improve their dissertation research proposals. Across 10 days, students interact in a conference format, presenting their research ideas, the literature and debates attached to those ideas, and the methods they are considering using in their inquiry process. Students are also expected to critically evaluate the work of their peers, providing constructive criticism to help them advance their research agenda, operationalize their research questions(s), and identify and develop plans for overcoming challenges in the data collection and analysis phases of their research. Prior to the in-person colloquium students will work with their advisor as needed to develop their presentations.

• Doctoral and Professional Development Seminar 1 (1 credit)

The Doctoral and Professional Development Seminars 1-4 seek to build a community of practice of PhD students as they work to complete their doctoral dissertations.  Students meet bi-weekly with each other and their degree chair to share their dissertation progress, problem solve, and share drafts of their work for feedback. The seminar will also feature occasional guest speakers who will share their own doctoral dissertation journeys and their professional transitions after receiving their PhD.

• Proposal Defense, IRB approval (3 credits)

The proposal defense is designed to evaluate the feasibility, significance, and originality of each student’s proposed dissertation research project. It serves as a critical checkpoint to ensure that the research project is well-structured, well-developed, and has a high likelihood of success. The defense is conducted in front of the student’s three dissertation committee members: their primary advisor and their first and second reader. It consists of a formal presentation followed by a question-and-answer session. After the questioning, the committee deliberates, then provides feedback to the student regarding the strengths and weaknesses of the proposal. The outcome of the defense will be one of the following: 1) Pass: the student may proceed with their research, 2) Conditional Pass: The student is allowed to proceed, but they must address specific issues or complete requested revisions to the proposal before doing so, or 3) Fail: The proposal does not meet the required standards, and the student will be required to revise and redefend it at a later date. *Requires successful completion of comprehensive exams.

• Dissertation (5 credits)

At least 20 credits of the PhD program consists of research and dissertation. After completion of the dissertation, the student must pass an oral examination in defense of the dissertation. The culminating experience for the doctoral degree program is publication of the dissertation. The non-coursework portion of the program usually lasts two years.

• Doctoral and Professional Development Seminar 2 (1 credit)
• Doctoral and Professional Development Seminar 3 (1 credit)
• Doctoral and Professional Development Seminar 4 (1 credit)
• Dissertation Defense (1 credit)

In this course, students will complete their dissertation, prepare for their oral defense. working closely with their primary and secondary advisors, and deliver and defend their work. Students will be able to present their dissertation remotely.

Electives and Transfer Credits (15 credits)

Students must take 15 credits of elective courses prior to sitting for comprehensive exams. Elective credits can be fulfilled by two means: transferring prior graduate credits earned at SIT or another accredited institution or completing an advisor approved elective offered through one of SIT’s course offerings in the master’s or PhD programs.

Admissions Criteria

Our admissions staff work one-on-one with every applicant to facilitate a highly informed and multidimensional admissions experience: applicants are required to undertake an interview with SIT faculty during the application process.    

As applicants become familiar with the attributes of an SIT education—grounded in the experiential learning model and focused on social justice and leadership skills in intercultural environments—they determine for themselves  how  SIT can help them meet their educational and career objectives.  

For the PhD in Sustainability, admissions will evaluate candidates to ensure they meet the following criteria:

• Bachelor’s or master’s degree in any field from a regionally accredited institution
• Strong academic writing and scholarly potential, as evidenced by a statement of purpose
• Demonstrated English language proficiency (see details below)
• Intercultural and professional experience
• A minimum preferred cumulative grade point average of 3.5 on a scale of 4.0
• Demonstrated ability to use experience as a source of learning
• All applicants are required to interview with program faculty

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• three letters of recommendation
• resume or curriculum vitae
• proof of English proficiency

Additional Application Information The statement of purpose should not exceed 750 words and should describe how the applicant’s experience will contribute to success in the program; describe how completion of the degree will support long-term professional goals; and expand on key research questions the applicant aims to address as part of the plan of study. Letters of recommendation must be from three people who can attest to the applicant’s academic and professional achievements. At least one letter should be academic in nature.

Applicants will be able to transfer up to 15 credits of related graduate coursework toward the PhD program. Please contact us for more information.

English Language Ability

Applicants whose first language is not English and who did not graduate from an English-speaking institution must demonstrate English language proficiency.

*This new program is pending accreditation from the New England Commission of Higher Education (NECHE) in accordance with the Commission's Policy on Substantive Change. The approval process is anticipated to be finalized in fall 2024.

Faculty & Staff

Sustainability – phd (online)*.

Discover the Possibilities

SIT’s Student Financial Services Office provides guidance on all aspects of funding your degree throughout the application process and during your degree program. Tuition costs vary by program and scholarships are available.

2024-25 Catalogue

Sustainable development policy, economics, and governance ph.d..

All students must meet the Requirements for the Doctor of Philosophy Degree

The Sustainable Development Policy, Economics, and Governance (SDPEG) Ph.D. program offers a transdisciplinary doctoral education in the policies, practices and theories of sustainable development. By offering a core curriculum that includes applied policy and economic analysis, governance and process design, social science methods, and professional skills development, the program produces graduates capable of conducting original, applied research that is designed to support sustainability and resiliency across social, ecological, and technical systems. 

This degree will prepare students to assume positions as policy leaders in government, higher education, public and private sector organizations, non-governmental organizations, and research institutes with the expertise and vision to inform local, state, national, and international policy.  

Specific Requirements

Requirements for admission to graduate studies for the degree of doctor of philosophy.

• Completion of a master’s degree in public policy, public administration, economics, natural resources, engineering, ecology, food systems, political science or a closely related field, including social sciences, professional fields, and STEM
• Completion of 1 master’s level statistical methods course (or option to take CDAE 6590  Applied Econometrics in first matriculated year)
• Completion of 1 master’s level course in research methodology (or option to take CDAE 6510  Research and Evaluation Methods in first matriculated year)
• Completion of 1 master’s level course in economics (or option to take CDAE 6540 Advanced Microeconomics in first matriculated year)
• Completion of 1 master’s level course in Policy Process Theory (or option to take PA 6060 Policy Systems in first matriculated year)
• Resume or Curriculum Vitae 
• Applicants must submit evidence of experience and success in the research process such as writing sample(s), and/or evidence of research experience(s) (e.g., term papers, class projects, research reports and/or other descriptions of past research experience from academic or professional lives).
• January 15th application deadline for funding consideration. Otherwise rolling admissions.
• Prior to applying, applicants should take the admissions survey on the SDPEG web page.
• The Graduate Record Exam (GRE) is optional.
• For international students whose native language is not English or who have not completed undergraduate or master’s degrees in English, scores from the Test of English as a Foreign Language (TOEFL), the English Language Testing System (IELTS), or Duolingo must be submitted.

Minimum Degree Requirements

The degree requires a total of 75 credits. A minimum of 51 credits must be completed in residence. The residency requirement is completed by courses that  are taken for graduate credit through the University of Vermont, and  are taken after the student has been admitted to the Graduate College.

• 15-credit core
• Up to 24 transfer credits from prior master’s degree (12 out of 24 transferable credits must meet pre-requisite requirements in statistical methods, research methodology, economics and policy process theory)
• 15 credits of a pre-approved Certificate of Graduate Study or a customized sequence of advisor-approved graduate level elective courses
• 21 dissertation research credits

The program’s course of study includes a 15-credit core, the option to transfer in up to 24 credits of prior master’s degree credits and the pursuit of a pre-approved Certificate of Graduate Study (or 15 to 18 credits of electives that are approved by student advisor), and 21 dissertation research credits.

The 15-credit core includes:

Doctoral students enrolled in the program are encouraged to pursue 1 of UVM’s certificates of graduate study including, but not limited to: Ecological Economics, Community Resilience and Planning, Agroecology, Public Health, Sustainable Enterprise, Complex Systems and Data Science, and any relevant new certificate programs; or any 15-credit sequence of electives with advisor permission.

Comprehensive Examination

A written comprehensive examination must be passed by the candidate at least 6 months before the dissertation is submitted. Upon submission of written comprehensive exam, an oral comprehensive exam is required within 1 months’ time of submission. The oral comprehensive exam defense must be passed as well as the written exam in order to officially “pass” the comprehensive exam. Success in the written and oral comprehensive examination is a prerequisite for standing for the Dissertation Oral Defense Examination and to officially reach “doctoral candidate” status.

Requirements for Advancement to Candidacy for the Degree of Doctor of Philosophy

Students will advance to candidacy following completion of the core and elective curriculum, passage of a written and oral comprehensive exam, passage of the written dissertation and oral dissertation defense exam, and acquisition of teaching experience in the field of sustainable development policy, economics and governance. A GPA of 3.0 must be maintained.

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Phd programme.

The interdisciplinary PhD programme in Sustainability Science and Policy (SSP) is designed to educate researchers, university teachers, and world leaders in the social, economic and natural science disciplines that underpin sustainable development.

The research produced by the programme’s doctoral dissertations will focus on integrative, interdisciplinary research that is needed to explore science and policy issues in sustainable development.

Integrated assessment methods and concepts (transitions, modeling, scenario analysis) will be instrumental to provide answers to the central questions of sustainable development.

Sustainability science is a new multi-disciplinary approach to science that recognizes the limitations of traditional scientific inquiry in dealing with the complex reality of social institutions interacting with natural phenomena.

Join the PhD programme

Paid PhD positions (employed researchers) If there are positions available, you will find the vacancies listed here.

PhD student with alternative funding If you have confirmed funding (an estimate of the tuition fee for a 4-year PhD programme is €20.000,-) for the PhD programme you are welcome to contact us for an application package.

Admission requirements

The programme is designed for an international student body and therefore we are interested in candidates from all over the world. The basic admission requirements are:

• A master’s degree (or equivalent to) from a recognized university or institution of higher education in the following fields: economics, humanities, engineering, political science, or other natural/social sciences
• Excellent written and verbal English language skills. Applicants whose first language is not English may be asked to take the IELTS Test. A score of 7 or above is required
• Applicants should demonstrate an ability to pursue independent research through their prior work and academic distinction
• Upon graduation it is expected that the candidates will play an important role as scholars, policymakers and professionals in their home countries and in the international community, taking leadership roles in government, international organisations, non-profit organisations and business

More information about PhD programmes at Maastricht University

Current PhD projects

Better, not more – business strategies to enable sufficient consumption.

This PhD project focuses on the role that business can play in a transition towards sufficient, sustainable consumption. Sufficiency refers to consumption that enables prosperity for all while remaining within the boundaries of planetary capacity. Sufficient consumption is needed as the current economic system is based on the continuous consumption of new products, and overconsumption of resources, which creates negative environmental and social impacts.

Businesses are key creators of demand, through their product and service offering and advertising. While many businesses have recognized the need to work towards sustainability, these efforts remain largely confined to efficiency improvements and moves towards a circular economy (consistency). This, however, is insufficient in tackling sustainability challenges, as rebound effects swallow resource and emissions savings and overconsumption remains unchallenged. This research addresses the more radical proposition of businesses acting as leaders for sufficiency, supporting their consumers to reconsider their consumption behaviour and consume differently, less, or not at all.

Transboundary learning in higher education for sustainable development: Designing learning environments and competence assessments

In the past two decades, education for sustainable development has been increasingly discussed on global, national, and regional agendas, resulting in a blossom of sustainability-related programmes and courses. Higher education graduates are expected to deal with sustainability-related societal problems during their professional and personal lives. The challenge is that these multi-faceted problems cannot be solved by individuals or using a single perspective. To produce competent professionals and improve education quality, universities put effort into defining/adopting relevant competence frameworks that include specific knowledge, skills, and attitudes. However, processes and impacts of learning still appear as Pandora’s box because: 1) Perspectives towards sustainable development are influenced by motivations, demographic, and intellectual backgrounds, but they remain inadequately assessed for the relevance to education; 2) interactions in learning environments can lead to both positive and negative outcomes for individuals, groups, and organisations, 3) complexities in real-world learning cannot be tackled without considering the direct and indirect impact of social, economic, and environmental factors.   

Successful crossing of disciplinary, cultural, and professional boundaries is an encompassing competence and a promising source of learning, which has become popular in designing learning environments. Although the patterns of interactions differ, study exchange, work placement, field trips, intervention workshops, student-stakeholder projects, university-led living labs, and start-up incubators are examples of learning environments that connect different perspectives and enable mutual learning. However, they risk failing to address students’ varying initial capacity and self-efficacy, group dynamics, support/hindrance in and outside the campus, the interplay of stakeholder interests, monitoring of career trajectories, and a lack of rigorous assessments overall.   

My PhD research contributes to fulfilling the said knowledge gaps, focusing on the design of learning environments and assessments for the competence of working across multiple boundaries:   

• Tapping into insights from education and management sciences, specifically taking stock of knowledge in situations of boundary crossing, boundary spanning, and boundary work.
• Linking different views on nature and ways of life from the Cultural Theory to perspectives on sustainable development (students, teachers, researchers, and stakeholders), quantifying the degree of diversity and change of perspectives before and after a study period.
• Designing and experimenting with configurations of learning environments (i.e. alternative classrooms) to enable boundary interactions and learning from different perspectives, offering an open, authentic, inspirational and fun part of higher education for sustainable development. 

Overpassing the hot spot: Climate proofing with in a sustainable development strategy for Central America.

Central America faces decisive moments, not only by the challenges presented in terms of poverty, insecurity, vulnerability and institutional weakness, but also it is at a key time for taking the decisions and actions necessary to build a region of sustainable development.

The region has begun to implement climate proofing for public infrastructure, at national and local level, nonetheless, the region isn’t working to incorporate the climate proofing to the spatial planning, and even, the spatial planning is weak or absent in most of the region. At the same time, the Central American countries are among the most vulnerable to the effects of climate change, and also, have a large history of impacts thanks to extreme weather conditions.

In a region as vulnerable as Central America, is of high importance the use of strategies to climate proof their efforts towards its sustainable development. Climate proofing is a term considered new for the region, the Asian Development Bank define it as:

“identifying risks to a development project, or any other specified natural or human asset, as a consequence of both current and future climate variability and extremes, and ensuring that those risks are reduced to acceptable levels through long-lasting and environmentally sound, economically viable, and socially acceptable changes implemented at one or more of the following stages in the project cycle: planning, design, construction, operation, and decommissioning.” (ADB, 2005. P. 2)

The interest of this research is to document relevant international experience incorporating climate proofing strategies to the spatial planning as part of the efforts of adaptation to climate change in cities. Based on these experience, to build a proposal to strengthen the initial efforts of the region to climate proof public infrastructure, especially, elevating the scope to include climate proofing to the spatial planning in Central America’s cities.

The Role of Assumptions in Social Change Processes

This PhD project is concerned with the assumptions that individual actors or actor groups involved in change initiatives towards more sustainable, just and inclusive societies hold about what is at stake and about how change can be brought about. The focus is as much on assumptions that are verbalised explicitly as on assumptions that underlie actions taken and strategies pursued.

Cases considered range from government-supported behavioural change programmes and research projects to civil society social innovation initiatives and activist groups. Findings are evaluated against a range of theories on transformative, social change from across the social sciences.

The Role of Animals and Nature in Learning for Sustainable Development --a Chinese Perspective

Animals had many measurable benefits to both humans and society, such as enhancing physical and psychological well-being, reducing loneliness and depression, improving animal diversity and promoting sustainable nature and society development. From another point of view, the direct presence of public attitudes toward animals, which are somewhat influenced by human culture and knowledge, can contribute to animals’ healthy dietary and decent living environment, and eventually the construction of an optimum animal welfare system. Therefore, it is clear that a better understanding of public attitudes toward animals, animal emotions, as well as what effects the influential factors have on these attitudes, are of fundamental importance to both animals and humans.

My research mainly focused on the sustainable relationships between humans and animals in China, Japan, and the Netherlands. Through this research, I want to know how people attribute emotions to animals, and how the degree of attachment influences the attribution of emotions to animals in these countries. In addition, my research also aimed at finding out Chinese, Japanese and the Dutch people’s attitudes toward animals and their influential factors, such as culture, ethical ideologies, the degree of attachment and other possible variables. Furthermore, Ecological Paw Print as an important variable to measure sustainable development will also be included in my research. Through my research, I want to find out the current situation of animals and human-animal relationships in China (as well as in the Netherlands and Japan), and therefore find ways to improve people’s awareness of animal welfare.

Organisational Transformation and Systemic Change: Navigating pathways towards Sustainability for the University

How can universities effectively navigate pathways of transformation for sustainability? In order to answer this question, international case-study research on pioneering universities and their networks is developing and testing a tool to help evaluate and track fundamental transformation for organisations towards more actionable outcomes across diverse aspects of sustainability. These include but are not limited to: management performance, governance, intrapreneurship and innovation, sustainability in education, inter and transdisciplinary research, communications strategies, stakeholder management and social and environmental responsibility practices.

As part of an Action research approach, structured interventions will be applied to Maastricht University with the Green Office as the implementation agents, aiming to resolve system dysfunction and improve sustainability performance.

The project deliverables, aside from publications and a thesis, will include policy recommendations, management reviews, a transdisciplinary framework for organisational transformation for sustainability at universities, and – from a four year period of observations - executive reports on institutional governance for sustainability, longitudinal organisational assessments, and knowledge on increased social impact of academia through social entrepreneurship.

This PhD will work towards my core objective: to apply action research, for intentional change and improvement, in partnership with organisations that want purpose driven into their core and are committed to a fortuitous movement for sustainable development - whether in the public, private or social sectors. I will continue close participative research with the Green Office, and my network in social enterprise, in order to perform interventions for UM's sustainability performance in 2017. After 2017, the outcomes and continuation of this work will be primarily focussed and applied where there is the most traction and willingness to undertake necessary transformative change; external to ossified administrative, bureaucratic and political systems.

Are energy decisions about energy?

The most challenging element of the energy transition is to reduce fossil fuel energy consumption in the existing housing stock because of the complexity of the system of different actors and their social practices. In this PhD research an interdisciplinary socio-technical approach is used that goes beyond technology and individual behaviour and will also tackle the physical, economic and social context of the different actors. Empirical data is collected in the case-study of Parkstad Limburg (NL) and the results are used to develop recommendations to improve the effectiveness of energy transition policies and product offerings to residents.

Sustainability Assessment tools for Urban Mobility –policy lessons from a China-Europe comparison

This PhD research originates from the argument of The World Health Organization (2016), that ‘good health of all its citizens is one of the most effective markers of any city’s sustainable development’.  This calls for sustainable, health-promoting urban policies. In China, sustainable urban development (SUD) is stimulated by, for example, the National Development and Reform Commission’s ‘low-carbon pilot program’. In Europe, SUD is stimulated by, for example, the new ‘Urban Agenda for the EU’. However, decision-makers do not often apply a ‘health-lens’ to SUD policies. So how can the dual goals of healthy citizens and urban sustainability be integrated in decision-making? And how can we enhance the health co-benefits of existing and anticipated SUD policies?

Sustainability assessment (SA) is nowadays a widely used term that covers a broad range of approaches aiming to operationalize sustainability concepts for decision-making, mostly within but also outside governments. It emerged as a ‘marriage’ between environmental assessment and sustainable development (see Dijk et al 2017). These approaches may be formal or informal, legally prescribed or voluntary, science-driven or policy-driven, etc., and may carry different labels, such as sustainability appraisal, sustainability impact assessment or integrated assessment. A common feature is that they try to integrate various perspectives, interests, and types of knowledge. However, despite scholarly progress, Gibson (2016) concludes that in public and private sectors the speed of sustainable development has been rather slow in the last decade. An important way forward is the development of new and better Sustainable Assessment tools. In this project we focus on the improvement of Sustainability Assessment tools for urban mobility.

An SA is designed to form a logic sequence within an analytic and decision-making process, and within which a range of different methods can be applied. There is no single and commonly accepted procedure for sustainability assessment. A procedure may be formally prescribed by law, such as in environmental impact assessment (EIA) in many countries (but with great variety between countries) and as strategic environmental assessment under the EU SEA Directive (2001/42/EC). A broad range of methods has been applied in SA, with often combinations of methods being used within one study. However, in assessments in the public and private sector, the choice is often poorly explained and, when combining methods, often one method is clearly dominant and basically shapes the SA outcomes. A common problem identified in the literature is the lack of guidance on what methods can be used. Thus, research on how to organize and deploy tools and methods in assessments seems to have a lot of room for improvement.

Understanding Human-Ocean Relationships: A Multi-Perspective Analysis of Chinese Ocean Society

Throughout human history, the ocean has always been playing a crucial role in human society. How people view the ocean is strongly correlated with how they make use of the ocean, and subsequently, what the ocean looks like now. Are we considering human as the dominator of the ocean? Or are we regarding human society and ocean as equally important? Understanding human-ocean interaction would be helpful to build a healthy relationship between human society and ocean.

However, seldom studies look into this area in current academic community. Especially the conditions in developing countries, such as China, still remain unclear. On one hand, large-scale foreign trade and annual seafood consumption justify the significance of ocean to Chinese society. On the other hand, increasing maritime disasters and resource depletion indicate the environment is far from ideal.   

From three aspects, this research project targets at answering the question of how to understand and develop a sustainable human-ocean relationship. This research will assess how Chinese people perceive marine life, recognize marine economic development, and deal with modern maritime disaster. We will delineate a general picture of human-ocean relationship in contemporary Chinese society. And we would like to contribute to the discussion of how to shape a positive and robust relationship between ocean and human society.

Detecting and analyzing assumptions and behavioural changes on pro-environmental consumer behaviour in relation to waste management through Big Data Analysis (BDA)

This PhD research originates from the need to better understand the human behaviour in relation to waste management through the analysis of the huge amount of unstructured data available online (like social media and other free platforms).

Nowadays the attention to sustainable development (SD) issues is continuously increasing as demonstrated, at the supra-national level, by development of the Sustainable Development Goals (SDGs) and their inclusion in the national agenda of many nations. At the individual level, the focus on SD matters is addressed through enhanced education, improved attention to our lifestyle and to the impact of our routine actions, responsible purchasing, respectful behaviours, etc. These concerns are also demonstrated by the creation of new terms as green attitude, pro-environmental behaviour, eco-friendly attitude, green consumption, to highlight the importance of the individual behaviour in pursuing the SD, and to indicate that the development of an environmentally sustainable consumption is also dependant on consumers' willingness to engage in pro-environmental behaviours.

Actually the analysis of human behaviour is very complex and interdisciplinary, especially when considering pro-enviromental factors, as demonstrated by the huge variety of approaches and methodologies adopted by the existing scholars. In the latter years, novel expanded approaches have been proposed with the intention of including all applicable factors in the correct way. These activities are very challenging, and many scholars agree that human actions are the results of a complex economic, social, physical and psychological process, influenced by numerous and heterogenoeus factors related to environment, culture, laws, politics, geography, circumstances, emotions, intentions, just to name a few of them.

Nowadays the researches on human behaviour and its influencing factors can definitely benefits of the analysis of big data (BD). For example, it would be useful to understand from the posts on social media the reaction of the inhabitants of a town to the introduction of municipal novel waste measures, or to comprehend the influence and interactions of economic, social and psychological factors on human perceptions in relation to environmental issues.

Unfortunately the majority of data available on internet are unstructured, but they potentially contain very useful information offering a great opportunity for the advancement of researches on human behaviour.

This does not mean that the key for success is BD itself, but our challenge is to create value from it by creating transparencies and unvealing relsationships, to better understand the human behaviour thorugh the utilization of big data analysis (BDA).

For the above-mentioned reasons this research aims at understanding some specific aspects of the human behaviour by taking full advantage of the most recent big data analysis tools through an interdisciplinary approach open to the collaboration of scholars from different disciplines.

Network leadership for advancing transformative capacity of social innovation

Tim is working half-time as a PhD researcher, investigating learning processes in networks of transformative social innovation initiatives like Impact Hubs, Transition Towns, TimeBanks, Hacker Spaces and Ecovillages.

This research draws on involvement with the recently completed EU-funded TRANSIT project (2014-2017), which developed an empirically grounded theory on how such social innovations relate to transformative social change. The focus lies on better understanding how network leaders can effectively shape the learning processes at various network levels for social innovations to develop transformative capacity.

• Completed PhD Projects

Shared Value Creation and Inter-organisational Collaboration for Sustainable Business Model Innovation       Myrthe Velter

Spatially Modelling the Positive and Negative Effects of Nature on Human Health: a Focus on Optimizing Urban Green Infrastructure       Bram Oosterbroek

Global Sustainable Governance: Partnerships Between Fragmentation and Cohesion       Ceren Pekdemir

Organisational Transformation and Systemic Change: Navigating pathways towards Sustainability for the University       Alex Baker-Shelley

The OPEDUCA Concept - Basing schooling (from primary to higher) on Education for Sustainable Development in a local-to-global multi-stakeholder reality of Learning       Jos Eussen

Climate and ENSO variability effect on dengue incidence in Aruba       Marck Oduber

Certification contracts from an institutional economic perspective      Esther Sri Astuti

Learning for sustainability: the learning process      Anneloes Smitsman

Ecological Consequences of Globalization: Implications for Sustainable Development (2017) Lukas Figge |  Read more

Social and Economic Effects of Coffee Certification, with a Specific Focus on the Livelihood Effects for Farmers (2017) Ibnu Muhammad |  Read more

The Role of Governments on Sustainable Agriculture (2017) Atika Wijaya |  Read more

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Sustainability, PhD

• Program description
• At a glance
• Degree requirements
• Admission requirements
• Tuition information
• Application deadlines
• Global opportunities
• Career opportunities
• Contact information

Climate, Economy, Energy, Environment, Food, Future, Global Warming, Justice, Pollution, Society, Supply Chain, Water, approved for STEM-OPT extension, ethics, sustain, urban

Research and develop solutions to sustainability challenges that bridge disciplines. Learn from leading scientists and scholars in this customizable, interdisciplinary program.

The PhD program in sustainability prepares students to become scientists and leaders in research who investigate the urgent sustainability challenges of this century. The flexible, transdisciplinary nature of the program allows students to focus on problems of interest to them, drawing upon relevant knowledge from sustainability science and a variety of disciplines. This full-time program includes a high degree of faculty interaction and collaboration.

All sustainability doctoral students gain a better understanding of the need for a transdisciplinary approach to solving sustainability challenges as well as the ability to communicate their research effectively to academic and non-academic audiences alike.

In addition to the common learning outcomes, students are able to conduct research on particular sustainability challenges using theoretical lenses and methods from sustainability science and a range of complementary disciplines. Students learn to translate sustainability challenges to tractable research questions; develop a portfolio of quantitative and qualitative research methods to address these research questions; formulate and test hypotheses; utilize rigorous elicitation methods to gather qualitative and quantitative datasets; learn to engage with stakeholders to co-produce knowledge; use statistical and other analytic techniques to analyze data; and build and apply models of social-ecological systems.

They develop expertise in the analysis of institutional policies and regulations, as well as the design of the built environment and technologies, to support sustainable development. They also develop the foundational knowledge of concepts and methods required to conduct interdisciplinary and transdisciplinary research and effectively communicate their findings across academic disciplines, as well as to policymakers and the general public.

Graduates possess an advanced understanding of the dynamics of coupled social-ecological systems and use this knowledge to conduct original research to inform robust solutions to specific sustainability challenges. They are equipped to lead others in the development of sustainable strategies at the local, national and global levels.

This program may be eligible for an Optional Practical Training extension for up to 24 months. This OPT work authorization term may help international students gain skills and experience in the U.S. Those interested in an OPT extension should review ASU degrees that qualify for the STEM-OPT extension at ASU's International Students and Scholars Center website.

The OPT extension only applies to students on an F-1 visa and does not apply to students completing a degree through ASU Online.

• College/school: College of Global Futures
• Location: Tempe

86 credit hours, a written comprehensive exam, a prospectus and a dissertation

Required Core (11 credit hours) SOS 510 Perspectives on Sustainability (3) SOS 520 Research Design and Methods for Sustainability (3) SOS 525 Social-Ecological-Technical Systems (SETS): Domains and Interfaces (3) SOS 589 Community of Graduate Student Scholars (2)

Solutions Workshop Electives (6 credit hours)

Open Electives (45 credit hours)

Research (12 credit hours) SOS 792 Research (12)

Culminating Experience (12 credit hours) SOS 799 Dissertation (12)

Additional Curriculum Information Students take SOS 589 twice for one credit hour. For electives, students should see the academic unit for the approved course list. Other coursework may be used with the approval of the academic unit. Only six credit hours of 400-level coursework can be included in the plan of study.

When approved by the student's supervisory committee and the Graduate College, this program allows up to 30 credit hours from a previously awarded master's degree to be used for this program. If students do not have a previously awarded master's degree, the remaining coursework is to be made up of appropriate electives.

Applicants must fulfill the requirements of both the Graduate College and the College of Global Futures.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in any field from a regionally accredited institution. The school encourages applicants with diverse educational backgrounds and experiences that are relevant to the school's core objectives.

Applicants must have a minimum cumulative GPA of 3.25 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.25 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of intent
• three letters of recommendation
• resume or curriculum vitae
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

The statement of intent should not exceed 600 words and should describe how the applicant's background will contribute to success in the program; describe how completion of the degree will support long-term career goals; elaborate on key research questions the applicant wishes to address or problems to solve as part of the plan of study; and identify potential faculty advisors.

Letters of recommendation must be from three people who can attest to the applicant's academic and professional achievements. At least one letter should be academic in nature.

Studying abroad is encouraged for graduate students. Nearly all of the College of Global Futures faculty-directed programs offer graduate credit. In addition, the Global Education Office offers more than 50 program opportunities, with programs on every continent.

Faculty-directed programs tend to be the best fit for graduate students; taking courses with ASU professors over the summer or during academic breaks offers students close mentorship and professional network growth in many fields of study while they earn ASU credit. Exchange program participation is also possible with careful planning.

Students can find programs specific to their interests on the College of Global Futures Study Abroad webpage , and additional opportunities and information on the ASU Global Education Office website . These sites also include additional information about applying for funding to support global travel.

Graduate students are also encouraged to apply for funding for international research, study and professional development through ASU's Lorraine W. Frank Office of National Scholarships Advisement .

Professionals with expertise in sustainability frameworks and interdisciplinary research are in high demand across industries, including business, academia and government. Skills in critical thinking, teamwork, sustainability problem solving and research are valuable to businesses and institutions, many of which are in need of expertise to solve critical sustainability problems and introduce sustainability principles into their business models.

From the School of Sustainability's 2022 alumni employment survey, 100% of doctoral program respondents are employed. Of those respondents employed, 100% have jobs directly related to sustainability. Students can learn more about careers in sustainability and where graduates of sustainability doctoral programs are now employed by visiting the School of Sustainability's alumni employment data website .

Career possibilities for program graduates include:

• chief sustainability officer
• data analyst
• environmental scientist
• geographic information systems coordinator
• program manager or director
• research scientist
• sustainability consultant
• sustainability policy advisor
• sustainability specialist

School of Sustainability | WCPH 3rd floor [email protected] 480-727-6963 Admission deadlines

Doctoral Programs

Columbia University offers a series of multidisciplinary Ph.D. program options that tap the extensive resources of our science departments and institutes, as well as those of our partners.

Sustainable Development is critically important because many of the most important policy challenges facing the planet require a central focus on sustainability and development. The new interdisciplinary Ph.D. in Sustainable Development is designed to educate researchers, university teachers, and world leaders in the social and natural science disciplines that underpin sustainable development .

Bridge the divide between natural and engineered systems: Earn a Ph.D. through the Graduate School of Arts and Sciences or an Eng.Sc.D. through the School of Engineering.

The Ph.D. program aims to train broadly educated Earth scientists for careers in academia, research, government, and industry; along the way, our students move swiftly from receiving knowledge to creating it. Students at the Graduate School of Arts and Sciences conduct research at one of three affiliated institutions: the Lamont-Doherty Earth Observatory, the Goddard Institute for Space Studies, or the American Museum of Natural History.

Dr.P.H. students at the School of Public Health focus on understanding and predicting the health effects of environmental and occupational exposure to chemicals and radiation. Students acquire a general background in public health, specialize in an area of interest and undertake an intensive research project. Ph.D. students develop scholarly expertise and focus on laboratory-based investigation.

The Ecology and Evolutionary Biology (EEB) program is designed to provide the broad education needed to describe, understand and conserve the Earth’s biological diversity in all its forms. Matriculating students will develop the skills to conduct ecological, behavioral, systematic, molecular and other evolutionary biological research, as well as to formulate and implement environmental policy.

Columbia has offered a Ph.D. program in Evolutionary Primatology for over a decade. Many aspects of this program are coordinated with the New York Consortium of Evolutionary Primatology (NYCEP), which provides a multi-institutional venue for graduate training leading to the Ph.D., emphasizing all aspects of the behavioral, ecological, morphological and evolutionary biology of primates.

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Posted by Archimella N | Jul 10, 2024 | Courses , Education , Europe , Grants , PhD , Scholarships | 0 |

Are you passionate about conducting innovative research that could shape the future of our planet? Applications are now open for the prestigious PhD in Sustainable Development and Climate Change. This unique program allows you to undertake interdisciplinary research at top Italian academic institutions, collaborating with researchers globally. Join a rapidly growing community and contribute to a sustainable future.

Program Highlights:

• Integrated Research : The PhD program integrates environmental, societal, technological, economic, and health-related ideas and methods.
• Global Vision : Aims to develop a sustainable future in line with the UN’s 2030 Agenda and Sustainable Development Goals (SDGs).
• Network of Excellence : Coordinated by IUSS Pavia, involving multiple public and private research centers.

Application Details:

• Deadline : July 26, 2024, 5:00 PM (CEST)

Don’t miss this chance to join a transformative research program. Apply now and be part of the future!

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• Open access
• Published: 05 July 2024

The role of universities in accelerating the sustainable development goals in Europe

• Walter Leal Filho   ORCID: orcid.org/0000-0002-3993-8974 1 , 2 ,
• Javier Sierra   ORCID: orcid.org/0000-0003-2427-9619 1 , 3 ,
• Elizabeth Price   ORCID: orcid.org/0000-0002-5723-7856 2 ,
• João Henrique Paulino Pires Eustachio   ORCID: orcid.org/0000-0002-6782-3904 1 ,
• Aliaksandr Novikau   ORCID: orcid.org/0000-0002-1974-9543 4 ,
• Maria Kirrane 5 , 6 ,
• Maria Alzira Pimenta Dinis   ORCID: orcid.org/0000-0002-2198-6740 7 , 8 &
• Amanda Lange Salvia   ORCID: orcid.org/0000-0002-4549-7685 1  

Scientific Reports volume  14 , Article number:  15464 ( 2024 ) Cite this article

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• Environmental social sciences

The process of implementation of the UN Sustainable Development Goals (SDGs) which were approved by the UN General Assembly in 2015 has not been simple, being influenced by variety of social, economic, and logistical problems. It has also been negatively affected by the COVID-19 pandemic. There are to date no specific studies aimed at assessing the extent to which higher universities institutions in Europe are active in the SDGs implementation process. Departing from this research need, this paper reports on a study aimed at examining the current degree of engagement of European universities in the implementing the SDGs. By using a multi-methods approach, which entails a review of existing documents, a survey involving participants from 22 countries and case studies, the paper maps, documents and disseminates examples of what European universities are doing to implement the SDGs, the challenges they face, and the solutions being deployed to overcome them.

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Introduction.

Sustainable development is a concept that has undergone several changes as the years have progressed, and new issues arose. Such evolution has been supported by the participation of various institutions and organisations -including universities- that have been active to implementing the principles and goals of sustainable development. As anthropogenic activity has increased, climate change has progressed, and the resultant effects are being h observed, the need for sustainability is now greater than ever before. The current pressures threaten the survival of humans now, and in future generations. The principle of sustainable development is based on socio-economic development that is in line with ecological/environmental constraints 1 .

The literal definition of sustainable development is any development that can be continued indefinitely. However, the concept has been viewed from several perspectives that have changed the meaning and resulted in numerous definitions. The most cited definition goes back to the Brundtland Report published in 1987, which regards it as “development that meets the needs of current generations without compromising the needs of future generations”. This is further explained as human development that uses resources in a regenerative manner and preserves natural systems 2 . To boost this process, the United Nations has created 17 Sustainable Development Goals (SDGs) that target different aspects of life, especially those that require critical attention and action 3 .

The implementation of the SDGs commenced in 2016 following their introduction in 2015. The framework accounts for development that improved the quality of life until the year 2030. One of the major challenges faced with the SDGs is the implementation of several goals simultaneously without compromising the progress of each goal individually 4 . Researchers struggle with implementing the goals in a coherent manner that has minimal trade-offs 5 .

The 2030 Sustainable Development Agenda aims to tackle social, economic, and environmental (three pillars). Such goals were introduced as an evolution of the Millenium Development Goals (MDGs) and thus incorporated unfinished goals while tackling new challenges from present times. In doing so, global action is promoted where international collaborations are encouraged to ensure that all countries regardless of income status may achieve sustainability 6 . This significantly differs from the MDGs that focused primarily on developing countries. Furthermore, the SDGs cover a broader context since each goal has specific targets to be met while providing proper integration of the three pillars of sustainable development 7 .

The 17 SDGs were introduced as a guidance method to achieve a common goal. In doing so methods have been created to track the progress of the SDGs i.e., measuring and monitoring the achievement of goals. These methods further track practical and theoretical approaches while highlighting the trade-offs visible and finding solutions to minimise them 7 . More specifically, the SDGs call for changes in technology, lifestyle and governance while promoting innovation across all fields. This is an alternative to conventional methods of development that fell short of sustainability in previous times 8 . The goals recognise that eliminating poverty and other social issues must closely be followed with strategies that enhance health and education, diminish inequality, ensure economic growth. This must occur simultaneously with climate change preventing and adaption that preserves the natural environment 9 .

Sustainable Development has featured on the agenda of Higher Education (HE) for more than 20 years 10 , with numerous declarations having been signed by HE leaders 11 and over 42 national and international networks established dedicated to sustainability in HE 12 . The United Nations (UN) supported initiatives such as the Higher Education Sustainability Initiative (HESI) and the Sustainable Development Solutions Network (SDSN) have been particularly active in promoting the SDGs within higher education 13 .

It is widely accepted that universities play a critical role in delivering the SDGs. Findler et al. 14 state that Higher Education Institutions (HEIs) have an inherent responsibility to make societies more sustainable. The UN SDSN highlights that role as consisting of four activities, namely, generating knowledge, creating current and future leaders, demonstrating impact, and driving cross-sectoral leadership 15 . Essentially, through increasingly transdisciplinary approaches, universities can build greater connections across the education, research, policy, and practice interface 10 .

University students may learn about the SDGs through both the formal and informal curriculum. Several recent publications have looked at embedding education for sustainable development (ESD) issues as a whole and matters related to the SDGs in particular, into university curricula and the key competencies required by learners to be active in driving forward the sustainability agenda 16 . Informal learning also includes the many student-led initiatives that create “communities of learning” and support interdisciplinary opportunities outside of the often-siloed nature of the formal curriculum 17 . This experiential process can enable students to better apply their learning into the future 18 .

It is increasingly argued that to achieve the ambitious targets of the SDGs, universities need to educate not just our future leaders, but current leaders and decision makers also. Capacity development and professional training opportunities have enormous potential to empower leadership to deliver on the SDGs 10 . In addition, universities can act as “Living Laboratories” supporting co-creation and interdisciplinary solutions-oriented approaches to research and learning. Universities are effectively microcosms of society and therefore can act as a testbed for innovative solutions to global challenges by convening the relevant actors within a “neutral” space 19 . These types of innovative approaches are often more successful at tackling multi-stakeholder “wicked” problems 20 . Findler et al. 14 document the breadth of ways in which HEIs can impact on SDGs across from direct impacts on research uptake by policy makers to more indirect (and less easily measured) impacts on for example social cohesion and sustainable urban development.

The paper is structured as follows. It starts by explaining the methods used within this research. It then continues by presenting the results and discussing them against the literature. The last section is dedicated to a conclusion, where the main contributions are presented, as well as some limitations and further lines of research.

This research used a multi-methods approach, which entails a review of existing literature, an international survey, and an assessment of selected case studies. First, we applied a cross-sectional descriptive analysis of scientific literature on “sustainable development goals” and “higher education” in European countries retrieved from Scopus database. We used Scopus, an online database with around 23,400 available scientific journals across all fields of research 21 . Scopus is frequently used in bibliometric research because it includes a larger number of indexed journals than Web of Science 22 . The current study was conducted on February 18th, 2022, and all data analysis, including citation analysis, was performed on that date. Documents with the words “sustainable development goal$*” or “SDG$” and “universit*” or “higher education” mentioned in the title, abstract, or keywords were retrieved from Scopus for the study period from 2015 (the year in which the United Nations adopted the 2030 Agenda for Sustainable Development) to 2022. The search was limited to documents published by researchers affiliated to European universities, considering books, book chapters, reviews and journal articles, but no language restriction was imposed. The application of this search string allowed us to obtain 638 publications regarding the topic of study. The information retrieved from the Scopus database included complete data regarding citation information, bibliographical information, abstract, keywords, and references. Data in Scopus was transformed into an Excel document for analysis.

For Table 1 , which presents key information for the top five scientific peer-reviewed journals in this area, data analysis involved calculating total papers (TP), total citations (TC), citations per paper (CPP), and the SCImago Journal Rank (SJR) for each journal. This analysis allowed the authors to identify the most influential journals in the field and their relative impact based on citation metrics.

Table 2 , in turn, showcases examples of best practices to integrate the SDGs at European universities, the data was collected through a comprehensive review of initiatives undertaken by various institutions. This included a set of relevant case studies to show some examples of successful initiatives implemented by European universities. For the collection of examples, a table was designed, which entailed a specific set of information, namely the name of the university and country, and the type of SDGs work undertaken. Also, to ensure the tracing of the information, the table contains bibliographical references and weblinks. This also allows a cross-check of the information and enables readers to obtain further details. The case studies were selected aiming to show best practices in different spheres of higher education.

The authors believe that using the afore-explained literature assessment choices contributed to achieving the paper's goal by providing a comprehensive and structured understanding of the research landscape concerning the implementation of sustainable development goals in higher education. For example, the systematic review and detailed analysis allowed the authors to map out existing research, identify key trends, and highlight significant contributions and gaps. This approach not only facilitated an assessment of the current engagement levels of European universities with the SDGs but also offered insights into the challenges and solutions being deployed, thereby informing future research directions and potential practical implications.

Second, this research used an international survey developed by the research team. The purpose of this questionnaire was to assess the relationship between the SDGs and teaching and research in higher education institutions. For this purpose, the items incorporated in the questionnaire were based on a comprehensive review of the literature regarding the role of universities in fostering sustainability through teaching, research, organizational practices. To ensure the appropriateness of the items included in the survey, a group of specialists provided advice and validated the questionnaire prior to applying it for data collection. This validation process was undertaken by five internationally recognized specialists in the fields of sustainability and higher education. As a result of this validation exercise, the research team adjusted the number of sections and items within each section. Also, some of the elements were adapted to improve their suitability to the research purposes.

After addressing the suggestions made by the experts, and in order to ensure the consistency of the data, a pilot study (i.e. a pre-test) was run with five respondents. The results from this pilot test showed that the survey instrument was adequate, with minor modifications. Both phases (i.e. the validation with specialists and pilot application with additional participants) confirmed and reliability and the validity of the data gathering instrument. The final version of the survey included 22 questions, structured in four sections, namely section 1: Identification (4 items), section 2: Institutional characteristics (3 items), section 3: SDGs and teaching (6 items), and section 4: SDGs and research (9 items).

A Google Form was then developed with the confirmed survey items. A purposive sampling approach, in combination with techniques such as chain referrals and snowballing, was applied to disseminate the link to the on-line questionnaire with a global audience via the research team, the networks of the European School of Sustainability Science and Research (ESSSR), and the Inter-University Sustainable Development Research Programme (IUSDRP). Data collection was carried out from March 2022 to August 2022. Following research ethics protocols, contributors were informed that their participation in the study was voluntary, that their responses would be handled with thorough confidence, and the safety of their personal data will be always guaranteed.

The nature of the research, the methods used, and the fact that no personal data was stored or can be traced back to individuals, conforming with General Data Protection Regulation (GDPR) standards, means that the study is not subject to an ethics permit, as specified by the Association of Medical Ethics Committee in Germany, the body responsible for such assessments in the country leading this study. In any case, and considering any argument requesting waiving consent, all respondents willingly agreed to participate in the study, confirmed through an additional question added to the beginning of the questionnaire, presenting options for yes or no.

Third, this research included a set of relevant case studies to show some examples of successful initiatives implemented by European universities. For the collection of examples, a table was designed, which entailed a specific set of information, namely the name of the university and country, and the type of SDGs work undertaken. Also, to ensure the tracing of the information, the table contains bibliographical references and weblinks. This also allows a cross-check of the information and enables readers to obtain further details. The case studies were selected aiming to show best practices in different spheres of higher education.

Ethics approval

Experimental protocols did not require institutional approval. Informed consent was obtained from all subjects. All methods were carried out in accordance with relevant guidelines and regulations.

The research approach applied in this research combines the three methods explained above. This allowed us to explore the state of the art as regards sustainability in higher education by using information from scientific literature, which was completed with the opinion of teachers, researchers, and staff from European HEIs through the survey. Also, we identified successful examples from different HEIs to illustrate how these institutions perform in key areas and what are the reasons for their success. Overall, these results allow us to understand the problems faced by HEIs, and how these barriers could be addressed by policymakers, university administrators, and other stakeholders in promoting sustainability through higher education. Therefore, this multi-method approach improved the quality of the analysis compared to other traditional methods that opt for one of these research strategies only.

Literature review

As regards the literature review, most documents were research articles (n = 425; 67%), followed by conference papers (n = 101; 16%), book chapters (n = 68; 11%), reviews (n = 32; 5%), editorials (n = 7; 1%), and books (n = 3; 0′5%). The database also included one letter and one survey. Increasing interest on the topic of higher education and sustainable development goals is evident, as reflected by the constant growth in the number of publications shown in Fig.  1 .

Source: Authors elaboration using data from Scopus.

Evolution of publications and citations for the 2015–2022 period.

Regarding the top five active journals, the multidisciplinary journal Sustainability ranked first (n = 151; 36%), followed by International Journal of Sustainability in Higher Education (n = 41; 10%), Journal of Cleaner Production (n = 14; 3%), International Journal of Environmental Research and Public Health (n = 10; 2%), and International Journal of Management Education (n = 9; 2%). Table I shows key information for the top five scientific peer-reviewed journals in this area.

The top five active institutions are the University of Sevilla (n = 19), the Polytechnic University of Valencia (n = 13), the Manchester Metropolitan University (n = 13), the Hamburg University of Applied Sciences (n = 13), and the University College London Institute for Education (n = 12). Regarding institutional affiliation, the majority of papers were published by Spanish researchers (n = 196), followed by scientists from the United Kingdom (n = 143), Germany (n = 67), Italy (n = 42), and France (n = 32). Regarding financial support, the five leading funders are two European Institutions: The European Commission (n = 42) and the European Regional Development Fund (24); two Spanish public administrations: the National Agency for Research (n = 10) and the Ministry of Economy and Competitiveness (n = 8); and a Spanish university: the University of the Basque Country (n = 8).

Global survey

The second component of this research was an international survey, which was answered by 134 respondents from 22 countries. Regarding their sociodemographic characteristics, there was a gender balance, as reflected by the fact that 49% of participants were female and 50% were male, and one participant declared other. As regards the status of the institution to which they were affiliated, 12% of them work on private higher education institutions, while 88% work on public universities. Figure  2 shows the number of responses collected all over Europe.

Survey's responses per country.

Regarding the knowledge area of affiliation, Fig.  3 shows that diverse profiles of educators and researchers answered the survey, even though education and other social sciences-related areas were the most common affiliation among respondents.

Knowledge area to which participants are affiliated.

Regarding the size of the institutions in which participants work, the results show a diverse range of HEIs. As reflected in Fig.  4 , the most common institutional size is represented by universities of up to 40,000 students (35%), followed by institutions with up to 20,000 students (21%) and up to 10,000 students (16%). The results of the survey showed that the less frequent institutional size are the largest institutions (more than 40,000 students, 15% of the sample) and the smallest ones (up to 5,000 students, 13%).

Number of students in the participant’s institutions.

As regards the question of whether the SDGs were part of their institution´s plans and/or policies, most of respondents declared that these are included in their institution´s plans and/or policies (41%), followed by those who consider that these are included to a little extent (23%), to a great extent (20%), and to a very great extent (12%). Only 4% of respondents stated that the SDGs are not part of their institution´s plans and/or policies at all. In line with this, regarding the question of whether their institutions have SDGs Promoters or Champions, 51% of HEIs recognize this figure or role, while in 49% of institutions this category does not exist.

Questions regarding SDGs & teaching

The survey included 6 questions about the connection between the SDGs and teaching. The first question within this category was designed to evaluate the participants’ opinion regarding a set of statements. The results of this question are presented by Fig.  5 . Clearly, there is a relatively high consensus (reflected by participants declaring either 4 or 5) as regards most of the statements, except for the case of whether students ask for more teaching content related to the SDGs. Regarding this item, not only the opinions were more diverse, but instead, a relevant number of participants declared that indeed they do not perceive that the students ask for more teaching content connected to the SDGs.

Participants’ level of agreement. Note: Numbers represent percentages. (Scale:1 = Strongly disagree, 2 = Disagree, 3 = Neither agree nor disagree, 4 = Agree, 5 = Strongly agree).

The survey also included a question regarding to which extent the participants apply each SDG in their teaching. Figure  6 shows that it is possible to identify three clusters. First, SDGs that are addressed at a large extent in teaching activities (SDGs 11, 12, and 13); second, SDGs that are included at a moderate extent (SDGs 3 to 10, and 17); and third, SDGs that are less frequently addressed (SDGs 1, 2, 14, 15, and 16).

Application of each SDG in teaching. Note: Numbers represent percentages. (Scale: 1 = Not at all, 2 = To a little extent, 3 = To a moderate extent, 4 = To a great extent, 5 = To a very great extent).

When asked about the best approach to promote teaching about the SDGs in the higher education context, most of participants (68%) declared that SDGs-related content should be distributed across all courses and disciplines. 16% of respondents consider that it should be addressed in a mandatory discipline offered to all courses, 10% suggest that it should be delivered through an optional discipline offered to all courses, while 7% have preferences for other approaches.

In this context, participants were also asked about their perception regarding the support currently offered to academic staff in their institutions to teach about the SDGs. Most of participants declared that support is either poor (39%) or acceptable (34%). In contrast, 9% consider that it is good, and only 2% perceived it as very good. 16% of respondents declared it to be very poor.

Against this background, the survey included a question regarding the challenges for the implementation of the SDGs in their teaching. The most relevant challenge was the lack of connection between the courses and the goals (49%), followed by lack of knowledge in how to properly conduct teaching on the SDGs (42%), lack of support from the administration (39%), lack of materials or resources (28%), and lack of interest or motivation from students (23%). 8% of participants do not identify any challenges, while 8% of them perceive other challenges that were not suggested in the survey, such as lack of time, and lack of proper training. Related to this, we asked participants how they would expect the emphasis given to the SDGs in their teaching to develop until 2030. Most of them (78%) believe that it is likely to increase, 16% consider that it is likely to remain at the same level, and only 5% think that it is likely to decrease.

Questions regarding research

The survey included 9 questions regarding the connection between the SDGs and research. The first question in this section aimed to measure the extent to which participants perceive opportunities for research about the SDGs. Only 126 participants answered to this question, and the results are shown in Fig.  7 . Four key areas received a relatively large consensus by participants. The statement for which the largest number of participants reported the highest levels of agreement was “I have voluntarily connected the SDGs with my research or created new research studies based on the goals”, showing the relevant role that the participants’ own interests and motivation play in strengthening research about the SDGs. In line with this, the results show that participants perceive the SDGs as an opportunity for increased research collaborations with different stakeholders. In this context, the most relevant area for this are different programs or units within the participants’ universities, or collaboration with communities, businesses, and NGOs. Next, although with a slightly lower level of support, participants identify the SDGs as an opportunity for increased collaboration with other universities or HEIs.

Participants' perception of research opportunities regarding the SDG. Note: Numbers represent percentages. (Scale:1 = Strongly disagree, 2 = Disagree, 3 = Neither agree nor disagree, 4 = Agree, 5 = Strongly agree).

The subsequent questions regarding the connection between the SDGs and research were responded by 124 participants. As regards to what extent respondents apply each SDG in their research, Fig.  8 shows that SDGs 11, 12, and 13 are the ones that a larger number of participants address in their research. Some other SDGs are still relevant, even though less present in research activities undertaken by respondents (SDGs 3, 4, 7, 8, 9, 10, and 17), while SDGs 1, 2, 5, 6, 14, 15, and 16 are the objectives addressed by a smaller number of researchers.

Participants' application of SDGs in research. Note: Numbers represent percentages. (Scale: 1 = Not at all, 2 = To a little extent, 3 = To a moderate extent, 4 = To a great extent, 5 = To a very great extent).

The questionnaire contained a question designed to assess the respondents’ opinion regarding the support currently offered to academic staff to research about the SDGs. In this regard, 44% of respondents consider that it is poor; 29% perceive it as acceptable; 14% declared it to be very poor; 10% think that it is good; and only 4% recognise that it is very good. Against this background, the survey included a question regarding the best approach to promote research about the SDGs in you’re the participants’ education context. 51% of respondents considered that the best option is to distribute it across all research projects or programmes, while 42% of them believe that it may be better to have an institutional centre dedicated to supporting and connecting research on the SDGs. 7% of respondents perceive that the best option is to combine both approaches, or opt for other specific alternatives. To better understand the implications of these perceptions, we asked the participants their opinion as regards the main challenges for the implementation of the SDGs in their research. The main challenge is the lack of support from the administration (48%), followed by lack of connection between research and the SDGs (42%), lack of materials and resources (23%), and lack of interest or motivation from students (17%). 11% of participants do not perceive any challenge, while 10% perceive other reasons, such as for example the lack of central leadership, the lack of funding, and the difficulty to get funding if research is of multi-disciplinary and inter-disciplinary nature. Nevertheless, we also asked the participants about their expectations regarding the emphasis given to the SDGs in their research to develop until 2030, and a large share of them (78%) believe that it is likely to increase. In contrast, 20% consider that it is likely to remain at the same level, while only 2% believe that it is likely to decrease.

The survey included a question regarding the main information sources used by participants to receive information about the SDGs. This question was answered by 119 participants, and the results are shown in Fig.  9 . It is clear that there are three main sources of information used for gathering information about the SDGs: reports, institutional sources, and scientific journals, followed by books and guidance documents published by relevant stakeholders.

Information sources used to receive information about the SDGs. Note: Numbers represent percentages. (Frequency of use: 1 = not at all, 2 = seldom, 3 = sometimes, 4 = often, 5 = very often).

We also asked participants whether they get information from networks about the SDGs. As shown in Fig.  10 , the European School of Sustainability Science and Research is the most popular network for these purposes, followed y the Sustainable Development Solutions Network and the European Network on Higer Education for Sustainable Development.

Use of networks to receive information about the SDGs. Note: Numbers represent number of responses.

The survey also included a question regarding to which measures of success does the participants’ institution use to demonstrate the benefit of embedding the SDGs in Higher Education. The Times Higher Impact Rankings is the most popular measure, as declared by 43% of respondents, followed by the EAUC Green Gown Awards (18%), the People and Planet University League, UK (14%), the Sustainability Tracking, Assessment and Rating System (12%), and the United Nations Academic Impact (11%). 25% of participants declared other methods, and 16% stated that their institutions do not use any measure of success.

Finally, we asked participants regarding their opinion about the future use of digitalisation as a tool to teach or undertake teaching and research on the SDGs (e.g., Information and Communication Technologies, Distance Learning). A large share of participants (76%) believe that it is likely to increase, 21% consider that it is likely to remain at the same level, while 3% think that it is likely to decrease.

Case studies

The last research component included 8 case studies selected to show best practices implemented by European universities in areas such as teaching, research, training, institutional practices, or multi-stakeholder alliances. Regarding research initiatives, the Hamburg University of Applied Sciences (HAW) started an international program to accelerate the implementation of the SDGs, and one of the main axes of this project is the Encyclopedia of the UN SDGs , a global effort to boost knowledge about sustainability and the SDGs. On a different standpoint, the University of Leeds has implemented over 160 research projects in more than 30 countries in recent years aiming to foster cross-cutting research, enhance international collaboration and promote economic development, with a strong focus on the Global South. As regards the SDGs and teaching, the Manchester Metropolitan University was the first university in the world that started a program focused on carbon literacy. This program uses peer-to-peer training, and is designed to help their students, other universities, and other relevant stakeholders. From a different perspective, the Aalborg University implemented an innovative pedagogical model that addresses real-life issues using problem- and project-based learning. In line with this, the University of Edinburgh created the Learning for Sustainability Scotland program, recognized by the United Nations as one of its Regional Centres of Expertise for Education for Sustainable Development. Training activities for teachers, researchers and staff are another sphere in which universities are very active. One example of this is the Implementation of Sustainable Development Goals for University Teachers (ImpSDGup) of the University of Girona, designed to help teachers integrate sustainability-related concepts and activities in their teaching. Regarding institutional practices and strategies, the University of Cork was the first university ever to be awarded as a Green Flag by the Foundation for Environmental Education, because of the launch of its Green Campus Program. In parallel to this, alliances between different stakeholders are key for accelerating the implementation of the 2030 Agenda, as stated by SDG 17. One good example of these strategies are the city-university partnerships promoted by the Leuphana University of Lüneburg. Table 2 shows the details of these examples.

The literature review showed that interest in sustainability-related topics has increased exponentially over the last few years. At the same time, it highlighted the relevance of research articles as the main documents addressing these issues. It also revealed the prominence of several scientific journals that several scientific journals that have a clear focus on sustainability or have included sustainability as one of the main criteria they use when making decisions on whether to publish scientific studies. This is in line with the same trends in other areas of knowledge, where sustainability is becoming increasingly relevant for research.

Regarding the survey, the data collected from 134 respondents across 22 countries offers a comprehensive insight into the various facets of SDG implementation in European universities. SDGs are usually viewed as an extremely useful tool for universities to increase cooperation and networking with other organizations – first of all, with other educational institutions and non-governmental organizations to develop new research, facilitate knowledge and technology transfer 23 , 24 . The absence of network cooperation with external organizations is frequently cited as obstacles to the successful implementation of SDGs within universities 25 . Consequently, European scholars perceive SDGs as an opportunity to enhance teaching and research collaboration between various units and programs within their institutions, as well as with other universities in their region or country, Non-governmental organisations (NGOs), communities, and businesses (Figs.  5 , 7 ).

In order to effectively integrate the principles of SDGs into teaching, it is necessary to develop appropriate curriculum structures and materials 26 . As a result, approximately half of the respondents reported that their course curricula have been revised to incorporate SDGs (Fig.  4 ). This supports previous findings that universities are still lagging behind in offering courses that fully integrate SDGs into their curricula 27 , 28 , 29 . Studies have shown that the inclusion of SDG principles into curricula is more effective when implemented at a higher level, such as at the academic program, department, or university level 30 . However, most respondents reported that they voluntarily revised the content of their courses without external pressure (Fig.  4 ). Quite similarly, individual researchers usually voluntarily connect SDGs with their research (Fig.  6 ).

SDG13 Climate Action is the most widely applied SDG in teaching and research at European universities, as shown in Figs.  5 and 7 . Although climate change issues are rarely included in the general education curriculum at universities 31 , 32 , global warming remains one of the most popular environmental topics and therefore, focus of SDG teaching and research. The next two most applied SDGs in teaching and research at European universities are SDG12 Responsible Consumption and Production and SDG11 Sustainable Cities and Communities, which are often related to economics and management courses.

Most respondents agree with the dominant view that interdisciplinary and transdisciplinary learning settings, which go beyond a single academic course 33 , 34 , 35 , 36 are a better approach to fostering education for sustainable development. However, there is no consensus regarding research on SDGs, specifically whether they should be included in all research programs or concentrated in a single research center.

The survey results confirm previous studies regarding the existence of institutional obstacles to the implementation of SDGs at universities, both in teaching and research. The most significant barriers include poor financial support and a general lack of interest in sustainable development from university administrations and colleagues 25 , 27 , 37 , 38 . However, the reported lack of interest in SDGs from students and their promotion of research opportunities, as shown in Figs.  4 and 6 , is a concerning sign that may require changes in teaching approaches of SDGs. Nonetheless, most respondents are optimistic that the role of SDGs in teaching will increase.

The Internet, in general, has become a prevailing source of information about SDGs for many, including educators 39 . Although social media can be effective for dissemination SDG-related information towards students and general public 40 educational professionals in Europe primarily rely on academic sources such as peer-reviewed articles, official reports and institutional sources (Fig.  8 ).

Participation in cross-institutional networks, initiatives, and alliances is important for implementation of SDGs in universities and explicitly encouraged in SDG17 Partnerships for the Goals 41 . Although European scholars receive information about SDGs from many networks, two of the them are the most popular (Fig.  9 )—European School of Sustainability Science and Research 42 and Sustainable Development Solutions Network 15 .

University rankings provide a systematic approach to evaluating the performance of higher education institutions. However, among existing rankings, those that value sustainability are scarce 43 , 44 . The Times Higher Education Impact Rankings, one of the few academic rankings that assess universities’ performance in sustainable development, is currently considered the most popular international ranking system for measuring the integration of SDGs in universities.

Numerous studies have demonstrated the increasing role of digitalization, including e-learning, in teaching SDGs 41 , 45 , 46 . Similarly, respondents from European universities have expressed their belief that the use of digitalization as a tool for teaching and conducting research on SDGs will continue to grow.

From the strict point of view of HEI’s internal management and operations, these results point out the need to increase cooperation among different departments, services, and units within the institution, and to increase cooperation with other HEIs from different contexts. To accomplish this, it may be useful to implement an internal survey to gather information on this topic among all levels of the university community. This will also allow the identification of priorities, bottlenecks, and objectives among teachers, researchers, and staff. Also, these results suggest that it becomes crucial for HEIs to create and promote networks for enhancing cooperation with other stakeholders from outside academia, both from the public and private sectors. This will help HEIs to improve the implementation of the SDGs internally, but at the same time will contribute to strengthening the role that HEIs can play in fostering synergies with other actors out of university campuses.

As regards teaching and learning activities, we identified that, even though around half of the participants in the survey declared that they have updated their curricula to include SDG-related content, these results show that there is still a large room for improvement. Therefore, HEIs could develop training programs and provide guidance to support researchers, teachers, and staff in updating study plans and syllabuses under the umbrella of the 2030 Agenda. In line with this, it may be wise to develop mechanisms to foster interdisciplinary and transdisciplinary learning settings. This may require updating study plans and increasing flexibility and creativity for course recognition among different degrees and faculties. To do so, implementing faculty-wide or campus-wide courses could be a powerful approach.

Finally, the analysis of the case studies offered some insights into several successful experiences executed by HEIs in spheres such as teaching, research, training, institutional practices, or multi-stakeholder alliances. These initiatives prove that universities and other HEIs can foster the achievement of the SDGs and, hence, accelerate the implementation of the 2030 Agenda. As explained, this could be done by promoting research; enhancing teaching and learning for ESD; applying science in diverse projects; increasing cooperation with public and private stakeholders; fostering the development of international, inter-disciplinary, and multi-disciplinary networks; creating research centers and institute with a focus on sustainability; and providing training and support for teachers, researchers, and staff. Overall, these examples show the manyfold approaches that HEIs could adopt to promote sustainability at several levels and the pivotal role that they can play in enhancing synergies with different stakeholders and economic sectors.

Conclusions

This paper reports on a study aimed at examining the current degree of engagement of European universities in the implementing the SDGs. It has used a multi-methods approach, consisted of a review of existing documents, a survey involving participants from 22 countries and case studies.

The remit of the paper is to map, document and disseminates examples of what European universities are doing to implement the SDGs, the challenges they face, and the solutions being deployed to overcome them. From the evidence gathered from the paper, some main conclusions can be made. The first, is that it is encouraging to see that the number of institutions which do not seem to take the SDGs into account is rather small, and that over 30% of the sample currently handle the SDGs to a great or very great extent. This is an encouraging sign. The second conclusion which can be drawn relates to the fact that the emphasis given to the SDGs in teaching does very, and some SDGs (e.g., SDGs 1, 2, 14, 15, and 16) seem to be less frequently addressed. Also, the study has shown that some SDGs are quite present as far as research is concerned (i.e., SDGs 11, 12, and 13), whereas others (SDGs 1, 2, 5, 6, 14, 15, and 16) are being addressed by a smaller number of researchers. The final conclusion from the paper is that less than 15% of the sample stated they received institutional support to the SDGs. This is a worrying trend, since lack of support is known to be an obstacle for engagement (Leal Filho et al. 2023).

The paper has some limitations. One of them is the fact that the review of the documents focused on the SDGs and not on general sustainability issues. Also, the survey sample, with just over 100 respondents cannot be regarded as very comprehensive. Moreover, the case studies focused on what European universities are doing and did not investigate practices in other geographical regions.

Future studies may focus on what universities in other geographical regions (e.g., The Americas, Africa and Middle East or the Asia–Pacific region) are doing. They may also investigate the existing barriers to the integration of the SDGs in university study programmes. This may be helpful in building a profile of the extent to which universities around the world are engaged in the delivery of the SDGs, and in identifying the means to accelerate this delivery.

Data availability

All data generated or analysed during this study are included in this published article.

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Contributions

W.L.F. conceived the study. W.L.F., J.S., E.P., J.H.P.P.E., A.N., M.K., M.A.P.D., and A.L.S. wrote the main manuscript. All authors reviewed the manuscript.

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Filho, W.L., Sierra, J., Price, E. et al. The role of universities in accelerating the sustainable development goals in Europe. Sci Rep 14 , 15464 (2024). https://doi.org/10.1038/s41598-024-65820-9

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NewCityConcepts: A Model for Sustainable Urban Developmen

The project establishes a real-world lab for urban development in Hoyerswerda, aiming to be a model for structural transformation in the Lausitz region.

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The project aims to lay the foundations for a real-world laboratory focused on urban and peri-urban development for the city of Hoyerswerda in Germany. This endeavour seeks to be a transferable example of successful structural transformation within the Lausitz region.

Across the globe, comprehensive solutions for participatory and sustainable urban development are in high demand, with ongoing research and model testing. However, in Germany, sectoral boundaries have remained largely unchallenged. Prominent initiatives in ecological and socio-economic urban and spatial development have been limited to specific thematic areas. While such initiatives are commendable, they have provided only partial solutions so far. The NewCityConcepts project aims to establish the groundwork for a cross-sectoral, integrative, and participatory methodology. It will explore how knowledge-based and expert-guided urban and spatial planning can creatively and inclusively address the complex challenges of building sustainable cities.

The core of this project is to confront the multifaceted ecological and socio-economic challenges through a civic dialogue involving experts from all relevant disciplines. The goal is to generate resilient urban solutions at all levels, with regional, national, and international impact. The project seeks to:

Develop a process methodology and a concrete project plan while considering existing and ongoing conceptual work Identify, develop, and potentially locate pilot projects within Hoyerswerda’s environment through the project consortium Describe, visualise, and publicise Hoyerswerda’s development potential as a model city for structural transformation and beyond

The process methodology will be developed through a selected thematic focus, initially addressing the challenges of climate-resilient urban neighbourhoods, participatory food production in urban spaces, and water management. Three ideas that have been identified are vertical farming, urban gardening, and aquaponics. Key components of the project, building upon existing foundations and planning, include the development of workshop formats and conducting transparent internal and external dialogue workshops on goals and guiding principles with key stakeholders from the city and region in suitable formats, among others.

The project is funded by the Sächsische Aufbaubank (Saxon Development Bank).

Project Manager

Franziska Stölzel

Juliane Dziumla

Atiqah Fairuz Binte Md Salleh

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	Jul 10, 2024   In-progress version of 2024-2025 Academic Catalog     In-progress version of 2024-2025 Academic Catalog [Published Catalog] Graduate Diploma in Sustainable Development The Diploma in Sustainable Development considers the concept of sustainable development as an economic growth opportunity. The Diploma is designed for candidates who desire to make a contribution to the emerging field of sustainable development. The Diploma is directed at providing the student with multi-disciplinary background in areas such as innovation and entrepreneurship, sustainable technologies, social and environmental policy. It aims at preparing students for careers in green industry with the capacity necessary to lead sustainable development in Egypt and the Middle East. Adopting an interdisciplinary approach, the course work combines a conceptual review of the relationships between business, industry, environment, policy and society, with a much more applied examination of the wide range of initiatives that relate to environmental management and sustainable economic development. The Diploma is facilitated by the available state-of-the-art equipment and facilities available at the SSE, BUSS, GAPP, HUSS, GSE and DDC. A minimum of 18 credit hours (6 courses) are required for the diploma. The degree to be awarded is a “Graduate Diploma” as an AUC Degree. Objectives: The graduates of the Diploma in Sustainable Development will Have the multi-disciplinary knowledge of green innovation and the key aspects and dimensions of sustainable development Foster a strong culture of green entrepreneurship and business development in Egypt and the region Engage in advanced green industry careers Excel in an interdisciplinary environment both as individuals and within a team Seize and develop commercial opportunities in the fast-advancing green technologies field locally and globally. A candidate for the program must have a Bachelor’s in Engineering, policy, business or social sciences. Admission is also subject to the general university requirements for graduate study, including English language proficiency. A minimum GPA of 3.0 out of 4.0 is required for full admission into the program. Students who have some deficiency in  their undergraduate training but are well-qualified in other aspects may be admitted provisionally. The program director and tract coordinators may prescribe a program of noncredit work to make up for the deficiency. Courses (18 credit hours) The program of study is planned with the program director, and should include a minimum of 9 credit hours of core courses and a minimum of 9 credit hours of electives from two of the four sustainable development sub-modules. A maximum of 3 credit hours may be taken as independent study ( GREN 000/5910 - Independent Study in Sustainable Development (3 cr.)   ) with prior approval of the program director. Students might be asked to take additional non-credit courses from the balance module to qualify them for this program. I. Core Module- M1 (9 Credit Hours) All students must take GREN 5201   and select two more courses out of GREN 5202   , GREN 5203   , GREN 5204   and GREN 5205   . GREN 501/5201 - Global Changes and Sustainable Development (3 cr.) GREN 502/5202 - Engineering for a Sustainable Environment (3 cr.) GREN 503/5203 - Core Concepts & Applications for Social & Environmental Policy (3 cr.) GREN 504/5204 - Entrepreneurship and Innovation (3 cr.) GREN 505/5205 - Environment and Society (3 cr.) II. Balance Module- M2 (0 Credit Hours) Students might be asked to take one or more courses from a list of courses approved by the GREN advisory committee and selected with their advisor to upgrade their knowledge and qualify them for this program.   III. Sustainable Development Module M3- Electives (9 Credit Hours) Students should take a total of three courses (9 cr.) in the Sustainable Development Module to cover two of the four sub-modules. These courses are to include two courses (6 cr.) from the sub-module the student wants to concentrate in. All students must take at least one course (3 cr.) out of these three courses from the Green Technologies sub-module M3-A. A maximum of three credit hours can be taken as an independent study course or as a 4000-level course of a topic of relevance with prior approval of the program director.   Green Technologies Module (M3-A): GREN 511/5211 - Water Desalination (3 cr.) GREN 000/5215 - Sustainability of Thermal Systems (3 cr.) GREN 513/5213 - Solid and Hazardous Wastes Engineering (3 cr.) GREN 514/5214 - Green Buildings (3 cr.) GREN 000/5219 - Selected Topics in Green Technologies (3 cr.) Entrepreneurship Module (M3-B): GREN 521/5221 - Marketing Management (3 cr.) GREN 522/5222 - Strategic Management of Innovation (3 cr.) GREN 523/5223 - Managing in a Dynamic Environment (3 cr.) GREN 524/5224 - Financial Management (3 cr.) Sustainable Cities Module (M3-C): GREN 531/5231 - Policy for Sustainable Cities (3 cr.) GREN 532/5232 - Greening the Built Environment (3 cr.) GREN 533/5233 - Urban Infrastructure Development for Sustainability (3 cr.) GREN 000/5235 - Corporate Social Responsibility and NGO Partnerships (3 cr.) Sustainable Communities Module (M3-D): GREN 544/5244 - Cities: Structure and Dynamics (3 cr.) GREN 000/5245 - Community Assessment and Program Evaluation (3 cr.) GREN 000/5246 - Community Psychology and Systems Theory (3 cr.) GREN 000/5247 - Prevention and Intervention in Communities (3 cr.) GREN 000/5248 - Consultation to Non-Profit Organizations (3 cr.) Science, technology and innovation International co-operation on science, technology and innovation pushes the knowledge frontier and accelerates progress towards tackling shared global challenges like climate change and biodiversity loss. The OECD provides data and evidence-based analysis on supporting research and innovation and fostering policies that promote responsible innovation and technology governance for resilient and inclusive societies. Select a language Policy issues. Chemical safety and biosafety The chemical industry is one of the largest industrial sectors in the world and is expected to quadruple by 2060. Governments and industry share the responsibility for ensuring safe chemical production and use. The OECD helps countries develop and implement policies for safeguarding human health and the environment, and in making their systems for managing chemicals as efficient as possible. Learn more Science policy Science policy focuses on actions to improve the efficiency and effectiveness of public investment in research. Publicly funded research in universities and research institutes plays an essential role in generating the knowledge that supports evidence-based decision making and underpins technological development. There is increasing policy emphasis on “open science” and the mobilisation of public research to address urgent and complex societal challenges. Learn more Space economy The space economy encompasses all activities and resources that contribute to human progress through the exploration, research, understanding, management, and utilisation of space. The sector provides critical infrastructure on Earth, contributes fundamental scientific data for decision-making, and supports societal well-being. Learn more Technology policy Technological innovation is an engine of human well-being and economic activity, but also raises concerns for individuals and society. Governments use a mix of policies targeting specific technologies to steer their responsible development and use. This includes national plans that provide strategic orientation and support measures for research, innovation and diffusion activities. Policies also promote ethical practice through regulations and guidelines. Learn more Programmes of work OECD Eurasia Competitiveness Programme Enhancing regional dialogue, competitiveness and improving the business climate. Learn more AI in Work, Innovation, Productivity and Skills The OECD is working with governments around the world to measure and analyse the impact of AI on training needs and labour markets. We aim to help governments to create AI-related policies that are both responsible and human-centred, and that improve the wellbeing of individuals and society as a whole. Learn more Space Forum The OECD Space Forum is an international platform that brings together stakeholders from the global space community and beyond to exchange on economic issues concerning space activities. The Space Forum aims to improve measurement of the space economy and its broader impacts and provides an ideal setting for research and discussions on the space economy. Learn more Global Science Forum The Global Science Forum (GSF) supports countries to improve their science policies and share in the benefits of international collaboration. Learn more Semiconductor Informal Exchange Network The OECD’s Semiconductor Informal Exchange Network brings together senior government officials to enable the exchange of capacity data and policy information on the semiconductor ecosystem and to develop semiconductor policies through international collaboration. Learn more Related publications Subscribe to our science, technology and innovation newsletter International BSc (Hons) Sustainable Development Course options Key Details Course Overview A new generation of graduates is urgently needed if we’re to make the crucial transition to a just and sustainable future. Our dynamic BSc in Sustainable Development will prepare you to address pressing environmental issues such as climate change, biodiversity loss, pollution and food insecurity.   On this course, you’ll embrace the complexity of the challenges facing humanity, learning how environmental issues such as climate change are interconnected with social challenges like poverty and inequality. You'll explore how sustainable actions must be founded on scientific understanding, as well as environmental justice and inclusiveness. You’ll learn about the environmental, social, and economic dimensions of sustainability and develop the creative and critical problem-solving skills needed for major initiatives such as the transition to NetZero carbon futures. As your course progresses, you’ll focus on potential solutions to environmental problems, exploring strategies such as Indigenous knowledge, environmental governance, environmental law, rights for nature, social movements, market-based economic incentives, sustainability standards, and emerging technologies.  Our BSc in Sustainable Development is an extremely flexible programme, allowing you to tailor your studies to suit your interests and career aspirations. You’ll develop key skills for sustainable development practice, including interdisciplinarity, data analysis methods, and ethical rigour. A special feature of the course is team-based ‘real world’ problem-solving through partnerships with regional businesses, charities and community organisations. Employability is central to the programme, and you’ll have the opportunity to take part in a sustainable development work placement in the UK or globally.  At UEA, you’ll join our close-knit academic community, made up of leading experts from multiple disciplines. You’ll not only learn from our world-renowned environmental specialists but also benefit from a truly vibrant academic environment.  ‘Green jobs’ are rapidly growing worldwide, providing exciting and rewarding career opportunities. UEA is globally recognised for excellence in research, teaching, and development practices. Come join us and contribute to the transformation towards a just and sustainable future.  Why Sustainable Development at UEA? Study and Modules Year one provides a strong foundation in the social and environmental dimensions of sustainable development. Compulsory modules introduce you to some of the critical social challenges for global development, helping you to understand the causes of persistent social injustices such as economic poverty and gender inequality, as well as building a deeper understanding of earth systems and the limits and challenges these pose for development that is to be socially just and environmentally sustainable. Collaboration with real world partners will begin this year with guest talks and initial site visits.   Compulsory Modules Big questions for people and planet, sustainability challenges and solutions, perspectives on global development, geographies of an unequal world, global sustainable development, optional a modules, people and cultures, introduction to the politics of development, introduction to economics of development, earth systems. Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, the University will endeavour to consult with students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff. In some cases optional modules can have limited places available and so you may be asked to make additional module choices in the event you do not gain a place on your first choice. Where this is the case, the University will inform students. Teaching and Learning When you join us, you’ll join a close-knit community where you can share your passion for creating a fairer planet with staff and students from around the world. Our teaching staff are actively researching real-world issues and bringing their experiences directly into the classroom. In your first year, teaching and learning takes place through a mixture of lectures, seminars and independent study. Lectures are led in a large group setting by academic experts, and seminars are conducted in smaller groups to allow you to engage in in-depth discussion with our academics and other students. Independent study is a key element of learning on all our degrees, and you’ll be supported to learn how to do this effectively through your first year. In year one, you’ll take a variety of assessments including essays, exams and presentations. Exactly what assessments you’ll undertake will depend on the optional modules you select. In your first year and throughout your degree, you’ll get feedback on your assessments to help you develop your skills and improve your work.  Year two builds on the social and environmental foundation built in year one, moving towards solution-oriented and actionable learning. This includes solutions to inter-connected challenges such as food security, water security, environmental hazards, biodiversity conservation and climate change. At the same time, the course also places greater emphasis on individual and group-based research and problem-solving, developing these skills through residential field studies and problem-based learning with our sustainability partner organisations. During year two you’ll have greater freedom to experience the breadth of UEA’s expertise on sustainable development, for example you’ll have options to study environmental law and philosophy.   SUSTAINABLE RURAL DEVELOPMENT Conservation, conflict and environmental justice, dev field course, conservation, restoration and environmental justice, quantitative evidence in development, becoming a social science researcher, optional b modules, economics for development 2: microeconomics, south asian development, media, communication and social change, politics, development and society, geographies of global development, optional c modules, environmental philosophy for second years, environmental politics and policy making, power, wealth and nations: global political economy, climate change: science and policy. In year two, you’ll learn through the same core activities as in year one, whilst also engaging in more applied learning. We offer a range of methods modules that allow you to gain experience of conducting your own research projects in the second year of your degree. There are also a variety of field trips and field courses offered in year two.    In year two, you’ll continue to undertake a variety of assessments, the exact mix of which will depend on the optional modules you choose. Year three continues to be solutions and real-world oriented, harnessing your growing expertise to the central question of how societies can transform towards just and sustainable futures. There is even more flexibility this year and you can tailor your choices towards your interests and career aspirations. For example, you can design your own independent dissertation project, supported by a relevant staff member, on a sustainability issue that is of interest to you. You’ll develop your critical and ethical thinking skills and strengthen your teamwork abilities. Additionally, you’ll gain practical experience in sustainability planning through working with local partner organisations.    JUST TRANSFORMATIONS TO SUSTAINABILITY Dissertation, development work placement, globalisation and economic development, decolonial knowledge production, the political economy of social movements, urban futures, international and eu environmental law, natural resources and environmental economics, energy and people. In your final year, you’ll continue to learn through lectures, seminars and practical work. Your compulsory third year module provides you with the opportunity to further develop your knowledge and skills working with local partner sustainability organisations. You’ll also have the option to research and write a dissertation, a large individual project that you develop with one-to-one support from an academic supervisor.    In year three you’ll have the option to write a dissertation, alongside taking other assessments. The dissertation is a large project that assesses your ability to conduct independent research. The dissertation is optional, and you can choose to take other modules with other assessments should you wish.  Entry Requirements UK and International fee-paying students. Choose UK or International above to see relevant information. The entry point is in September each year. We welcome and value a wide range of qualifications, and we recognise that some students might take a mixture of different qualifications. We have listed typical examples that we  accept for entry.    You should hold or be working towards the specified English and Mathematics requirements and one of the examples of typical entry qualifications listed below. If your qualifications aren’t listed, or if you are taking a combination of qualifications that isn’t specified, please contact Admissions.   All applicants must hold or be working towards GCSEs in English Language and Mathematics at minimum grade C or grade C.   We accept a wide range of English Language qualifications, please see our English Language equivalencies page.      UEA are committed to ensuring that Higher Education is accessible to all, regardless of their background or experiences. One of the ways we do this is through our  contextual admissions schemes . Contextual offer: BBC Level 3 Extended Diploma: DDM Contextual offer: DMM Combinations of BTEC and A levels Extended Diploma: DDM Diploma:  DD plus B at A level.  Extended Certificate: D plus BB at A level.  BTEC in Public Services, Uniformed Services and Business Administration are all excluded from our BTEC offers Access to HE Diploma   Pass Access to HE Diploma with Distinction in 30 credits at Level 3 and Merit in 15 credits at Level 3   T levels   Obtain an overall Pass including a B in the core of the T Level and a Distinction in the Occupational Specialism. Any subject is acceptable. Foundation Year options: If you do not meet the academic requirements for direct entry, you may be interested in one of our Foundation Year programmes such as - Global Development with a Foundation Year  International Baccalaureate   32 points overall Irish Leaving Certificate 3 subjects at H2, 3 subjects at H3 Scottish Highers Scottish advanced highers. BCC A combination of Advanced Highers and Highers may be acceptable We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application.  Our  Admissions Policy applies to the admissions of all undergraduate applicants. We accept many international qualifications for entry to this course. For specific details about your country, view our information for  International Students . Diploma: DD plus B at A level.  If you do not meet the academic and/or English language requirements for direct entry our partner, INTO UEA offers progression on to this undergraduate degree upon successful completion of a preparation programme. Depending on your interests, and your qualifications you can take a variety of routes to this degree. Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading):    IELTS:  6.0  overall (minimum  5.5  in all components)  We also accept a number of other English language tests. Review our  English Language Equivalencies  for a list of example qualifications that we may accept to meet this requirement.   Test dates should be within two years of the course start date.    If you do not yet meet the English language requirements for this course, INTO UEA offer a variety of English language programmes which are designed to help you develop the English skills necessary for successful undergraduate study. Fees and Funding Tuition Fees    View our information for Tuition Fees . 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Course Related Costs Please see Additional Course Fees for details of course-related costs.  How to Apply UCAS Hub is a secure online application system that allows you to apply for full-time undergraduate courses at universities and colleges in the United Kingdom.  Your application does not have to be completed all at once.  Register or sign in to UCAS  to get started.   Once you submit your completed application, UCAS will process it and send it to your chosen universities and colleges.  The Institution code for the  University of East Anglia  is  E14.  View our guide to applying through UCAS for useful tips, key dates and further information:  How to apply through UCAS   Employability After the course. You’ll graduate with knowledge and skills valued by a vast range of organisations offering ‘green jobs’ . The green economy takes in the private, public and charity sectors and our degree will equip you to work in any one of these areas.   Examples of careers that you could enter include:  Corporate sustainability  Government sustainability planning  Nature conservation  Green energy  Environmental charity  Environmental consultancy  Discover more on our Careers webpages .  Sustainable Development starting September 2025 for 3 years 147 IMAGES PhD in Sustainable Development and Climate Change PhD in Sustainable Development and Climate change (PhD SDC) Online PhD in Sustainable Development and Diplomacy PhD in Sustainable Development and Integration PhD Workshop: Sustainable Development Research PhD Opportunity in Entrepreneurship and Sustainability! 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The flexible, transdisciplinary nature of the program allows students to focus on problems of interest to them, drawing upon relevant knowledge from sustainability science and a ... PhD in Sustainable Development The PhD in Sustainable Development is a full research programme focusing on key areas of sustainable development and themes outlined in the 17 sustainable development goals. The research topics will cover a wide range of complex issues and theories related to sustainable development, from the science of climate change and ecosystems to ... Ph. D. in Sustainable Development This PhD program will take 3 years to complete when enrolled as a full-time student. Specialized Part-time Program. Currently offered in Sustainable Development and Interdisciplinary Studies. Offered exclusively to Central Agencies and National Research Institutes' employees. 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Global Vision: Aims to develop a sustainable future in line with the UN's 2030 Agenda and Sustainable Development Goals (SDGs). The role of universities in accelerating the sustainable development Sustainable development is a concept that has undergone several changes as the years have progressed, and new issues arose. Such evolution has been supported by the participation of various ... NewCityConcepts: A Model for Sustainable Urban Developmen Across the globe, comprehensive solutions for participatory and sustainable urban development are in high demand, with ongoing research and model testing. However, in Germany, sectoral boundaries have remained largely unchallenged. ... Our PhD Fellows are supporting our research mission as they complete their doctorate degrees. 04 Jul 2024. Program: Sustainable Development (Graduate Diploma) Graduate Diploma in Sustainable Development. The Diploma in Sustainable Development considers the concept of sustainable development as an economic growth opportunity. The Diploma is designed for candidates who desire to make a contribution to the emerging field of sustainable development. The Diploma is directed at providing the student with ... Science, technology and innovation International co-operation on science, technology and innovation pushes the knowledge frontier and accelerates progress towards tackling shared global challenges like climate change and biodiversity loss. The OECD provides data and evidence-based analysis on supporting research and innovation and fostering policies that promote responsible innovation and technology governance for resilient and ... BSc (Hons) Sustainable Development 2025/26 Our BSc in Sustainable Development is an interdisciplinary degree designed to prepare you for an exciting and rewarding career. This course focuses on key 'real world' national and international agendas aimed at achieving sustainability. We prioritise developing employability skills, with a specific emphasis on the rapidly growing 'green jobs' market. assignment essay homework paper phd report resume review speech thesis