Education for Sustainable Development: Challenges for Postgraduate Programmes
Abstract
:1. Introduction
2. Background
2.1. Goal 4 Targets for the Development of Sustainable Quality Education in Postgraduate Programmes
2.2. Challenges in Postgraduate Education for Sustainable Development
3. Materials and Methods
4. Results
4.1. Guiding Categories
4.2. Postgraduate Challenge Results
- -
- Development and Training of Human Talent (DTH), 36% were obtained by the deans, 46% by specialists, and 18% by the rectory.
- -
- Sustainable Research Program (SPR), 29% by deans, 57% by specialists, and 14% by rectorate.
- -
- Resilience (R), 14% in deans, 57% in specialists, and 29% in rectorate (see Figure 4).
“To go hand in hand with the competitive world in order to be able to respond to the diverse needs”:R-1.
“Generation of jobs from spin-offs, internationalization”:R-2.
“Articulation of postgraduates with industry, although postgraduates can be academic and professional, we should always be able to generate a better articulation with the world of work and industry. articulation with the world of work and industry”:R-3.
“Implement quality assurance systems that are in line with the times we live in the times we are living in”:R-3.
“Gamify training, which translates into increased creativity and, in turn, productivity. productivity”:R-4.
“I think one of the biggest challenges is the detection of human talent that identifies with the organisations identifies with the organisations”:S-1.
“Flexibility of curricula: to be able to adapt to changing times and the uncertainty created by the pandemic”:S-2.
“Maintaining a leadership focused on motivation, which helps you to build loyalty and retain human talent”:S-3.
“Humanistic research as a component of all postgraduate areas”:D-1.
“Promoting social awareness in the youth of the future”:D-2.
“Improvements in their research programs”:D-3.
“How to eliminate administrative barriers to achieve effective internationalization and virtual mobility of students”:D-4.
“Research staff committed to the development of human talent”:D-5.
“The assessment of postgraduate careers not only from the perspective of the specialization to adapt to the demands of the new markets, but rather to aim at the energization of the professions with a character that transforms the market and society”:D-6.
“Generate movements in the sustainable development of SMEs through the implementation of clean technologies, achieve education for work and personal well-being”:D-7.
“Strengthening of professional and teaching skills based on a diagnosis of teacher training needs”:D-8.
- -
- Research Commitments (RC) are supported by 66.67% by specialists and 33.33% by deans.
- -
- Improvement of Research Programs (IPM) are supported by the same percentage with 33.33% for deans, specialists, and rectors.
- -
- Onsite and Virtual Attendance (OSVA) is 50% for both deans and rectors.
- -
- Detection of Human Talent (DTH) is 66.67% for deans and 33.33% for rectors (see Table 3).
Deanery Gr = 7; GS = 4 | Specialist Gr = 9; GS = 9 | Rectory Gr = 7; GS = 1 | Totals | |||||
---|---|---|---|---|---|---|---|---|
Emergent Category | Absolute | Relative | Absolute | Relative | Absolute | Relative | Absolute | |
● RC | 1 | 33.33% | 2 | 66.67% | 0 | 0.00% | 3 | 100.00% |
Gr = 3 | ||||||||
● MS | 1 | 33.33% | 1 | 33.33% | 1 | 33.33% | 3 | 100.00% |
Gr = 3 | ||||||||
● OSVA | 1 | 50.00% | 0 | 0.00% | 1 | 50.00% | 2 | 100.00% |
Gr = 2 | ||||||||
● DHT | 1 | 66.67% | 0 | 0.00% | 1 | 33.33% | 3 | 100.00% |
Gr = 3 |
5. Discussion
6. Conclusions
Limitations and Future Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Institution Represented | Country | Academic Degree | Position Held | Dependent Unit |
---|---|---|---|---|
Universidad Mayor de San Andres | Bolivia | Ph.D. | Director of Research and Graduate Studies | Rectory |
Universidad Autónoma de Chile | Chile | Ph.D. | Vice President of Research and Graduate Studies | Rectory |
Universidad Cattolica Santissima Concepción | Chile | Ph.D. | Director of Training Unit | Rectory |
Universidad Nacional Andres Bello | Chile | Ph.D. | Postgraduate Coordinator | Rectory |
Universidad Mayor | Chile | Ph.D. | Postgraduate Coordinator | Rectory |
Universidad Católica de Colombia | Colombia | Ph.D. | Research Group Director | Specialist |
Centro Int.de Investigación y Desarrollo | Colombia | Ph.D. | Director of Research and Development Center | Specialist |
UNESCO | Colombia | Ph.D. | Advisor UNESCO-Colombia. | Specialist |
Universidad de la Guajira | Colombia | Ph.D. | Doctoral Programs Professor | Deanery |
Universidad Castilla la Mancha | Spain | Ph.D. | Professor of Doctoral Programs | Deanery |
Universidad de Granada | Spain | Ph.D. | Professor of Doctoral Programs | Deanery |
Universidad Autónoma de Madrid | Spain | Ph.D. | Professor of Doctoral Programs | Deanery |
Universidad Nacional Autónoma de Honduras | Honduras | Ph.D. | Doctoral Program Director | Deanery |
Tecnológico de Monterrey | Mexico | Ph.D. | Dean of Faculty | Deanery |
Universidad Autónoma de Sinaloa | Mexico | Ph.D. | Research and Graduate Program Director | Deanery |
Universidad Nacional Jorge Basadre Grohman | Peru | Ph.D. | Dean of Faculty | Deanery |
Universidad César Vallejo | Ph.D. | Dean of Faculty | Deanery | |
Universidad Euroamericana | Panama | Ph.D. | Vice President for Research and Graduate Studies | Deanery |
Universidad Dr Rafel Belloso Chacín | Venezuela | Ph.D. | Dean of Research and Graduate Studies | Deanery |
Hermeneutic Approach | Category Guiding | Code Group | Contribution SDG | Specific Research |
---|---|---|---|---|
Challenges in postgraduate programmes | Human talent development and training | Teacher upgrading Face to face and virtual assistance Human talent identification Specialisation Leadership and motivation Teacher training needs | SDG 8 SDG 4 SDG 8 | [19] [31] [19] |
Research and sustainable programmes | Research commitments Sustainable development of SMEs Applied and humanistic research Improvement of research programmes | ODS 8 ODS 4 | [19] [19] [31] | |
Resilience | Organisational policies and values Competitiveness Use of new technologies |
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Acevedo-Duque, Á.; Jiménez-Bucarey, C.; Prado-Sabido, T.; Fernández-Mantilla, M.M.; Merino-Flores, I.; Izquierdo-Marín, S.S.; Valle-Palomino, N. Education for Sustainable Development: Challenges for Postgraduate Programmes. Int. J. Environ. Res. Public Health 2023, 20, 1759. https://doi.org/10.3390/ijerph20031759
Acevedo-Duque Á, Jiménez-Bucarey C, Prado-Sabido T, Fernández-Mantilla MM, Merino-Flores I, Izquierdo-Marín SS, Valle-Palomino N. Education for Sustainable Development: Challenges for Postgraduate Programmes. International Journal of Environmental Research and Public Health. 2023; 20(3):1759. https://doi.org/10.3390/ijerph20031759
Chicago/Turabian StyleAcevedo-Duque, Ángel, Carmen Jiménez-Bucarey, Tohtli Prado-Sabido, Mirtha Mercedes Fernández-Mantilla, Irene Merino-Flores, Sandra Sofía Izquierdo-Marín, and Nicolás Valle-Palomino. 2023. "Education for Sustainable Development: Challenges for Postgraduate Programmes" International Journal of Environmental Research and Public Health 20, no. 3: 1759. https://doi.org/10.3390/ijerph20031759