Comparison of three cases studies: universities pursuing the SDGs
| Characteristics and insights of the university aSDG agenda | PU (UK) | AUBG (Europe) | HU (USA) |
|---|---|---|---|
| Research-intensive university | X | X | √ |
| Teaching and research university | √ | X | X |
| Teaching-priority university | X | √ | X |
| Led by senior management with faculty and staff | √ | X | X |
| Led by staff, with faculty and senior management | X | X | √ |
| Led by external stakeholders, with senior management | X | √ | X |
| Led by students | X | X | X |
| Influenced teaching and learning strategy | √ | √ | √ |
| Influenced research and innovation strategy | √ | X | √ |
| Yielded new sources of income | √ | √ | √ |
| Yielded reputational gain | √ | √ | √ |
| Mission-focused transformation | √ | X | X |
| Purpose-driven transformation (internal/external) | √ | √ | √ |
| Used “living labs” framework | √ | X | √ |
| Evidence of capacity and capability building of human capital | √ | √ | √ |
| Evidence of interdisciplinarity as enabler | √ | √ | √ |
| Evidence of wider stakeholder impact/benefits | √ | √ | √ |
| Evidence of context-related articulation of the SDGs | √ | √ | √ |
| Characteristics and insights of the university | PU | AUBG | HU |
|---|---|---|---|
| Research-intensive university | X | X | √ |
| Teaching and research university | √ | X | X |
| Teaching-priority university | X | √ | X |
| Led by senior management with faculty and staff | √ | X | X |
| Led by staff, with faculty and senior management | X | X | √ |
| Led by external stakeholders, with senior management | X | √ | X |
| Led by students | X | X | X |
| Influenced teaching and learning strategy | √ | √ | √ |
| Influenced research and innovation strategy | √ | X | √ |
| Yielded new sources of income | √ | √ | √ |
| Yielded reputational gain | √ | √ | √ |
| Mission-focused transformation | √ | X | X |
| Purpose-driven transformation (internal/external) | √ | √ | √ |
| Used “living labs” framework | √ | X | √ |
| Evidence of capacity and capability building of human capital | √ | √ | √ |
| Evidence of interdisciplinarity as enabler | √ | √ | √ |
| Evidence of wider stakeholder impact/benefits | √ | √ | √ |
| Evidence of context-related articulation of the SDGs | √ | √ | √ |
Note:
SDG agenda is taken to include PU’s broader sustainability agenda that pre-dated the United Nations ratification of the goals in 2015
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