Suchergebnisse

Increasingly, empirical evidence refutes many of the theoretical pillars of mainstream economics. These theories have persisted despite the fact that they support unsustainable and undesirable environmental, social, and economic outcomes. Continuing to embrace them puts at risk the possibility of achieving the Sustainable Development Goals and overcoming other global challenges. We discuss a selection of paradoxes and delusions surrounding mainstream economic theories related to: (1) efficiency and resource use, (2) wealth and wellbeing, (3) economic growth, and (4) the distribution of wealth within and between rich and poor nations. We describe a wellbeing economy as an alternative for guiding policy development. In 2018, a network of Wellbeing Economy Governments (WEGo), (supported by, but distinct from, the larger Wellbeing Economy Alliance—WEAll) promoting new forms of governance that diverge from the ones on which the G7 and G20 are based, has been launched and is now a living project. Members of WEGo aim at advancing the three key principles of a wellbeing economy: Live within planetary ecological boundaries, ensure equitable distribution of wealth and opportunity, and efficiently allocate resources (including environmental and social public goods), bringing wellbeing to the heart of policymaking, and in particular economic policymaking. This network has potential to fundamentally re-shape current global leadership still anchored to old economic paradigms that give primacy to economic growth over environmental and social wealth and wellbeing. ; https://www.mdpi.com/journal/sustainability ; pm2020 ; Political Sciences

Purpose
Students play an unequivocal role in sustainable universities as they are theorized to embody the mission of a sustainable university through a sustainable lifestyle and spread sustainability practices during their professional careers. Despite this, it is not well known how or why students come to embody a sustainable lifestyle. This study aims to better understand the relationship between happiness, academic achievement and sustainability behaviors among the student population in a Mexican higher education institution.


Design/methodology/approach
In a questionnaire study, engineering and psychology university students at a large public university in northwestern Mexico answered questions regarding their environmental sustainability behaviors, happiness and academic performance. A stratified random sampling technique was used to obtain the sample population that best represents the entire population. After chi-square tests, it was confirmed that the three variables were independent of one another. Therefore, a series of correspondence analyses were conducted to examine clusters or patterns that could indicate relationships among the three variables.


Findings
The main finding from this work was that the happiest and most academically astute participants were only slightly environmentally sustainable or not sustainable at all. The lack of environmental sustainability in students from one of the most top-rank sustainable universities in Mexico does not align with previous sustainability reports. External factors to the university, such as cultural values and extreme weather conditions, may have influenced students' sustainability behaviors.


Research limitations/implications
As with any other questionnaire study, the provided data is subject to interpretation, judgment and bias. In addition, the environmental and happiness index used in this study are not free of criticizing, and some author had disputed its efficacy. Finally, this study's findings did not determine any causality or directionality between any of the latent variables. However, causality and directionally between environmental sustainability-happiness and happiness-academic performance have to be found in both directions.


Practical implications
Despite the unsustainability of students in this study, this study has several contributions. First, it provides an evaluation of a sustainable university from the perspectives and behaviors of students. The views of students as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and inadvertent barriers (e.g. extreme weather patterns) toward the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers. The issue of barriers, as they relate to sustainability behaviors, is highly relevant and presents important opportunities and questions for future research.


Originality/value
This study provides an evaluation of a sustainable university from the perspectives and behaviors of students. Students' views as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and barriers as they relate to the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers.