Critical evaluation of definition(s) of sustainability at a Dutch university

Almost three decades after its rise, sustainable development remains difficult to realize in practice. Worldwide, in critical sectors such as water, energy and transport, investments in conventional—often unsustainable—infrastructure continue, while the adoption of sustainable alternatives remains too slow. Among a range of socio-institutional impediments, processes of long-term strategic planning for public infrastructure represent a major challenge for sustainable development. Scholars explain this challenge with respect to the dominance of traditional planning approaches, arguing that the predictive, reactive and incremental planning culture, which is entrenched in today’s planning practice, cannot address the wide range of uncertainties and complexities that need to be dealt with in the context of sustainable development. On the other hand, the new generation of long-term planning approaches, which provide better understandings of the implications of uncertainties and complexities, have had limited uptake in practice. The literature, however, often takes a normative stance in advocating alternative planning approaches, without explaining how radically different planning approaches can find their way into the well-established conventional modes of practice. Against this backdrop, this PhD thesis aimed to theoretically and empirically understand the perceived challenges of strategic infrastructure planning in the context of sustainable development, and to translate this knowledge into process interventions for adapting the conventional strategic planning toward improved outcomes for sustainable development. This could also be considered as capacity building in the ongoing planning practice for the uptake, or mainstreaming, of alternative approaches. The first phase of this research involved mapping the development of the strategic planning scholarship over time, in order to identify the path-dependent attributes and the carriers of strategic planning processes that could undermine alternative solutions. The second phase involved an empirical investigation of the planning practice. Using the case of water resources planning in Melbourne, Australia, the research revealed planning problems that thwart the vision of sustainable development and impede sustainable infrastructure investments. In the third phase, based on the insights from the previous phases, two standalone, yet complementary, planning interventions were developed and tested in real-world planning contexts in Melbourne’s water sector. The first intervention aimed at improving planners’ reflexivity with regard to the limits of traditional planning approaches and building capacity for alternative approaches. The second intervention focused on enabling the systemic diagnosis of impediments to sustainable infrastructure delivery as part of the strategic planning process. This thesis is one of the first studies at the interface of strategic planning science and practice in the context of sustainable development. It therefore contributes to our scholarly understanding, as well as practical abilities, toward realizing sustainable development.

Strategic planning in higher education provides insight on the sustainability priorities of many colleges and universities worldwide. Researchers from the International Sustainable Campus Network (ISCN), a global forum for leading universities to exchange ideas and best practices for integrating sustainability into campus operations, research, and teaching, investigated the trending themes in strategic planning found in scholarly literature and 24 of its member colleges and universities. This paper aims to outline the common themes and trends ISCN researchers observed in scholarly literature focused on strategic sustainability planning and sample ISCN colleges and universities. The methodology approach was based in theoretical literature background and empirical evidence noted on college and university websites. Common themes observed included climate change resiliency and adaptation, collaboration, health and wellbeing, and urban planning, among others. While overall there was a significant degree of similarity between strategic plans in different regions, ISCN researchers also observed some regional differences in strategic planning in higher education. For example, strategic planning in North America includes energy, education, and health as topics of particular emphasis, while in Europe focus topics in planning tend to emphasize innovation and urban planning. Additionally, ISCN researchers assessed the time frame of publicly stated strategic sustainability plans, with planning horizon being most often mid-term with a 4–6 year planning period. Due to the scope of the study and the nature of the methodological approach, these results should not be regarded as representative of all strategic planning in higher education and scholarly literature. This research is meant to provide a basis for trends in strategic planning during the timeframe in which the research was conducted.

Problem Statement. Strategic spatial planning in Ukraine focuses mainly on economic aspects and takes less into account the environmental consequences of planned activities, which may be threatening to natural and cultural heritage. This is explained, in particular, by the insufficient number of trained specialists for planning sustainable spatial development. It is especially important to integrate scientific natural research into educational programs for training specialists in spatial planning, which include the study of geodiversity, the evolution of natural and cultural landscapes, methods of creating nature conservation areas, the formation of eco-networks, as well as the introduction of innovative technologies in land use and various branches of the national economy. Such research is the basis for developing community strategy and achieving the Sustainable Development Goals (SDGs), effective territorial management and successful spatial planning practices. The purpose of the article is to consider strategic spatial planning as a modern interdisciplinary field that integrating social, economic, and ecological aspects of sustainable spatial development. Research methodology proposes an interdisciplinary approach to strategic planning, which takes into account the geodiversity of the territory, the evolution of natural and cultural landscapes, as well as natural and anthropogenic risks. This approach makes it possible to predict optimal scenarios of spatial development, adapted to specific geographical conditions. Special attention is paid to the training of highly qualified specialists at the bachelor's and master's levels, emphasizing their important role in the development of strategic plans, which are the basis of comprehensive plans for the spatial development of territorial communities. The results. The article presents scientific approaches to strategic planning based on an interdisciplinary study of territories. This study highlights the international experience of strategic planning and similar successful practices in Ukraine territorial communities. Scientific novelty. The study provides a theoretical basis for the mandatory integration of natural science research into strategic spatial planning. This includes data on geodiversity, natural settings and resources, cultural and natural landscapes, nature reserves and ecological networks. The combination of this information with the data of the land and urban cadasters creates a comprehensive basis for determining the optimal scenarios of spatial development. Practical significance. The results of this study can be applied to improve the methodology of strategic spatial planning at the local level. Generalized international experience is a valuable guide for setting long-term spatial development goals and implementing specific measures to achieve them. Practical aspects of spatial planning, such as innovative land use systems, implementation of renewable energy sources, inclusive residential and public spaces, protection and preservation of natural and cultural heritage, are illustrated by specific examples discussed in the article. This study is useful for professionals in spatial planning and community management, as well as for researchers, teachers, and students who focus on integrating natural science research into the practice of spatial development.

Natural resources management is crucial for sustainable development of a region. It involves knowledge of natural resources, planning for sustainable use, and implementation at field level. A watershed is an area within a region with natural boundaries that are most appropriate for natural resources management. This paper emphasizes need for a watershed approach, provides a brief description of that approach taken by India, and presents an exercise in planning and aiding in decision-making for a case study watershed. Production Systems Planning (PSP) is an approach presented here that can be taken for achieving natural resource conservation for case study watershed. The proposed conservation measures are quite useful in harmonious development of region for food production. Key Words: Natural Resources Management, Sustainability, Sustainable Development, Watershed Management, Production Systems Planning (PSP) Introduction Man's interaction with nature is rapidly becoming more complex due to a multitude of activities that directly or indirectly cause a disturbance in natural system. The deeper interactions between human activities and natural ecosystems call for an interdisciplinary approach to natural resources management, while inputs from multiple disciplines need to be effectively utilized in achieving it. This prudent natural resources management will enable sustainable development of a region without losing resource base. Sustainable development essentially aims to reconcile conflicting objectives of economic development and improvement in human welfare, and ecological sustenance and functioning of ecosystems. The term sustainable development is defined by Brundtland Commission as the development that constitutes meeting needs of current generation without compromising ability of meeting needs of future generations (Brundtland, 1989). Sustainable development is now globally accepted as a supreme long-term goal of humanity (World Commission on Environment and Development, 1987). Sustainable utilization of natural resources is essential for sustainable development. It follows that sustainability of renewable natural resources in general and common property resources in particular assumes importance in both developed as well as developing countries because of finite capacity of resource base and increasing demand for its exploitation. The technical definition of term sustainability is given as, the ability of a natural resource system to produce a socially optimum level of output that is necessary to meet needs and aspirations of people dependent on system perpetually without any detrimental effects on resource system itself and physical environment, and with no imposition of significantly greater risks on future generations (Colchester as quoted by Singh, 1995). This might be comprehensive and deep rooted, but in other words, sustainability implies not only conserving natural resources but also maintaining ecological functions and supply of natural resource products, which are essential to livelihoods of local people. Sustainability in this sense is a dynamic concept that reflects changing levels of output corresponding with changing human needs and production technologies over time. Natural Resources Management Natural resources discussed here are broadly covered under land, water, and biomass (or vegetation). These three resources are crucial for production under various systems namely, agriculture, horticulture, silviculture, pisciculture, and animal husbandry. Management of these three major resources is crucial for making production in these systems sustainable and enhanced. Sustainability of these systems can be threatened due to disruption in linkages between these resources. This may assume various forms, for example, increased soil erosion resulting in nutrient loss rendering it unfit for use in case of land; soil water deficiency or excessiveness affecting its productivity and degradation in case of water resources; decline in vegetation density and diversity leading to reduction in soil and water conserving properties in case of biomass or vegetation resources, and so forth. …

PurposeThe purpose of this paper is to examine the diverse definitions of sustainability in higher education, focusing on the rhetorical uses of the term among various institutions within the Association for the Advancement of Sustainability in Higher Education (AASHE).Design/methodology/approachThe paper begins with an overview of the term sustainability in political and public discourse, using that as a gateway to understanding the rhetorical uses of the term. Through this framework, the paper begins a vital discussion about university texts and what they reveal about sustainability in US higher education.FindingsThe author finds that university definitions of sustainability reveal a similar malleability and fluidity as definitions in political and public discourse, while at the same time revealing particular trends in the ways in which concepts of interconnection, technological problem-solving and temporality persist in definitions of the term in higher education.Research limitations/implicationsThis analysis is limited to definitions of sustainability used by several representative institutions within AASHE. Further studies should provide a more comprehensive analysis of a larger sampling of AASHE institutions as well as universities not affiliated with AASHE.Practical implicationsAdministrators and educators at institutes of higher education must account for the ways in which definitions of sustainability are tied to an institution’s goals, agendas and material circumstances. Developing a better understanding of how such definitions emerge can provide greater clarity in enacting change.Originality/valueThis paper melds together rhetorical theories on sustainability with broader research on the use of the term in higher education. As such, it offers a unique interdisciplinary perspective on rhetoric, sustainability and higher education.

PurposeExecutives who are engaged in strategic planning for higher education generally complain about the process and the lack of clear outcomes from the strategic plan. They generally argue that the process is complex and sometimes confusing and the end result does not justify the time spent in preparing the plan. The extant literature on strategic planning in higher educational institutions (HEIs) is replete with these types of complaints. The work undertaken in this paper provides a solution to this problem. This paper proposes a simplified and efficient strategic planning model which executives can use to facilitate strategic planning in HEIs. This model takes into consideration, all the elements of previous models and synthesize them into a manageable, simplified framework that can be adapted to meet the planning needs of senior executives in any HEI.Design/methodology/approachThe paper uses the action research framework to ground the solution to the problem identified. The action research framework is a sound research method that assists in resolving some of the practical problems executives in HEIs encounter as they move towards strategic planning. The researcher and a client in the higher educational sector, the UWI, engaged in collaborative problem-solving to develop a strategic plan for the client. To derive the solution, the researcher drew on the experience of the strategic planning process at the University of the West Indies (UWI) and also a number of selected universities in North American, Europe, Asia and Africa. The researcher then synthesized the outcomes from the deliberations and consultations with the client, the UWI and drew on theoretical knowledge in strategic management to derive the simplified model for strategic planning in higher education.FindingsThe research presented in this paper found that the existing strategic planning models used in higher education are generally complex, mostly designed specifically for an individual institution and lacks clarity regarding the implementation process. To overcome these problems for strategic planners in higher education, this paper proposes a simplified model that can be adapted by any HEI to assist with their strategic planning process. The Brainstoming- Visioning Action Results (B-VAR), the solution to the problem, presents the various elements of the strategic planning process that will need to be in place in order to develop a workable strategic plan and one that is implementable and will deliver tangible results for the HEI.Originality/valueBesides adding to our knowledge in strategic management and specifically, strategic management in higher education, the greatest value from this paper is the solution it presents to solve the long-standing problem of having complex and ineffective planning models to lead strategic plan development in HEIs. The added value is that the model is integrative as it draws on elements of previous planning models but simplified them for their adaptation to any HEI.

PurposeThe purpose of this paper is to examine university students’ attitudes towards the concept of sustainable development and towards the need for the implementation of education for sustainable development into the higher education system. To that end, the paper explores in a process-oriented focus which drivers and barriers are experienced as being the most important ones and how they relate to one another.Design/methodology/approachThe study is based on the questionnaire for the evaluation of attitudes towards the concept of sustainable development. This instrument consists of 9 batteries with 83 items presented in the form of the five-point Likert scale. The questionnaire evaluated different aspects of respondents’ attitudes towards the concept of sustainable development, but students’ attitudes in relation to the items from the following subscales will be presented for this paper: understanding the concept of sustainable development, position of sustainable development in the system of higher education, sources of information about sustainable development and entities responsible for sustainable development. The study sample consisted of students from the University of Novi Sad, specifically from the faculties with accredited programs in the field of humanities and technological sciences.FindingsIn general, students recognized the main determinants of sustainable development and they support an integral approach to sustainability, i.e. the need to include the knowledge, values and skills for sustainable development in the higher education programs. In addition, they identified a number of obstacles and the uncertainties of overcoming them. In this regard, the students did not recognize the responsibility of the higher education institutions as the key responsibility or their own responsibility in relation to sustainable development, which can be related to their feeling of marginalization and the doubt that their behaviour and decisions can influence the development of the local society, as well as the development of the society as a whole. On the other hand, the respondents acknowledged the role, the importance and the responsibility of the mass media in the process of developing the attitudes towards and opinions about the problems related to environmental protection and sustainable development.Practical implicationsThe results of the study indicate the students’ attitudes towards sustainable development, thus making the directions for higher education reform clearer and in line with the present needs for sustainable development in Serbia. The obtained results can serve as a recommendation to the governing structures, i.e. to the relevant ministries of education and environmental protection, as well as to the universities in terms of which direction their process of planning and creating paths of sustainability should take. This is particularly important in the case of the Republic of Serbia, which is currently in the process of joining the European Union and responding to the requirements set by the process of negotiation for Chapter 27 in terms of improving the strategic framework and plans for the education for sustainable development and building the capacities in response to climate change. On the other hand, linking the results of this research with the results of similar studies around the world contributes to the further enrichment of the scientific knowledge base in this field and confirms the need for stronger and united efforts on the path to a sustainable future. It is a fact that, regardless of the national, economic, socio-political and cultural context, there is a global lack of success in shaping a humane and sustainable relationship between man and nature. Therefore, the results of this research should be considered as an invitation for new research initiatives regarding the ways to support the positive attitudes of students towards the concept of sustainable development and to facilitate their further development in the educational process, as well as in other academic domains.Originality/valueThis research is inspired by the fact that, in the Balkan countries, education for sustainable development has not been extensively discussed within the scientific discourse on higher education for sustainable development. This is one of the first papers to provide data about students’ attitudes towards the concept of sustainable development and the need for its implementation in the higher education system in Serbia. The value of the paper lies in its potential to help understand the role that different drivers and barriers play in higher education for sustainable development.

The purpose of this paper is to identify the role of strategic planning as a sustainable tool for regulating both the protection and development of historic urban landscapes, as well as developing an adequate and effective strategic model and management instruments for implementation. The role and importance of strategic planning are examined in the context of global transformative actions in the urban governance of community and private sector engagement and sustainable development on the local level. We argue that a specific—tailor-made—integrated strategic urban planning approach could be a useful model, both for development and urban regeneration and for the preservation of protected valuable historic urban landscapes, thus contributing to a sustainable urban revival of wider surrounding territories including cultural, social and economic development. We stand on the position that the sustainable approach to the protection and revitalization of the historic urban landscapes has to be in line with the acknowledgment of specific local community values, contemporary needs, their involvement, and, eventually, their satisfaction. The case study method was based on the example of a protected historic center of Novi Pazar in Serbia to test the possibilities of applying strategic planning model and management for the implementation tailored to the local context. Eventually, the scenario method was applied to test the possibilities of a simulation of the strategic planning model and management instruments for a protected historic center. We found that the appropriate combination and utilization of regulatory, economic and informational management instruments have to be in place in the specific context. We conclude and draw out theoretical and practical remarks from our research that integrated strategic urban planning model should consider the logic and the functioning of the competitive real estate markets, and the sustainable environmental, economic and social effects, potentials and benefits for the locality where they originate, in order to be utilized as the new generative value both for the protection and for the revival of historic city centers. The paper develops a conceptual strategic planning and management model for the regeneration of historic urban landscapes that capture the physical, environmental, economic, and social effects and indicators of a given space. Based on this input, an adequate initial stage of the conceptual strategy by the authors of the paper was developed for the regeneration of the historic urban city center.

The study aimed to reveal the reality of strategic planning technical (Technological) education and to identify the strategies and practices within the Technical Education (ICT)) established within the Ministry of Education and Higher Education in the State of Qatar, through the answer of the main question: «what is the reality of strategic planning for technical education in the State of Qatar.» the study has been identifythe awareness of ministry officials to the concept of strategic planning and technical importance of education and knowledge of the issues that arise in strategic planning and technical education through Identify its objectives for national development. The study identify the most important opportunities, threats, strengths and weaknesses in technical education, the most prominent gains and benefits from the strategic planning process and finally have been identified over the departments and schools commitment to strategic planning and mechanisms used in the follow-up and evaluation. To achieve the objectives of the study were used descriptive and analytical approach in the search, using the selected sample of officials from the Ministry of Education and higher education through in-depth interviews and a review of annual reports and strategic plans for the ministry to demonstrate the reality of strategic planning and technical education over the years of 2010-2017.The results of the study that the Ministry of Education and Higher Education in Qatar is aware of the concept of strategic planning importance.They apply strategic planning for education in general and include technical education a key objective. There is another objective respect merging information technology in the education process as part of the ministry»s strategic plans. The study also showed that there are great opportunities and strengths for technical education that can be exploited to meet the points of threats and Weaknesses if they are used efficiently and effectively. The study explained the mechanisms in following up and evaluating the strategic plans which developed with local and international partners in cooperation with the ministry. Based on the analysis of the results, the study presented a proposed vision for the strategy of developing technical education. The study concluded with a set of recommendations in order to enhance the effectiveness of strategic planning of technical education, the most important to be include the key concepts such as innovation, creativity, quality, transparency in order to access excellence in technical education, in addition to that there is needs for the environment to create before the implementation of strategic plans to change the culture of the community specially students towards technical education to avoid the occurrence of resistance to change. Also there is need for integration and harmony between the other strategic plans within the ministry,also, the each departments need to know what is required for individuals and other departments. Finally, The importance of integration with strategic plans for technical education and labor market needs in the GCC. The most important feature of this study is that it is one of the first studies in the strategic planning of technical education in the State of Qatar. Keywords: Strategic Planning, Strategic Plan, Technical Education, Ministry of Education and Higher Education, Ministry

In this chapter we evaluate strategic planning considering its tangible and intangible effects. Our purpose is to offer a framework to examine why were the strategic plans made and what was – if any – their transformative impact on development strategies and governance models at the urban-regional level. In particular, we focus on two strategic plans that were respectively carried out in Bari and Taranto sub-regions following the Italian Government’s decision to fund strategic planning in order to promote a sustainable and competitive development in city-regions in Southern Italy. The strategic planning initiative in the Bari sub-region involved 31 municipalities out of 41 of the Bari Province; in the case of Taranto 28 municipalities of the Taranto Province voluntarily adhered to the strategic planning process. In both cases the strategic planning process attempted to think collectively in order to prepare the strategic plan. Our evaluation shows how dilemmatic it is to balance between tangible and intangible impacts in a strategic planning process in urban regions in Southern Italy with its history of political patronage, vested interests, and other institutional shortcomings. To conclude, our chapter discusses some lessons that could be learnt for future efforts in strategic planning.

In modern conditions, the development of socio-economic systems takes place under the influence of external and internal factors. In a world where constant changes occur, such characteristics of an object or system as stability and permanence become especially important. Due to the need to renew the national economy, an essential aspect of the functioning of enterprises at the current stage is their sustainable development, which must meet the needs of people at present and create a prosperous future for the next generations. Its components must be organically integrated into the strategic management of the enterprise. The purpose of this publication is to critically evaluate various theoretical and methodological approaches to the formation of sustainable development. Specifically, we aim to uncover the unique challenges and strategies involved in the sustainable development of business structures amidst the current socio-economic uncertainties. The article examines the essence of the formation of a strategy for the sustainable development of an enterprise. The essential content of the sustainable development of the economy within the framework of the "Goals of sustainable development" has been determined. Approaches to the study of interpretations of the concept of "sustainable development of the enterprise" are substantiated, determining the multifaceted nature of this concept and its complex nature. The experience of EU countries in the field of strategic management of sustainable business development is considered. The essence of the concepts of strategy, enterprise strategy, strategic planning, and strategy of sustainable development of the enterprise is defined. The elements of the strategy of sustainable development of the enterprise as a socio-ecological-economic system were studied. It is noted that enterprise strategies should be formed according to different principles based on strategic planning and management postulates. Conclusions. Strategy is the primary tool that allows an enterprise in an unstable external environment to determine the direction of activity and target orientations, develop a plan of measures to achieve the set goals and maintain the ability to maintain a high level of competitiveness and not lose parameters of sustainability. The symbiosis of strategic, innovative, and sustainability aspects of the enterprise's development will increase its social, environmental, and economic efficiency, thus ensuring a high level of competitiveness and survival of the enterprise in the long term. Keywords: sustainable development of the enterprise, sustainable development strategy, strategic planning, socio-ecological-economic system.

Multi-functional silviculture and sustainable forest management in Europe was recently defined by the Helsinki Resolution H1 (MCPFE 1993). Sustainable development (SD) is associated with abandoning the concept of even-aged forests. In view of this extended SD perception, the conventional forest planning procedure has to be revised. By relying on yield tables and the model of normative forests at the overall enterprise planning level, the conventional results become increasingly irrelevant in forest management. Such outdated planning tools do not provide the information needed for multi-criteria strategic planning. Modern strategic forest planning and decision-making require appropriate tools and technologies, such as forest growth simulators, evaluation and optimisation algorithms, geographical information systems, sample-plot data and visualisation routines, most of which are supplied by forest growth and yield science. The main aspect is to combine these tools and integrate them into decision support systems supporting the planning and decision processes at the enterprise level. In particular, the application of forest growth simulators will enable an improved SD evaluation and a more flexible adjustment between single stand and total estate planning. Simulation models can replace common indicators with aggregated dynamic long-term indicators. Management alternatives can be analysed with regard to their estate-referring and long-term consequences. In this chapter, we will point out: (1) how forest planning and decision-making can evolve from monitoring forest development to strategic planning, (2) how the Pan-European criteria can be used for monitoring and strategic planning of SD at estate level, (3) how available forest planning data can be best utilised for the planning process, and (4) what could be contributed by forest growth and yield science to developing decision support systems for multi-criteria forest enterprise planning.

Higher education institutions play a crucial role in pursuing a more sustainable future. Research in sustainable development education (SDE) has grown dramatically in the last two decades because of its importance and global influence. In many universities, sustainability training is restricted to courses, is segregated from the study, and is not connected with sustainable campus operations. Thus, sustainability education is often addressed separately. The study adopted the descriptive-analytical method, and the keywords were adapted and extracted from the United Nations’ definition of sustainability and its 17 sustainable development goals, in addition to the Kingdom of Saudi Arabia’s Vision 2030 framework. This study examined whether sustainability elements are integrated into Imam Abdulrahman bin Faisal University’s curricula (i.e., courses and programs). We were particularly interested in learning how various academic fields integrate sustainability into their curricula. The study results indicated no elective or mandatory courses were designed for sustainable education in the university plan and showed a low degree of integration within the university curricula. For universities, incorporating SDE capabilities within the curriculum has practical ramifications. The curriculum review found that the courses focused chiefly on environmental concerns but enhanced the depth of coverage. Some approaches assist university leaders in devising curricula reforms to promote sustainability learning, providing students with opportunities to reflect on the topic, and bridging the gap between the activities being done at a university to foster sustainability and student perception of what needs to be achieved.

Higher education institutions play a crucial role in pursuing a more sustainable future. Research in sustainable development education (SDE) has grown dramatically in the last two decades because of its importance and global influence. In many universities, sustainability training is restricted to courses, is segregated from the study, and is not connected with sustainable campus operations. Thus, sustainability education is often addressed separately. The study adopted the descriptive-analytical method, and the keywords were adapted and extracted from the United Nations' definition of sustainability and its 17 Sustainable Development Goals, in addition to the Kingdom of Saudi Arabia's Vision 2030 framework. This study examined whether sustainability elements are integrated into Imam Abdulrahman bin Faisal University's curricula (i.e. courses and programs). We were particularly interested in learning how various academic fields integrate sustainability into their curricula. The study results indicated no elective or mandatory courses were designed for sustainable education in the university plan and showed a low degree of integration within the university curricula. For universities, incorporating SDE capabilities within the curriculum has practical ramifications. The curriculum review found that the courses focused chiefly on environmental concerns but enhanced the depth of coverage. Some approaches assist university leaders in devising curricula reforms to promote sustainability learning, providing students with opportunities to reflect on the topic, and bridging the gap between the activities being done at a university to foster sustainability and student perception of what needs to be achieved.

Sustainable development goals (SDG) involve not only environmental issues but also economic, social, and cultural concerns. Higher education plays a key role in promoting sustainable development initiatives and in empowering people to change their thinking and to strive for a sustainable future. However, the main issue that needs to be presently resolved is how leaders, teachers, and students in higher education can achieve sustainable development in their system vision, mission and values, strategic plans, and organizational culture. Morocco is a country with a long history of higher education and has continuous reforms for sustainable development. In the process of responding to the wave of globalization, the Moroccan government has begun to formulate a higher education reform plan to maintain its competitiveness and achieve the SDG standards. Therefore, this study is focused on the quality of the higher education system through which the sustainability of higher education reform can be implemented. With this in mind, an organized approach that involved a questionnaire using the SWOT (strengths, weaknesses, opportunities, and threats) decision-making model with integration of analytic hierarchy process (AHP) and Entropy method was developed. The questionnaires were filled out by the experts, staff, and students of the higher education system (universities) to obtain the important key factors for the SWOT analysis. The AHP was used for the qualitative analysis of the weights of the SWOT factors, while the Entropy method was applied for the objective analysis of the number of different weight attributes. After integration of AHP with Entropy, the finalized variables were ranked; these results are more reliable and realistic to decision-makers. Finally, the SWOT matrix was established based on the questionnaire assessment and the AHP with Entropy weights to help implement the higher education reform policy and to monitor the quality of the current education system. The results also indicate that higher education reform must incorporate many changes, including effective budget planning, skilled experts, internationalization, improved and expanded infrastructure, reformed study curriculum, and latest training.