Sikeres üzleti kapcsolatok kialakítása és fenntartása a Debreceni Egyetemnél: az intézmények közötti kommunikáció jelentősége

Purpose: The article provides a general overview of the issue of communication within higher education institution, drawing upon both national and international literature. Communication constitutes a process that should be considered as a crucial factor for the effective functioning of any university. In order to identify the fundamental components of this issue and to indicate potential areas for improvement, a pilot survey was conducted among students of the Silesian University of Technology. Design/methodology/approach: The following research methods were employed in the article: an analysis of national and international literature on the subject, as well as a survey study. Findings: The results of the study confirm that internal communication at the university is crucial for students’ experiences and the course of the teaching process, but it requires improvements. Hardly any student considered the current communication fully satisfactory, although the lack of mass criticism suggests that the situation is not critical. Informal sources of information (peers, social media) play a significant role, which indicates limited trust in official channels; therefore, the university should simultaneously strengthen its official communication channels and appreciate the importance of informal communication. Most students know where to find information about their studies, and lecturers generally convey requirements and course information clearly – these are strengths that should be maintained and further developed. However, areas for improvement have been identified, such as inconsistent communication about university-wide events and changes, which varies between faculties, indicating the need to standardise communication practices. The study was pilot in nature (covering 201 respondents) and reveals only preliminary trends. Therefore, further in-depth analyses are needed (including qualitative interviews and a larger student sample), as well as continuous monitoring of internal communication to improve its effectiveness. Originality/value: The results of the analysis of the communication process within a higher education institution may be addressed to a wide range of individuals involved in improving communication processes at universities, including academic staff, students, and student service units. Due to its cognitive value and significance for enhancing communication processes and good practices in this area, the article also contributes to the ongoing discussion on this issue. Keywords: Communication, Higher Education, Students. Category of the paper: Research paper, Survey study.

New technologies penetrate into all spheres of our lives and shifts personal communication as well as traditional communication between customers and organizations; provide all the participants of communication with more possibilities. Economic crisis promotes internet-based communication and stimulates organizations to look for cheaper possibilities, i. e. to integrate social media into relations building, public relations and other activities. Recent theoretical and practical scientific studies emphasize the importance of the development of social media ideas and its integration into organizations’ communication activities, which used in appropriate way, can help to reach the appointed results: to present and to sell services or goods, to build brand value or to maintain two-way relations with target audiences, etc. Social media is changing the traditional marketing paradigm and stimulates new attitudes toward relations between organizations and consumers, where information flows bilateral, direct and effectively, may be diffused in social networks by consumers’ wishes and can help to strengthen organization positions in the market. Therefore scientists recommend organizations to appraise the value of every member of virtual communities and to communicate in correct way: adding value, helping to solve problems, educating and etc. The article concentrates on the attitude which organizations have to have for successful social media, implementation and achievement of organizational goals. Different departments of organization should be involved in more effective use of social media. Business organizations have to consider both positive and negative social media application aspects in order to avoid certain risks. The negative aspect of social media that is mostly appointed by scientists is the lack of control mechanism: message content, timing and frequency. In order to avoid the risks related with communication in social media organizations have to plan social media implementation process. The main objective of this research is to build up the structural model of communication in social media and to test the application perspectives of the model for study promotion in public higher education institutions. The result of theoretical analysis is an original model of communication in social media. The steps of the model implementation are: environment and competitors’ analysis preparation of communication strategy, selection of appropriate channels, communication process, monitoring, assessment and comparison of results. The theoretical model of communication in social media includes not only the process of communication between the organization and consumers, but also the stages of preparation and assessment that are also important in the evaluation of implementation of the overall communication strategy. A case study of Lithuanian state higher education institutions was used to reveal the possible application of the suggested model of communication in social media in the promotion of higher education studies in social media. The communication of higher education institutions in social media is important since active involvement of prospective students in communication in social media can help prospective students to choose the university where he or she would like to study. Social media presents a university as „live“, communicating and caring about current and prospective students. The study on communication in social media by promoting studies at Lithuanian higher education institutions showed that the suggested model of communication in social media of business organizations can be successfully applied to the communication of universities in social media. The popularization of higher education institutions and involvement of prospective students should originate from environment analysis and planning as well as benefit assessment that may be gained by social media.DOI: http://dx.doi.org/10.5755/j01.ee.23.2.1550

Social media platforms such as WhatsApp, Twitter, Facebook, Instagram, and YouTube continue to provide higher education lecturers with the opportunity to share personal and academic resources. They use these platforms to communicate with colleagues and students for educational purposes. This study was motivated by the fact that the COVID-19 pandemic outbreak has made online learning a priority for higher education institutions, and lecturers in South Africa have had to rethink the adoption of social media platforms as learning tools. Although social media platforms were used before the COVID-19 pandemic, on a small scale, this study investigated the readiness and challenges of lecturers in adopting social media platforms as a teaching and learning tool during the COVID-19 pandemic outbreak. This study collected qualitative data from individual lecturers using a purposeful sampling technique. The findings of the study indicate that lecturers are ready to adopt social media as a teaching and learning tool during the covid 19 pandemic. WhatsApp is the most used social media platform for teaching and learning. This study also identified some benefits and challenges in adopting social media platforms for teaching and learning in higher education institutions (HEIs), however, in practicality these challenges should be explored and addressed before rolling out social media usage in HEI’s. Based on the findings, the study provides recommendations on the use of social media platforms in teaching and learning in HEI’s during pandemics, as well as future research on social media use to assist in teaching and learning in HEI’s.

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

The growing interest in implementing Lean thinking in non-manufacturing sectors is encouraging higher education institutions (HEIs) to keep pace with integral innovation. We aim at identifying the challenges of implementing Lean thinking in HEIs and exploring why Lean principles, although recognised as effective in the private and public sectors, are experiencing implementation problems in HEIs. We focus on preventive systems, measures and strategies that could contribute to minimising the risks of resistance towards the implementation of Lean thinking and, simultaneously, to increasing the quality of education in HEIs. This paper discusses the differences between Lean and Hierarchical Management Systems, the concept of the quality of education, the elements of customer value through benefits and burdens, the margins between optimising performance and overloading employees, the measurability of value stream processes, and the links between improving communication processes and performance indicators in a Lean framework. We carried out an overview of the scientific literature to define the constituents of the Lean mindset in HEIs and the problems that may arise in the implementation of these Lean strategic elements. This study leads to a better understanding that Lean thinking contributes to HEIs’ “customer” satisfaction, institutional efficiency and quality of education, all whilst corroborating the point that innovative top management, their devotion and a supportive and flexible workforce are essential components in fostering the effective implementation of Lean thinking in HEIs.

The use of social media (SM) platforms in higher education has seen significant growth since the global pandemic disrupted traditional learning methods and forced stakeholders to explore alternatives. This trend is expected to continue with the rise of newer digital learning platforms, tools, programs and pedagogies, particularly within the context of the Fourth Industrial Revolution and the evolution towards Education 4.0 and Education 5.0. Despite a significant level of research into SM’s role in informal learning, there has been limited exploration of its integration into pedagogical practices, particularly regarding assessment challenges and innovations in university settings. Additionally, there is scarce research on mobile applications in academics, hindering the effective integration of SM platforms into curricula. This study addresses these gaps by examining stakeholder perceptions of using SM for educational purposes in a university setting in Qatar. Following a comprehensive and comparative literature review and analysis, a thematic analysis of interviews with 20 stakeholders revealed that SM platforms go beyond communication, serving as tools to enhance professional identity, reputation, research profiles, knowledge dissemination, and social practices, but they lack methodologies to integrate effective learning, either independently or in formal learning/teaching/assessment settings. This study proposes a framework to optimize the use of SM platforms, with a particular focus on sustainability, for lifelong learning and knowledge-based societies leading to more sustainable and prosperous economies. The findings encourage the reconsideration of digital assessment and the expansion pedagogical practices in alignment with modern social learning through an expansive array of SM tools and platforms.

Emerald Studies in Higher Education, Innovation and Technology seeks to provide a multifaceted and interdisciplinary approach to these interconnected topics and invites proposals from all scholars working in these fields. The underlying purpose of this series is to demonstrate how innovations in education, educational technology and teaching can advance research and practice and help us respond to socio-economic changes and challenges. The series has a broad scope, covering many topics, including but not limited to learning analytics, open and distributed learning, technology enhanced learning, digital pedagogies, data mining, virtual and augmented realities, cloud computing, social media, educational robotics, flipped classrooms, active learning, innovation networks and many more.

Social Media Marketing has become one of the most useful and popular means of marketing Higher Education Institutions (HEIs) globally. The main aim of this research was to investigate the most common Social Media platforms used in HEIs in Zambia and then determine the best combinations of Social Media platforms for marketing HEIs. The research used a structured questionnaire designed in Google forms to collect responses from 321 respondents which were analyzed in SPSS version 20 using descriptive analysis, Bivariate tools and QQ plots. The findings revealed that WhatsApp and Facebook are the most commonly used Social Media platforms in HEIs in Zambia. Additionally, the best combination of Social Media platforms for marketing HEIs are Facebook and Twitter followed by Twitter and WhatsApp. This research also brought out the findings that there is an association between Social Media platform signed up for and age range. The research brings out the best combination of Social Media platforms that professionals managing Social Media Marketing in HEIs can use to develop an effective Social Media Marketing mix.

Problem statement. The Bologna Process has initiated the formation of a single European Higher Education Area. Today's students, through academic mobility programmes, have a unique opportunity to obtain academic experience and professional competences developed during their studies at higher education institutions in other countries. In particular, master students from Prydniprovska State Academy of Civil Engineering and Architecture (PSACEA) under agreement with National Engineering School of Saint-Etienne (France), had the opportunity to access the educational process at French Higher Technical Education Institution and conduct a comparative analysis of the educational process within the study of the discipline “Methods of teaching in higher education institution”. The purpose of the article is to conduct a comparative analysis of higher education systems in Ukraine and France on the basis of data from the State Statistics Service of Ukraine and Statistical Guidelines and reference materials of France and characterize the professional development methods of French teachers (on the example of the National Engineering School of Saint-Etienne). Conclusions. In today's globalised world, quality higher education has become a significant means of ensuring a high level of professional qualifications in all spheres of human activity. The increasing demand for higher education, as well as the increasing students number, add pressure to higher education and blur the boundaries between the economic and political sectors. Student exchanges and double degree programs provide opportunities for innovative student learning, as well as increasing the education effectiveness, which in turn leads to increased demand for this sector of public life. Despite the high cost of higher education, French universities are very popular among foreign students, including Ukrainian, as they contribute to the formation of relevant professional competencies for young people, providing greater opportunities in the further employment process. Although the number of foreign students in Ukraine is lower (compared to France), domestic our higher education institutions are also beginning to be in high demand among foreign applicants, thus strengthening not only the field of education but also international economic relations. For the Ukrainian system of teachers’ professional development, it is appropriate to study and partially implement the experience of French higher technical school. In particular, the variety of proposed methods and forms of professional development deserves attention, as it indicates the efforts of educational managers in France to create a pedagogical environment psychologically comfortable and as professionally appropriate.

The coronavirus (COVID-19) pandemic significantly affected the mode of delivery in higher education worldwide, with Zimbabwe not being an exception. The goal of this study was to understand how the coronavirus pandemic positively and negatively affected teaching and learning in higher education in Zimbabwe. Literature on how higher education in Zimbabwe has been operating before the pandemic was reviewed. A further attempt was made to understand how COVID-19 changed teaching and learning in higher education institutions in Zimbabwe. In order to understand this, firstly an effort was made to appreciate how the Government reacted in a bid to control the spread of the pandemic. Secondly, the effects of the actions of the government on teaching and learning in higher education institutions were assessed. Thirdly, adaptation techniques adopted by higher learning institutions in order to survive in the new normal situation were probed. The inevitable, new strategies, which include an increase in the use of distance education, e-learning, online teaching, were appraised in order to realize their positive and negative effects on the achieving of student outcomes. The study concluded that the most significant effects of COVID-19 on teaching and learning in higher education in Zimbabwe are delayed syllabus coverage by instructors, compromisation of students’ right to quality education, lack of sufficient resources for standardised learning of students, level of literacy in the computer technology on both instructors and learners and additional costs in learning such as acquiring e-learning gadgets, WIFI and internet accessibility. However, higher education benefited from the emergence of COVID-19 in advanced use of ICT, globalisation in networking by students in various Institutions through online learning and innovation by students through opening of learning forums such as Google classroom and student mobile libraries. The study advocates for continued use of E-learning methods in teaching and learning to counter COVID -19 consequences, adoption of all teaching strategies in Higher and tertiary education and maximum use of ICT in teaching and learning for sustainability. The findings will benefit Ministry of Higher and Tertiary Education, Universities and other institutions of higher learning and research boards in Academic Institutions. Being only based on the review of literature carried out as a snapshot of an ongoing situation, the study recommends an empirical inquiry for further research, to potentially more deeply interrogate the effects of COVID-19 on both students and educators.

Considering the COVID-19 pandemic, teaching, and learning encounters in higher education have changed. Online teaching has become routine and a variety of virtual learning platforms are being explored. Within this article we, two higher dance education teachers and researchers, reflect on using TikTok in our work. Taking a duoethnographic approach, we explore engagement with TikTok in our contexts of teaching in higher education institutions in China and Norway. From our duoethnographic dialogue we discuss how TikTok offers an example of a posthuman educational encounter. From there, the idea of how a platform such as TikTok might be able to create a space and place for teaching and learning within a higher education setting is unpacked. Then a reflection on disciplinary specific contribution is given, asking: what can dance offer to the conversation about using a social media platform such as TikTok within higher education? Through reflecting on our pedagogical experiences and cultures, this article reveals that while queries surround the use of social media platforms such as TikTok in higher education, there are benefits in experimentation with such platforms. Specifically, there is value considering the interaction between the human and non-human aspects of teaching and learning in higher education settings.

The article is devoted to determining the features of the scientific and communicative communication between students and teachers in the context of distance learning during the Covid-19 pandemic. The article aims at determining the benefits of using online educational platforms for scientific and communicative interaction between students and teachers. The main scientific research method is a survey conducted within the Kyiv National University of Culture and Arts. During the survey, which was conducted during 2020-2021, the effectiveness of the educational platform "Mentimeter" was investigated. Study results. The online platform "Mentimeter" motivates students to acquire new knowledge and carry out communication processes within this platform. The platform provides students with the educational materials necessary to obtain professional knowledge within the specialty. Teachers use Mentimeter to organize the educational process and ensure two-way communication between students and teachers. During the online survey, information was obtained on the communication effectiveness and the possibility of their application during distance lectures. Students noted that such a platform establishes effective communication between teachers and students under quarantine restrictions. This practice can significantly improve learning efficiency and lead to the potential for improving teaching methodology in the future.

Aim/Purpose: The main objective of this study is to explore students’ beliefs with regard to social media use (SMU) in higher education and the consequences of such use on the perception of their academic performance. Additionally, the study aims to determine the major influential factors with regard to SMU in student learning settings as a means of enhancing their performance. To achieve these objectives, drawing on the literature related to SMU in higher education settings, a research model has been developed. Background: Social media platforms have led to a significant transformation with regard to the communication landscape in higher education in terms of offering enhanced learning and improved teaching experience. Nevertheless, little is known, particularly in developing countries such as Jordan, as to whether or not the use of such platforms by students in higher education increases the perceptions of their academic performance. Therefore, this study has developed a model to examine the perceptions of higher education students with regard to social media use and its effect on their performance. Methodology: The Structural Equation Modelling approach is used to analyze data collected via an online survey in the form of a questionnaire to examine the use of such a model. The study sample is drawn from undergraduate and postgraduate students from three universities (one public and two private) in Jordan. Convenience sampling is used to collect data. Out of 730 sent questionnaire, 513 responses were received, of which 403 were deemed qualified to be part of the data analysis process. Contribution: This study contributes to the literature on social media in higher education by enhancing our understanding of the perceptions of higher education students on the use of social media in their learning. The tested model can be used as a benchmark for other studies that target the impact of social media on student performance in higher education. Findings: The results reveal that perceptions of (1) usefulness, collaborative learning, enhanced communication, enjoyment, and ease of use of social media have a positive effect on the use of such media in student learning; (2) resource sharing has an insignificant effect on social media use in student learning, and (3) social media use has a positive influence on students’ perceptions of their academic performance. Recommendations for Practitioners: Senior management and policy makers in higher education institutions will have to train faculty members on effective strategies and methods in order to effectively integrate social media into education. This would equip faculty members with the necessary digital skills needed to help them to be fully informed regarding the benefits of social media and its tools in learning and teaching activities and would also allow them to avoid any possible drawbacks. Furthermore, faculty members should reconsider their current techniques and strategies, and adopt new methods in their teaching that encourage students to use social media platforms as part of their learning. For example, they can regularly post discussions and assignments on social media platforms to inculcate the habit of using such platforms among students for educational purposes. Students, on the other hand, should be aware of the implications and potential advantageous aspects of SMU in their learning. This could be done by conducting regular workshops and seminars in the various faculties and schools at universities. Recommendation for Researchers: Researchers are encouraged to investigate additional factors that might influence the use of social media by students as well as faculty members. Specially, an emphasis should be given to identify any potential obstacles that might hinder the use of social media in higher education. Impact on Society: Social media is not only useful for socializing, but also it can be an effective educational tool that enhance students’ performance in higher education. Future Research: Although the collected data support the research model, this study is subjected to various limitations that need to be tackled by further studies. This study is based on the principles of quantitative research design. Data for this study was collected via survey questionnaires. Accordingly, future studies may consider a qualitative research design in order to uncover additional factors that may impact the use of social media on the part of higher education students. This would allow researchers to generate in-depth insights and a holistic understanding of SMU by higher education students. A convenience sampling method was employed to select respondents for this study. The respondents who participated in this study were from three universities (one public and two private) in Jordan. Accordingly, future research is deemed to be necessary to achieve a degree of generalizability regarding the findings of this study.

Today, the existence of independent Ukraine as a civilized country with a European vector of development is under threat. For higher education, the problem of training qualified specialists capable of rebuilding the agricultural sector of our country is extremely acute. After all, military aggression led to the loss of human potential, including the displacement of participants in the educational process within Ukraine and abroad (more than 2,000 educational institutions were damaged by bombings and shelling, more than 200 of them were completely destroyed); among pupils/students and teachers/teachers there are killed and wounded (since the beginning of the war, as of mid-August 2022, 361 children died and 711 were wounded; more than 8 million people crossed Ukraine). A significant number of higher education institutions were completely or partially destroyed (as of July 22, 2022, 7 institutions of higher education and 9 institutions of professional pre-higher education were completely destroyed, 46 institutions of higher and postgraduate pedagogical education, 69 institutions of professional pre-higher education were damaged. The greatest destruction and damage was experienced by institutions of higher education and professional pre-higher education of Donetsk, Luhansk, Kharkiv, Chernihiv, Mykolaiv, Zaporizhzhia regions. Part of the students lost full access to educational resources, although in the majority of institutions the educational process during the period of martial law was organized in the form of distance learning.Higher agricultural education also suffered significant losses. In order to organize safe education, universities were relocated from the occupied territories, including agricultural higher education institutions: Dmytro Motornyi Tavri State University of Agrotechnology, Luhansk National Agrarian University (joined to Volodymyr Dal East Ukrainian National University by a separate order of the Ministry); Kherson State Agrarian and Economic University, etc. Therefore, we consider it urgent to search for innovative ways of high-quality professional training of future specialists during the war and after its end in Ukraine. The subject of the research is designing the content of education in crisis situations.Overcoming the crisis in higher education caused by the war requires decisive action. Therefore, when developing educational resources, university teachers should focus on the Strategy for the Development of Higher Education in Ukraine for 2022–2032 and the Operational Plan for its Implementation in 2022–2024. This strategic document defines the priorities of the higher education system at the current stage of development of society and the country's economy, as well as the main characteristics that will be formed by 2032. The goals and objectives of the Strategy are a detailed road map for rebuilding and continuing the reform of the higher education system in the post-war period. Completing the tasks defined by the Strategy will reduce the destructive consequences caused by the full-scale invasion of the Russian Federation on the territory of independent Ukraine.Modern realities require changes in the organization of the educational process in higher education. The purpose of the article is to study the conceptual foundations of designing the content of higher education, taking into account the peculiarities of the educational process in crisis conditions.The research methodology is based on basic research in the philosophy, pedagogy and psychology of professional education; the general psycho-pedagogical theory of learning and cognition, in particular about the relationship between theory and practice; on the conceptual positions of pedagogy and psychology regarding the role of computer-oriented methods, means and forms of education in the professional training of future specialists in higher education, on person-oriented, systemic, integrative and professional approaches to teaching and education of students of higher education institutions. To solve the research tasks, the study used a complex: theoretical – analysis of philosophical, pedagogical, psychological, methodical literature and information resources of the Internet, which highlight the problems of forming the content of education in the process of professional training of future specialists; analysis of domestic and foreign experience and conceptual approaches to the study of this problem; analysis of the peculiarities of the educational process in crisis conditions.Conclusions. The war has intensified and expanded the challenges already facing education due to the COVID-19 epidemic. For the Ukrainian educational system, this test became a kind of incentive that opened a window of new opportunities, becoming a catalyst for long-overdue modernization changes in education. First of all, it is about the development of digital and distance education, in particular online. In accordance with these forms of education, the content of education should be adapted. When designing the content of higher education, it is necessary to take into account the integrative nature of modern educational disciplines, their purposeful orientation towards holistic and systematic preparation for professional activity. One of the important conditions for designing the content of education is to take into account the needs of the labor market in our country in the near future and focus on Ukraine's entry into the European educational space.

Since the United Nations declared 2004-2015 as the Decade for Sustainable Education and introduced the Principles for Responsible Management Education (PRME), the United States has passed the Higher Education Sustainability Act (HESA) and created the University for a Sustainable Future, an international initiative which focuses on sustainability literacy. Higher Education (HE) institutions have introduced sustainability concepts into the curriculum through stand-alone courses, embedding sustainability, or offering minors/degree programs/certificates on sustainability. These courses appear as part of the school strategy to better prepare change agents who care about the world and their impact on it. While the three pillars of sustainability (environmental, social, and economic) should be addressed, previous literature has shown that many HE institutions predominantly highlight their community engagement projects on their websites as ‘proof’ that they embrace sustainability, and most students are only able to cite environmental actions as examples of sustainability initiatives. Researchers have examined how and when sustainability is implemented on and off campus, but scant research has studied what sustainability concepts are being taught. There is little evidence that the sustainability concepts being taught are directly linked to the Sustainable Development Goals (SDGs) put forth by the UN. The purpose of this study is not to develop a one-size-fits-all framework for all HE institutions to follow; rather, the purpose is to assist all HE institutions regardless of level or domain to develop a more effective framework for aligning SDGs with their specific programs and strategy based on their resources and relevance to the overall program objectives. To examine the link between sustainability literacy and the effectiveness of HE courses that teach sustainability concepts, the methodology is two-fold: Firstly, through the use of the Sustainability Literacy test (SULITEST), the existing knowledge of first semester students in one international hospitality management program in Switzerland was gauged to establish how much students know about specific sustainability topics and SDGs prior to entering their HE program. Secondly, the gaps that were identified in student knowledge will be used to create a framework to align specific SDGs to the curriculum to ensure that their education mirrors the UN’s 2030 Agenda for Sustainable Development. The best practices for linking SDGs to education from Australia, New Zealand, and the Pacific regions will guide the creation of a framework that can be adjusted to each HE institutions’ needs. To prepare today’s students to be tomorrow’s leaders, HE institutions must find more effective means of teaching sustainability principles and concepts that resonate with students and create authentic engagement with sustainability practices which will be continued upon graduation.