Gender perceptions of sustainable development goals in universities of applied sciences
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Abstract
This exploratory study examined gender differences in perceptions of sustainable development among staff members at two Finnish universities of applied sciences. Grounded in the context of sustainability and gender in higher education, the study aimed to determine whether gender-based variations exist in staff views on sustainable development. Data were collected from 386 academic and non-academic staff members through a survey based on the United Nations’ 17 Sustainable Development Goals, and the analysis was conducted using statistical methods. The results indicated slight gender differences in how staff perceived the importance of sustainable development goals and their application in professional contexts. However, a more notable gender difference emerged in how these goals were reflected in everyday life and free time, aligning with findings from previous studies. These results highlight the challenge of fostering a holistic and systemic understanding of sustainability within the university community, regardless of gender. Nonetheless, recognizing gender-based differences can provide a valuable foundation for integrating diverse perspectives into sustainable development efforts in higher education.
Keywords: Agenda 2030; gender; sustainable development goals; university of applied sciences; university staff
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