By George Sammour and Ola Al Haddid
As sustainability becomes a crucial metric in higher education, global sustainability rankings have gained prominence. However, these benchmarks often overlook the varying challenges faced by universities, especially those in the MENA region. George Sammour and Ola Al Haddid put the case for a more equitable evaluation framework.
In recent years, the significance of sustainability within higher education institutions (HEIs) has become increasingly recognised on a global scale. International green / sustainability rankings such as the UI GreenMetric World University Ranking, Times Higher Education (THE) Sustainability Impact Rankings, and the QS Sustainability Ranking have emerged as prominent benchmarks, assessing universities’ commitment and performance towards (or away from) sustainable growth and development.
While these rankings aim to promote environmental citizenship, social responsibility, and economic viability, there is growing concern regarding their ability to accurately reflect the diverse contexts of HEIs, particularly the disparities between institutions in the global North and the global South, especially countries in the Middle East and North Africa (MENA). This article delves into the nuances of these international sustainability rankings, highlighting the overlooked contextual differences and proposing a pathway towards a more inclusive, as well as nuanced, framework.
The Essence Of International Sustainability Rankings
The Times Higher Education Sustainability Impact Rankings assess universities against the United Nations’ Sustainable Development Goals (SDGs), considering factors like research, outreach, stewardship, and teaching on sustainability. Similarly, the UI GreenMetric World University Ranking, initiated by Universitas Indonesia, evaluates universities based on their infrastructure, energy and climate change policies, waste management, water usage, transportation, and education on sustainability. The QS Sustainability Ranking also aligns with this trend, focusing on environmental and social sustainability, as well as governance indicators.
These rankings serve multiple purposes: they incentivise HEIs to improve their sustainability practices, provide benchmarks for comparison, and guide prospective students in their university selection. However, the effectiveness of these rankings is under scrutiny, especially when considering the diverse contexts of global HEIs.
Contextual Disparities Between The Global North And South
The global North, typically comprising wealthier countries with more developed infrastructure and resources, often has a distinct advantage in sustainability rankings. These institutions can invest heavily in green technologies, sustainable infrastructure, and extensive research programmes dedicated to sustainability. For example, universities like the University of California, Berkeley, the University of Oxford, and the University of Manchester are regularly featured prominently in these rankings due to their comprehensive sustainability initiatives and substantial research outputs.
In contrast, universities in the MENA region of the global South face a different set of challenges. These institutions operate within economies that are often resource-constrained, with limited access to the latest green technologies and sustainability solutions. Additionally, political instability, economic challenges, and social disparities further complicate their pursuit of sustainability. For instance, while the American University of Beirut (AUB) in Lebanon has made significant strides in sustainability, it operates within a context of economic uncertainty and infrastructural constraints, which are not adequately accounted for in the current ranking methodologies. In Jordan, the Princess Sumaya University for Technology (PSUT) has also made substantial advances towards sustainability, from utilising solar panels, working towards reducing its carbon footprint, to integrating sustainability within the life of the university. However, these efforts were also not adequately accounted for sustainability ranking methodologies.
Examples Of Overlooked Contextual Differences
Resource Allocation
HEIs in the global South often have to prioritise basic educational needs and infrastructural stability over cutting-edge sustainability initiatives, due to financial constraints. For example, universities in countries such as Jordan, Egypt, and Morocco are deeply engaged in efforts to enhance their educational offerings and campus facilities amidst financial and economic constraints. This discrepancy is not sufficiently recognised in the existing ranking frameworks.
Cultural And Social Norms
The adoption of sustainability practices is deeply influenced by local cultural and social norms. For example, water conservation practices essential in arid to semi-arid regions like the Middle East may not be as pertinent in the water-abundant landscapes of Northern Europe. Furthermore, the approach to diversity, including issues surrounding gender identity, sexual orientation, and sexual and gender healthcare, varies significantly across global contexts, influenced by local cultural and religious norms. Thus, current rankings do not fully accommodate these regional sustainability priorities.
Technological Access
The availability and adoption of green technologies are uneven across the globe. Universities in developed countries often have better access to renewable-energy technologies, green buildings, and sustainable waste management systems, giving them an inherent advantage in the rankings.
Economic Stability
Economic instability in many MENA countries affects universities’ ability to invest in long-term sustainability projects. The rankings tend to overlook the impact of economic fluctuations on sustainability initiatives.
Political Climate
The political environment can significantly influence an institution’s capacity to implement and maintain sustainability initiatives. Political instability in parts of the MENA region due to war occurring in neighbouring countries poses challenges that are not encountered by universities in more politically stable regions.
Towards a More Inclusive Framework
To address these disparities, it is imperative to develop a more nuanced and inclusive ranking framework that considers the contextual realities of HEIs across the globe. This could involve:
Customised Indicators
Introducing region-specific indicators that reflect the unique challenges and priorities of HEIs in different parts of the world, including those in the MENA region. For example, considering the arid and semi-arid climates prevalent in many countries in the region, an important region-specific indicator could be the efficiency of water usage and the implementation of water conservation technologies, integration of traditional knowledge and practices, and education and training for refugees, women, and girls.
Weighting Mechanism
Implementing a weighting system that accounts for the varying degrees of difficulty faced by institutions in implementing sustainability initiatives, based on their socioeconomic, environmental, and political contexts.
Collaborative Benchmarks
Encouraging collaboration between universities to share best practices and resources, thereby levelling the playing field for institutions with fewer resources.
Holistic Assessment
Expanding the assessment criteria to include qualitative measures of sustainability efforts, such as community engagement, policy advocacy, and the integration of sustainability into curricula, which may not require substantial financial investment.
Conclusion
While international sustainability rankings have played a crucial role in promoting sustainable development within higher education, it is clear that they must evolve to more accurately reflect the diverse contexts of higher education institutions.
About the Authors
Dr George Sammour is an associate professor of Business Informatics at the Princess Sumaya University for Technology (PSUT), Jordan. He has published more than 50 research articles in international peer-reviewed journals and meetings. He is a member of the AACSB advisory council for the MENA region. Currently, Dr Sammour is the Dean of the King Talal School of Business Technology at PSUT.
Dr Ola Al Haddid obtained a PhD from Sheffield University, in the UK. She teaches Logistical Management, Supply Chain Management, and Management Communication Skill, among others. Her research interests are sustainable development, natural resource management, and organisational operations and practices, particularly water resource management.
