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<p>This paper reports on a multiyear program of international collaborative research delivered with the aim of conceptualising, validating and prototyping rubrics for evaluating and reporting university activities and outcomes relevant to the UN SDGs. The paper sets foundations by building on earlier analysis of research on university engagement with the UN SDGs, and into how the SDGs can be structured conceptually into rubrics for evaluative application. It outlines the design used to articulate the rubrics framework, before presenting results based on data from 30 internationally and institutionally diverse universities. The analysis focuses on psychometric validation of the rubrics. The paper closes by noting the value of this data for universities and the communities they serve, and the value for scaling to embrace more institutions. Beyond evidence policy and practice need, the paper contributes to a small but flourishing body of research captured below about how universities are engaging with the UN SDGs.</p>

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SDG rubrics for higher education: framework design, indicator development, and practical applications

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年3月1日

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  • Keshav Panray Jungbadoor,
  • Xi Hong,
  • Liu Liu,
  • Yunan Zhu,
  • Xinni Huang,
  • Viraiyan Teeroovengadum,
  • Gwilym Croucher,
  • Angel Calderon,
  • Sara Bice,
  • Hamish Coates

摘要

This paper reports on a multiyear program of international collaborative research delivered with the aim of conceptualising, validating and prototyping rubrics for evaluating and reporting university activities and outcomes relevant to the UN SDGs. The paper sets foundations by building on earlier analysis of research on university engagement with the UN SDGs, and into how the SDGs can be structured conceptually into rubrics for evaluative application. It outlines the design used to articulate the rubrics framework, before presenting results based on data from 30 internationally and institutionally diverse universities. The analysis focuses on psychometric validation of the rubrics. The paper closes by noting the value of this data for universities and the communities they serve, and the value for scaling to embrace more institutions. Beyond evidence policy and practice need, the paper contributes to a small but flourishing body of research captured below about how universities are engaging with the UN SDGs.