Purpose: This paper aims to unveil how sustainability is integrated into the courses/programmes of higher education institutions. The research question addressed is: how do academics representing different disciplines cooperate and engage in the work of integrating sustainability into their teaching programmes. Design/methodology/approach: This paper draws upon the notions of practise variation and institutional work from institutional theory and empirically focusses on the case of Kristianstad University (Sweden). This case is based on an autoethnographic approach and illustrates the experiences shared by six colleagues, representing different disciplines, engaged in implementing sustainability in their courses/programmes. Findings: The findings highlight how academics representing different disciplines, with specific traditions and characteristics, face the sustainability challenge. Despite being bound by similar sustainable development goals, differences across disciplines need to be acknowledged and used as an asset if trans-disciplinarity is the ultimate goal. Research limitations/implications: Although the intrinsic motivation of individuals to work with sustainability might be a strong driver, the implementation of sustainability within courses/programmes and across disciplines requires joint efforts and collective institutional work. Practical implications: By highlighting how academics engage in the work of integrating sustainability, this study emphasizes that managers of higher education institutions need to account for the time and additional resources needed to ensure that academics effectively cope with sustainability. Intrinsic motivation may not last if organizational structures and leadership are not supportive on a practical level and in the long run. Social implications: With the successful implementation of a holistic approach to sustainability, students will have better insights and understanding of both themselves and the surrounding society, laying the ground for an inclusive future society. Originality/value: This paper emphasizes the gradual approach to be followed when sustainability becomes part of an organization-wide discourse. Dialogues within and across disciplines are needed to overcome silo thinking and stimulate cooperation within a trans-disciplinary approach. (Less)

中文翻译：

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将可持续发展纳入高等教育：瑞典的一个案例

目的：本文旨在揭示如何将可持续性纳入高等教育机构的课程/课程。解决的研究问题是：代表不同学科的学者如何合作并参与将可持续性纳入其教学计划的工作。设计/方法论/方法：本文从制度理论中借鉴实践变异和制度工作的概念，并从经验上着眼于克里斯蒂安斯塔德大学（瑞典）的案例。该案例基于人种志方法，阐述了六个代表不同学科的同事在他们的课程/计划中实施可持续性的经验。调查结果：调查结果强调了代表不同学科的学者如何 具有特定的传统和特征，面临可持续发展的挑战。尽管跨学科的差异是最终目标，但尽管受到相似的可持续发展目标的约束，但仍需要承认各学科之间的差异并将其用作资产。研究的局限性/意义：尽管个人与可持续性合作的内在动机可能是一个强大的驱动力，但是在课程/计划内以及跨学科领域实施可持续性仍需要共同努力和集体机构的工作。实际意义：通过强调学者如何参与整合可持续性的工作，本研究强调高等教育机构的管理者需要考虑时间和额外资源，以确保学者有效应对可持续性。如果组织结构和领导在长期内不支持，则内在动力可能不会持久。社会影响：成功实施可持续发展的整体方法，学生将对自己和周围社会有更好的见解和理解，为包容性的未来社会奠定基础。原创性/价值：当可持续性成为组织范围内的论述的一部分时，本文强调应遵循的渐进方法。需要跨学科内部和跨学科的对话，以克服筒仓思维，并鼓励跨学科方法内的合作。（减）通过成功地采用可持续发展的整体方法，学生将对自己和周围的社会有更好的见解和理解，从而为包容性的未来社会奠定基础。原创性/价值：当可持续性成为组织范围内的论述的一部分时，本文强调应遵循的渐进方法。需要跨学科内部和跨学科的对话，以克服筒仓思维，并鼓励跨学科方法内的合作。（减）通过成功地采用可持续发展的整体方法，学生将对自己和周围的社会有更好的见解和理解，从而为包容性的未来社会奠定基础。原创性/价值：当可持续性成为组织范围内的论述的一部分时，本文强调应遵循的渐进方法。需要跨学科内部和跨学科的对话，以克服筒仓思维，并鼓励跨学科方法内的合作。（减）本文强调当可持续性成为组织范围论述的一部分时应遵循的渐进方法。需要跨学科内部和跨学科的对话，以克服筒仓思维，并鼓励跨学科方法内的合作。（减）本文强调当可持续性成为组织范围论述的一部分时应遵循的渐进方法。需要跨学科内部和跨学科的对话，以克服筒仓思维，并鼓励跨学科方法内的合作。（减）