In March 2016, the Swedish Higher Education Authority (UKÄ) was tasked by the Swedish government to conduct an evaluation of how universities and university colleges promote sustainable development, pursuant to the provisions of the Higher Education Act (1992:1434) introduced ten years earlier, 2006. Sweden differs from other nations (to what can be found in research literature) by incorporating sustainable development within the Higher Education institutions, HEIs Act. Most other national policies about ESD/SD/ESD are recommendations to autonomous universities to work on the implementation. This act is a law to which universities must align. All Swedish institutions are to promote SD. Studies on HEIs guidance to work with SD in other nations is being report through various recent studies, (Cebrian 2018; Marcus, Coops, Ellias and Robinson, 2015; Shepard 2015). Large quantitative studies conclude HEIs teachers hold a positive attitude towards SD implementation although the lack of recognition and understanding of varying world views and disciplinary cultures of education make up barriers for a smooth implementation of SD. Academic development based on moral responsibilities and ethical considerations is suggested to close such gaps by a critical reflection on how transformational change in education is performed (Belinda, Kelly, Cook and White 2015; Holsworth and Thomas 2016). Shepard (2015) shares a similar thought by expressing that HEIs dilemma is to shift from search of SD knowledge to SD values. He means sustainable issues are replete with value based dilemmas that HEIs must embrace if education is to contribute to a sustainable society. These many times complicated connections to the surrounding world is one important part of the Swedish national evaluation.
The evaluation has resulted in a unique and comprehensive data material. The evaluation is not a strict scientific study, due to some lack of thorough theoretical research background. The empirical material could, however, form a basis for numerous interesting studies on, for example, the important factors for successfully working to integrate sustainable development into higher education based on needs as expressed above in Holsworth and Thomas (2016), Shepard (2015). A comparison between nations is also possible to conduct based on the well-developed methodology of self-reporting by HEIs.
The purpose of the evaluation was to contribute with knowledge and a national comparison of HEIs, work with SD, and also to present the results that have been achieved so far. The evaluation was further conducted to give support to the HEIs future development work on SD.
Factors affecting a positive SD implementation due to pre-defined criteria were identified in the evaluation; for example, the significance of management and control, building institutional support and providing support in implementation. Apart from investigated criteria, factors that could be found within the self-evaluation data, and also appointed to affects a positive SD implementation was dealt with in the analysing phase. An example is that several of the large and medium-sized HEIs referred their SD work from teaching- and engineering programmes, which is the only two programmes where sustainable development is included in the national qualitative programme targets. An interesting finding was the link between HEIs rated high in this evaluation, to institutions with an environmental management system (for example ISO14001). A remaining challenge for a majority of HEIs in Sweden is the process of sustainable development in education where the SD perspective is not only accounted for as a specific content in education but also a driving force to reach high quality education and society transformation. The overall results of the evaluation, where SD is particularly seen as a structural construction of education rather than an expressional force to change society is in line with international studies (Shepard 2015).