Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities

Enkhtur, Ariunaa; Rakhshandehroo, Mahboubeh

doi:https://doi.org/10.1111/hequ.12585

Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities

Enkhtur, Ariunaa; Rakhshandehroo, Mahboubeh

Higher Education Quarterly, 2024, 79(1), e12585

アクセス数:296件（2025-10-10 23:57 集計）

固定URL: https://hdl.handle.net/11094/98889

閲覧可能ファイル

ファイル	フォーマット	利用条件	サイズ	閲覧回数	利用開始日	説明	information
HigerEducQ_hequ.12585	pdf	なし	394 KB	58	2024.12.26

Creative Commons : 表示 - 非営利 - 改変禁止

論文情報

ファイル出力 EndNote Basic出力 Mendeley出力

タイトル	Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities
著者	NRID 1000050866564 1000050866564 ORCID 0000-0003-1544-8118 0000-0003-1544-8118 researchmap permalink Ariunaa_Enkhtur Ariunaa_Enkhtur Scopus Author ID 57212511517 57212511517 著者名 Enkhtur, Ariunaa
著者	著者名 Rakhshandehroo, Mahboubeh
キーワード等	international education
	Japan
	localisation of SDGs
	production of space
	student learning
内容	Enkhtur A., Rakhshandehroo M. Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities. Higher Education Quarterly, (2024); https://doi.org/10.1111/hequ.12585.
抄録	Drawing on the concept of the Production of Space this article examines how sustainable development agenda was localised—in design, operation and students' lived experiences—in two international education programmes at two universities in Japan. We analysed relevant programme documents, interviews with faculty members, students' reflective notes, as well as the authors' autoethnographic journals. The findings show that the local and institutional context influenced the SDGs curriculum design (representations of space or the conceived space). The virtual and physical learning spaces, the pedagogy and the operation of the programme (spatial practice or perceived space) shaped students' interaction and learning outcomes (representational space or the lived space). As instructors attempted to adopt SDGs in their teaching (through perceived space) and as students tried to gain interdisciplinary knowledge through SDGs (through lived space), both parties negotiated and challenged the programme design shifting the conceived spaces. Our study contributes to a deeper understanding of the localisation of SDGs within the internationalisation of higher education by employing Lefebvre's spatial analysis. This approach reveals the complex socio-spatial dynamics at play, offering insights into how educational environments are constructed and experienced.
出版者	John Wiley and Sons Inc
収録物名	Higher Education Quarterly
巻(号)	79(1)
ページ	e12585
刊行年月	2024-11-19
言語	英語
ハンドルURL	https://hdl.handle.net/11094/98889
PISSN	09515224
eISSN	14682273
関連情報 (isIdenticalTo)	DOI (出版社版) https://doi.org/10.1111/hequ.12585
アクセス権	open access
権利情報	This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
出版タイプ	Version of Record
カテゴリ	学術雑誌論文 Journal Article

資源タイプ	学術雑誌論文
ローカル資源タイプ	学術雑誌論文
DCTERMS.bibliographicCitation	Higher Education Quarterly. 2024, 79(1), p. e12585
DC.title	Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities
DC.creator	Enkhtur, Ariunaa
DC.creator	Rakhshandehroo, Mahboubeh
DC.publisher	John Wiley and Sons Inc
DC.language' scheme='DCTERMS.RFC1766	英語
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2024-11-19
DC.identifier	https://doi.org/10.1111/hequ.12585
DC.subject	international education
	Japan
	localisation of SDGs
	production of space
	student learning
DC.description	Enkhtur A., Rakhshandehroo M. Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities. Higher Education Quarterly, (2024); https://doi.org/10.1111/hequ.12585.
DCTERMS.abstract	Drawing on the concept of the Production of Space this article examines how sustainable development agenda was localised—in design, operation and students' lived experiences—in two international education programmes at two universities in Japan. We analysed relevant programme documents, interviews with faculty members, students' reflective notes, as well as the authors' autoethnographic journals. The findings show that the local and institutional context influenced the SDGs curriculum design (representations of space or the conceived space). The virtual and physical learning spaces, the pedagogy and the operation of the programme (spatial practice or perceived space) shaped students' interaction and learning outcomes (representational space or the lived space). As instructors attempted to adopt SDGs in their teaching (through perceived space) and as students tried to gain interdisciplinary knowledge through SDGs (through lived space), both parties negotiated and challenged the programme design shifting the conceived spaces. Our study contributes to a deeper understanding of the localisation of SDGs within the internationalisation of higher education by employing Lefebvre's spatial analysis. This approach reveals the complex socio-spatial dynamics at play, offering insights into how educational environments are constructed and experienced.
DC.rights	This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
DC.format	98889
citation_title	Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities
citation_author	Enkhtur, Ariunaa
citation_author	Rakhshandehroo, Mahboubeh
citation_publisher	John Wiley and Sons Inc
citation_language	英語
citation_date	2024-11-19
citation_journal_title	Higher Education Quarterly
citation_volume	79
citation_issue	1
citation_firstpage	e12585
citation_doi	https://doi.org/10.1111/hequ.12585
citation_public_url	https://hdl.handle.net/11094/98889

Using Social Space Perspective to Explore SDGs Curricula Localisation: Case Study at Two Japanese National and Private Universities

閲覧可能ファイル

論文情報

論文詳細を表示