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How academics at an Italian University respond to the sustainability challenge: a quantitative study of the research-teaching nexus.

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Title: How academics at an Italian University respond to the sustainability challenge: a quantitative study of the research-teaching nexus.
Authors: Leoncini, Anna (AUTHOR), Chiarello, Filippo (AUTHOR), Martini, Antonella (AUTHOR), Bonaccorsi, Andrea (AUTHOR)
Source: Studies in Higher Education. Jul2026, Vol. 51 Issue 7, p1523-1540. 18p.
Subjects: Sustainability, Sustainable development, University of Bologna, Higher education, Quantitative research
Abstract: Higher Education Institutions (HEIs) face a multi-dimensional call to action on Sustainable Development through their core missions: research, education, and societal engagement. This paper focuses on the relationship between sustainability-related research and teaching. Yet, existing literature offers limited insight into how individual academics engage with sustainability, and how the interplay between research and teaching unfolds in response to these global challenges. This study explores the dynamics of academic engagement with sustainability at the individual level for an Italian university, focusing on the extent to which teaching and research reinforce one another or remain compartmentalized activities. We built a longitudinal dataset (2016–2023) detailing the annual teaching and research activities of the university's academic staff in domains related to the Sustainable Development Goals (SDGs). We conducted both exploratory and regression analyses. Our findings suggest a gradual and asymmetric pattern of engagement: while sustainability research shows a longer and slower trajectory of adoption, teaching appears as a more recent and rapidly expanding phenomenon. A large share of academics engages in only one of the two domains, suggesting a fragmented response to institutional pressures. However, logistic regression analyses reveal a significant, positive association between prior teaching activity and subsequent research engagement, and vice-versa, supporting the hypothesis of a mutually reinforcing relationship. These results contribute to the literature on the research-teaching nexus by highlighting individual-level trajectories rather than institutional approaches. They also offer valuable insights for policymakers seeking to integrate sustainability more effectively into academia. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: How academics at an Italian University respond to the sustainability challenge: a quantitative study of the research-teaching nexus.
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  Data: <searchLink fieldCode="AR" term="%22Leoncini%2C+Anna%22">Leoncini, Anna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chiarello%2C+Filippo%22">Chiarello, Filippo</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Martini%2C+Antonella%22">Martini, Antonella</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bonaccorsi%2C+Andrea%22">Bonaccorsi, Andrea</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Jul2026, Vol. 51 Issue 7, p1523-1540. 18p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+development%22">Sustainable development</searchLink><br /><searchLink fieldCode="DE" term="%22University+of+Bologna%22">University of Bologna</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Higher Education Institutions (HEIs) face a multi-dimensional call to action on Sustainable Development through their core missions: research, education, and societal engagement. This paper focuses on the relationship between sustainability-related research and teaching. Yet, existing literature offers limited insight into how individual academics engage with sustainability, and how the interplay between research and teaching unfolds in response to these global challenges. This study explores the dynamics of academic engagement with sustainability at the individual level for an Italian university, focusing on the extent to which teaching and research reinforce one another or remain compartmentalized activities. We built a longitudinal dataset (2016–2023) detailing the annual teaching and research activities of the university's academic staff in domains related to the Sustainable Development Goals (SDGs). We conducted both exploratory and regression analyses. Our findings suggest a gradual and asymmetric pattern of engagement: while sustainability research shows a longer and slower trajectory of adoption, teaching appears as a more recent and rapidly expanding phenomenon. A large share of academics engages in only one of the two domains, suggesting a fragmented response to institutional pressures. However, logistic regression analyses reveal a significant, positive association between prior teaching activity and subsequent research engagement, and vice-versa, supporting the hypothesis of a mutually reinforcing relationship. These results contribute to the literature on the research-teaching nexus by highlighting individual-level trajectories rather than institutional approaches. They also offer valuable insights for policymakers seeking to integrate sustainability more effectively into academia. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195177902
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        Value: 10.1080/03075079.2025.2523498
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      – Code: eng
        Text: English
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      – SubjectFull: University of Bologna
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              Text: Jul2026
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              Y: 2026
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