ABSTRACT
The chapters in this book have identified that research, as expected, has made important contributions to the implementation of SDG 8. Technological change and research findings have made contributions to sustainability. However, in every instance change occurs, or does not occur, depending on what institutional arraignments are in place and how vested interests are managed. Careful coordination among key actors is required but is illusive at national and international levels. Policies exist but are not always implemented, or maybe even relevant, depending on the size of the companies. The chasm between vision and reality is often large, in particular in achieving decent work for all or balancing the needs of different age demographics or regions or vulnerable groups. The possibility of maintained, or even increasing, structural inequalities is a threat.
The challenges to achieving SDG 8 cannot be addressed by individuals, single companies, sectors or organisations in isolation. They all need to come together in a regulated, national and international institutional environment based on an ambitious and consciously designed policy formulation. Academia can play an instrumental role through research that increases efficiency, by informing and testing policy instruments and find ways to increase incentives that drive long-term change.
Increased quality education of future and current professionals, leaders and other stakeholders is important. Teachers at higher education institutions must take up this responsibility and not only embrace change but lead it. This requires pedagogical approaches and university structures for dynamic change to ensure that the next generation has the required skills, curiosity, critical thinking capacity and ability to work across disciplines.
This creates at least two problems for higher education institutions. Firstly, the need to work across disciplines and overcome the challenges of universities that are typically built on individual disciplines who guard their territory and reinforce their silos. Secondly, engaging various stakeholders during the research process creates a challenge for universities. This is because such social engagement is, in most cases, not funded. Higher education institutions are rewarded financially for graduating students and for research output but not for social engagement. Both of these problems need to be addressed urgently for academia to have a greater impact on the surrounding society, including achievement of the 2030 Agenda.
