Date of Conferral

3-18-2026

Degree

Ph.D.

School

Education

Advisor

Dr. John Harrison

Abstract

The problem that was addressed through this study is that higher education institutions play a critical role in advancing the United Nations sustainable development goals (SDGs), yet limited research offers guidance on how institutions can implement the SDGs through systems-oriented strategic planning. Guided by Hofstede’s cultural dimensions and Senge’s systems thinking, the purpose of this qualitative study was to examine the integration of SDGs into its policies and practices to inform effective, transformative approaches at a private Texas university. For this case study design, data were collected through 11 semistructured interviews, a focus group with five administrators and faculty, and a review of institutional documents. Using Braun and Clarke’s inductive thematic analysis, key themes emerged: participants reported that implementing the SDGs poses significant challenges for institutions due to (a) unsustainable economic and financial resources, (b) demands for social integration and equity, (c) limitations in institutional and structural facilities, (d) difficulties in integrating SDGs into curriculum and research, (e) barriers to building partnerships with multiple stakeholders for sustainable development, (f) the need to invest in adaptation and resilience strategies, and (g) the importance of aligning institutional structures and strategic planning with the SDGs. The findings may support positive social change by helping higher education leaders design policies and programs that could support the implementation of SDGs in the 21st century. Educators and policymakers can thereby implement sustainable development, enhance social equity, and promote resilient educational ecosystems capable of addressing complex global challenges.

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