Faculty motivation as a key for integrating sustainable development in Higher Education Curricula

The systematic integration of sustainable development into Higher Education curricula remains a challenge for many universities. Among other barriers, faculty motivation to include sustainable development into their courses seems to be crucial. At the same time, empirical research regarding faculty motivation in the context of sustainable development is missing. Based on the motivational systems theory, this paper aims to provide a literature review on faculty motivation and to empirically investigate facultys motivation through opinions of 20 workshop participants and interviews with six faculty members. Results include facultys motivators as well as obstacles to integrate sustainable development into their curricula. The research contributes to the theory of integrating sustainable development into Higher Education. From a practical viewpoint, it also provides insights into possible support measures for faculty.