1 Hiroshima University SDGs Awareness Survey 2021 (Preliminary results as of 2021-03-10)
1.1 Brief Overview of the Survey
1.1.1 Study Methods
Study Period
Feb.8-Mar.8, 2021
Study Methods
Internet-based Survey
Recruiting Respondents
Posted a request twice on Momeji (student information system) and Iroha (faculty and staff information system)
Requests were sent for staff and faculty members through each department by NERPS
1.1.2 Breakdowns of Respondents
The total number of respondents is 1058 after removing incomplete responses.
The survey was targeted anyone who belongs to Hiroshima University. Respondents are categorized into the following groups.
Students: both graduate and undergraduate students including non-degree students and alumni.
Staff: administrative staff members
Faculty: research and education staff members
1.1.2.1 Students
Respondents by Department
Student
| Respondents by department | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Student (Total N =524) | |||||||||||
| Department | 1 | 2 | 3 | 4 | M1 | M2 | D1 | D2 | D3 | Other1 | Total |
| School of Integrated Arts and Sciences | 24 | 8 | 3 | 6 | 0 | 0 | 0 | 0 | 1 | 1 | 43 |
| School of Letters | 6 | 7 | 3 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | 19 |
| School of Education | 20 | 15 | 15 | 12 | 0 | 1 | 0 | 1 | 0 | 1 | 65 |
| School of Law | 4 | 7 | 7 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 22 |
| School of Economics | 7 | 9 | 5 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 23 |
| School of Science | 13 | 13 | 13 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 50 |
| School of Medicine | 5 | 3 | 4 | 3 | 0 | 0 | 0 | 0 | 0 | 2 | 17 |
| School of Dentistry | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 2 |
| School of Pharmaceutical Sciences | 6 | 4 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 4 | 17 |
| School of Engineering | 12 | 14 | 11 | 12 | 0 | 1 | 0 | 0 | 0 | 0 | 50 |
| School of Applied Biological Science | 10 | 3 | 6 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 27 |
| School of Informatics and Data Science | 4 | 5 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Graduate School of Integrated Arts and Sciences | 1 | 0 | 0 | 0 | 2 | 2 | 1 | 1 | 1 | 0 | 8 |
| Graduate School of Letters | 0 | 1 | 0 | 0 | 0 | 2 | 1 | 0 | 2 | 0 | 6 |
| Graduate School of Education | 0 | 0 | 0 | 0 | 5 | 1 | 0 | 2 | 5 | 1 | 14 |
| Graduate School of Social Sciences | 0 | 1 | 0 | 0 | 1 | 3 | 2 | 1 | 1 | 0 | 9 |
| Graduate School of Science | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 3 | 1 | 0 | 5 |
| Graduate School of Advanced Sciences of Matter | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Graduate School of Biomedical & Health Sciences | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 1 | 1 | 4 |
| Graduate School of Engineering | 0 | 0 | 0 | 0 | 1 | 9 | 0 | 1 | 1 | 1 | 13 |
| Graduate School of Biosphere Science | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Graduate School for International Development and Cooperation (IDEC) | 0 | 0 | 0 | 0 | 3 | 9 | 2 | 4 | 3 | 3 | 24 |
| Law School | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Graduate School of Humanities and Social Sciences | 0 | 0 | 0 | 0 | 18 | 4 | 6 | 1 | 1 | 1 | 31 |
| Graduate School of Advanced Science and Engineering | 0 | 0 | 0 | 0 | 11 | 1 | 3 | 0 | 0 | 0 | 15 |
| Graduate School of Integrated Sciences for Life | 0 | 0 | 0 | 0 | 8 | 12 | 8 | 2 | 0 | 0 | 30 |
| Graduate School of Biomedical and Health Sciences | 0 | 0 | 0 | 0 | 3 | 4 | 4 | 1 | 0 | 0 | 12 |
| Other | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 4 | 6 |
|
1
includes alumni
|
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1.1.2.2 Staff
Respondents by Department
| Respondents by department | |
|---|---|
| Staff (Total N =262) | |
| Department | Frequency |
| Education Office | 21 |
| Financial and General Affairs Office | 14 |
| Hospital | 53 |
| International Office | 7 |
| Management Support Office (Higashi-Hiroshima) | 28 |
| Management Support Office (Higashisenda) | 2 |
| Management Support Office (Kasumi) | 16 |
| Medical Policy Office | 3 |
| Office of Academic Research and Industry-Government Collaboration | 39 |
| Office of University Strategy, etc | 1 |
| Other (Higashi-Hiroshima) | 49 |
| Other (Higashisenda) | 1 |
| Other (Kasumi) | 28 |
1.1.2.3 faculty
Respondents by Department
| Respondents by department | |
|---|---|
| Faculty (Total N =272) | |
| Department | Frequency |
| Graduate School for International Development and Cooperation (IDEC) | 5 |
| Graduate School of Advanced Science and Engineering | 52 |
| Graduate School of Advanced Sciences of Matter | 2 |
| Graduate School of Biomedical & Health Sciences | 56 |
| Graduate School of Biomedical and Health Sciences | 24 |
| Graduate School of Education | 10 |
| Graduate School of Engineering | 7 |
| Graduate School of Humanities and Social Sciences | 28 |
| Graduate School of Integrated Arts and Sciences | 5 |
| Graduate School of Integrated Sciences for Life | 21 |
| Graduate School of Letters | 3 |
| Graduate School of Science | 4 |
| Graduate School of Social Sciences | 1 |
| Law School | 1 |
| Others | 29 |
| Research Center | 24 |
1.2 SDGs Awareness
All the respondents were asked “Have you already known about the SDGs before doing this questionnaire?” and chosen a response from the following three choices:
1) Yes, I have heard of them and know them well.
2) I have heard of them, but I don’t know what they mean.
3) No.
We define the SDGs awareness level as a ratio of respondents who have at least heard of the SDGs, which means that those who chose choice 1) or 2).
1.3 Expectations to the Society regarding SDGs implementations
To measure their expectations of respondents regarding SDGs implementations, all respondents were asked to rate on a five-point scale if they strongly agree (1) or disagree (5) with the following statements:
1) I hope the municipality I am currently living in gets actively involved in the SDGs.
2) I hope the school/company I currently belong to gets actively involved in the SDGs.
3) If I were to move to a different location in the future, I wish to live in a municipality that is actively involved in the SDGs
4) If I were to get a job or change occupation, I wish to work for a company that is actively involved in the SDGs.
The scale indicates as follows:
(1) Strongly agree
(2) Somewhat agree
(3) Neither agree nor disagree
(4) Somewhat disagree
(5) Strongly disagree
Bars on the right side (Choices 1 & 2) indicates that positive reaction to given statements in the Figures.
1.3.1 Student
1.3.2 Staff
1.3.3 Faculty
1.4 SDGs implementation
To measure willingness to support SDGs implementations and the current status of its implementations, all respondents were asked to rate on a five-point scale if they strongly agree (1) or disagree (5) with the following statements:
1) I’d like to actively be involved in SDGs implementation.
The scale indicates as follows:
(1) Strongly agree
(2) Somewhat agree
(3) Neither agree nor disagree
(4) Somewhat disagree
(5) Strongly disagree
To further investigate willingness to incorporate the SDGs in research and education, graduate students and faculty members were asked to rate on a five-point scale if they strongly agree (1) or disagree (5) with the following statements:
2-a) I’d like to incorporate the SDGs into daily life.
3-a) I’d like to incorporate the SDGs into teaching.
4-a) I’d like to incorporate the SDGs into research.
2-b) I have been incorporating the SDGs into daily life.
3-b) I have been incorporating the SDGs into teaching.
4-b) I have been incorporating the SDGs into research.
The scale indicates as follows:
(1) Strongly agree
(2) Somewhat agree
(3) Neither agree nor disagree
(4) Somewhat disagree
(5) Strongly disagree
(6) No basis of judgment (coded as missing)
1.4.1 Student
Questions 2-a) to 4-d) aim at teaching and research; only graduate students were asked Questions 2-a)-4-b).
1.4.2 Staff
Questions 2-a) to 4-d) aim at teaching and research; staff was asked Question 1) only.
1.4.3 Faculty
1.5 Multidisciplinary Approaches to Achieving the SDGs
To measure perceptions of multidisciplinary approach in means of achieving the SDGs, graduate students and faculty members were asked to rate on a five-point scale if they strongly agree (1) or disagree (5) with the following statements:
1-a) To achieve the SDGs, it requires multidisciplinary approaches to university education.
2-a) To achieve the SDGs, it requires multidisciplinary approaches to research.
1-b) I have been incorporating multidisciplinary into teaching.
2-b) I have been incorporating multidisciplinary into research.
The scale indicates as follows:
(1) Strongly agree
(2) Somewhat agree
(3) Neither agree nor disagree
(4) Somewhat disagree
(5) Strongly disagree
(6) No basis of judgment (coded as missing)
1.5.1 Student
Only graduate students were asked questions.
1.5.2 Faculty
1.6 Effects of the Current COVID Crisis on the SDGs implementations
To measure perceptions of effects of the current COVID crisis into achieving the SDGs, all respondents were asked to rate on a five-point scale if they strongly agree (1) or disagree (5) with the following statements:
1) The current SDG framework helps prevent and mitigate major global risks, such as pandemic
2) The current crisis will slow down the implementation of most of the SDGs in the long run.
The scale indicates as follows:
(1) Strongly agree
(2) Somewhat agree
(3) Neither agree nor disagree
(4) Somewhat disagree
(5) Strongly disagree
(6) No basis of judgment (coded as missing)
1.6.1 Student
1.6.2 Staff
1.6.3 Faculty
1.7 Perceptions on Individual Goals
We asked which of 17 SDGs respondents are interested in, in which they have already taken action as an individual, and in which they want to put efforts into achieving. All respondents were asked to select the maximum of five goals on the following:
SDGs which you are interested in
SDGs which you have already taken action
SDGs which you want to put efforts in achieving
Numbers in each bar indicated that
Top: Row number of responses
Bottom: Ratio of responses to total respondents (ratios don’t add up to 100 % as respondents answered max of five goals.)
1.7.1 Student
1.7.2 Staff
1.7.3 Faculty
1.8 Who should be responsible for each SDG in Japan?
All respondents were asked to select all stakeholders should be responsible for implementing the SDGs.
Numbers in each bar indicated that
Top: Total number of responses
Bottom: Ratio of responses to total respondents (ratios don’t add up to 100 % as respondents answered all stakeholders.)
1.8.1 Student
1.8.2 Staff
1.8.3 Faculty
1.9 Awareness about NERPS
The Network for Education and Research on Peace and Sustainability (NERPS) was fund in 2018 to become an international network of educators, researchers, and practitioners collaborating towards the advancement of peaceful and sustainable societies amidst global challenges as well as to serve as a resource hub for SDG-related activities of Hiroshima University. To better understand the awareness level within the university to advance the NERPS activities, all respondents were asked to mark all that apply to the following statements.
1) I have seen the NERPS logo.
2) I know what NERPS stands for.
3) I know what NERPS does.
4) I’ve been involved in NERPS.
5) I’d like to involve in NERPS in the future.
6) I don’t know / I’ve never hard of NERPS.
NERPS website: https://nerps.hiroshima-u.ac.jp/
1.9.1 Student
1.9.2 Staff
1.9.3 Faculty
In closing, we would like to thank all those who supported the project. We hope that this report serves as a reference to people who are planning actions towards achieving the SDGs.