Page 206 - SUSTAINABILITY ISSUES & COVID-19

The purpose of this study is to analyze changes in stakeholder engagement from primary stakeholders, such as
lecturers, students, and educational staff, that are directly related to educational activities, to see the important issues
concerning the learning process, social, economy, environment, and health issues in universities, and to provide
additional information related to other important issues according to stakeholders due to the impact of COVID-19.

The contribution of this research is to assist the university in analyzing changes to stakeholder engagement due to the
impact of COVID-19 so that universities can develop effective management strategies based on the expectations of
stakeholders.

2. LITERATURE REVIEW

2.1 Stakeholders in higher education
Stakeholder theory is one of the most used approaches in research regarding sustainability. Adams, Martin, & Boom
(2018) expressed that stakeholders and campus culture affect the successful implementation of campus sustainability
in higher education. Organization as an entity in the society will be closely related to stakeholders that are affected
directly and indirectly by the organization’s activities. Therefore, the role of stakeholders is important to an organization’s
considerations for running activities (Jamali, 2008).

Stakeholders in higher education consist of primary and secondary stakeholders. Primary stakeholders are parties
directly involved in the organization. In universities, primary stakeholders include lecturers, students, and educational
staff who are directly involved with educational activities (Marshall & Marshall, 2018). Ferrero-Ferrero, Fernández-
Izquierdo, Muñoz-Torres, & Bellés-Colomer (2018) stated that primary stakeholders in universities assist in implementing
sustainability in higher education.

The main purpose of an organization is to create value-added for stakeholders and to fulfill their expectations because
stakeholders should be able to be involved in decision making (Strand & Freeman, 2015). This can be achieved by
building good communication to understand the needs and expectations of stakeholders, to understand current
issues, and to manage the conflict of interests that can occur (Project Management Institute, 2013). Therefore, the
sustainability of an organization involves not only internal parties but also affected by the role of stakeholders.

2.2 Stakeholders engagement in higher education
Stakeholder engagement is a process used by organizations by involving stakeholders to achieve organizational goals
(AccountAbility, 2015). Stakeholder engagement can help universities build sustainability strategies following the
universities’ capabilities based on the expectations of stakeholders. Stakeholder expectations are also influenced by
economic, social, and environmental aspects.

Stakeholder engagement is successful if it meets the following criteria: (1) Stakeholder involvement can add value
for both the organization and the stakeholders, (2) Focus on important issues that occur within the organization or
stakeholders, and (3) Flexible and responsive to issues that occur (AccountAbility, 2015). Also, communication methods
commonly used to form stakeholder engagement are conducting surveys and panel discussions (Ferrero-Ferrero et al.,
2018).

2.3 New stakeholder engagement during the COVID-19 pandemic
The COVID-19 pandemic has created new expectations for stakeholders, especially regarding policies on implementing
education and health issues. The education sector will face difficulties during this pandemic, the closure of educational
institutions is intended to reduce the risk of COVID-19 transmission. This widens the gap in learning opportunities and
hinders the achievement of the fourth Sustainable Development Goals (SDGs), the achievement of quality education.

According to UNESCO (2020) over 90% of the global student population is affected by COVID-19 related school closures,
about 40% of low- and lower-middle-income countries have not taken effective action to support students who are at
risk of dropping out of school during COVID-19 due to decreased family income, and only 12% of households in the
least developed countries have internet access at home. The COVID-19 pandemic has added new layers of exclusion
related to the accessibility of distance learning opportunities. The impact of COVID-19 creates new expectations for
stakeholders, for example, a reduction in tuition fees or campus incentives related to internet fees.

International Conference on Sustainability 205
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