Suzanna El Massah

A correction to this paper has been published: https://doi.org/10.1007/s11205-021-02725-4

Purpose This study aims to analyze the effect of digitalization on 28 European countries’ subjective wellbeing by using macro (aggregate level) indicators. Design/methodology/approach The research investigates the impact of digitalization (Digital Economy and Society Index [DESI]) on life satisfaction through its components. The study uses several models based on the two-stage least squares method. Findings The findings show that internet connectivity, use of the internet and integrated digital technology are positively related to life satisfaction. Furthermore, the results revealed that human capital and digital public services are negatively associated with it. The study also suggested that digital skills, e-health, and e-government services do not necessarily increase an individual’s life satisfaction level. The internet’s use appeared to be the most effective digitalization component in affecting life satisfaction in Europe. Research limitations/implications The study is based on the DESI index from 2014 to 2019. Although it does not influence the outcome, future research may consider additional indexes such as Digital Adoption Index and Digital Transformation Index and extend the study period. Practical implications The study helps the policymakers directing their attention to the importance of digitalization on life satisfaction. Originality/value This work extends the limited understanding of subjective wellbeing, digitalization and the digital economy and society index in terms of theoretical implications.

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.