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The sustainability window approach began as a model that could explain the way to sustainable economic development. This theory places emphasis on ecological, economic and social linkages for making comprehensive analysis and policy towards United Nation's Sustainable Development Goals. It identifies four theoretically sustainable paths; two associated with economic growth and the others requiring growth conditional or strict adherence to environmental and social criteria. Many studies confirm that higher education institutions have not been able to completely embrace the concept of sustainability window approach. The paper asserts that these are the most effective ways through which global higher education establishments can achieve sustainability: well-being of society, environmental protection, low consumption, and limited social usage. Finally, it concludes by calling on high education institutions to incorporate sustainability window and integrate it with triple bottom line and responsible management education approaches. The paper argues that in order to determine whether such a change might be suitable in different settings, it is recommended that we test this revised framework using empirical evidence. [ABSTRACT FROM AUTHOR]

The purpose of this conceptual paper was to revise Triple Bottom Line Theory of sustainable development as proposed by John Elkington, so as to propose ways of advancing sustainable higher education in Uganda. The major tenets of this theory are economic viability, environmental sustainability and social responsibility. Reduced fiscal spending by governments to higher education, the global calls for mitigation of climate change, youth unemployment and equity calls for higher education to be sustainable, including in Uganda. This paper concludes by proposing that sustainable higher education in Uganda is as a result of Economic viability (job creation, skill development, research & innovation, community engagement, global education- partnerships with international institutions), environmental sustainability (integration of sustainability in curricula, use of experiential learning, collaboration with stakeholders, addressing resource limitations, empowerment and economic benefits) and social responsibility (community engagement, addressing local and global challenges, integrating social responsibility into missions, and merging social responsibility with internationalization efforts). The paper concludes by recommending empirical validation of the model, both in Uganda and outside Uganda. [ABSTRACT FROM AUTHOR]