TMWA | How is Tianmei's World Academy's work contributing to the SDGs? (by Thanuja & Dylan)

Thanuja Kuntumalla and Dylan Costa
1
Communication Research
Project
By Dylan Costa and Thanuja Kuntumalla

2
CONTENTS
1.0 INTRODUCTION 3
1.1 BACKGROUND 3
1.2 LITERATURE REVIEW 3
1.3 FURTHER INVESTIGATION 6
1.4 RESEARCH QUESTION AND PROJECT AIMS 7
1.5 VALUE 7
2.0 METHOD 7
2.1 OVERVIEW 7
2.2 PARTICIPANTS 7
2.3 SAMPLING METHODS 7
2.4 INSTRUMENTS 7
2.5 PROCEDURES 8
2.6 ETHICS 8
2.7 VALIDITY AND RELIABILITY 8
2.8 LIMITATIONS 8
3.0 RESULTS 9
3.1 ANALYSIS OF GENDER EQUALITY 9
3.2 ANALYSIS OF DECENT WORK AND ECONOMIC GROWTH 10
3.3 ANALYSIS OF CLIMATE ACTION 12
3.4 ANALYSIS OF QUALITY EDUCATION 16
4.0 DISCUSSION 18
4.1 SIGNIFICANT FINDINGS 21
4.2 IMPLICATIONS 22
4.3 LIMITATIONS 23
4.4 RECOMMENDATIONS 23
5.0 REFERENCES 24
6.0 APPENDICES 26
6.1 INSTRUMENT 26
6.2 INTERVIEW QUESTIONS DRAFT 26
6.3 INITIAL MEETING WITH ADINA (FOUNDER) 26
6.4 ORAL PRESENTATION YOUTUBE LINK 27
6.5 GOOGLE SLIDES LINK 27
6.6 QUALTRICS SURVEY 27
6.7 FIGURES 28

3
1.0 INTRODUCTION
1.1 BACKGROUND
A start-up consultancy company in China, Tianmei’s World, uses environmental psychology
to redefine the learning experience through their cross-cultural platform, Tianmei’s World
Academy (TMWA). Tianmei (Adina Deacu) is an Environmental Psychology researcher who
founded TMWA and aims to apply her research towards maximising individuals’ potentials.
TMWA’s business model revolves around a ‘network of classrooms’ school concept and
primarily addresses the Sustainable Development Goal (SDG) of Quality Education
(Tmwacademy, 2019). The Sustainable Development Goals (SDGs) were built by the United
Nations (UN) and countries as a call for action to achieve 17 goals by 2030 (The 17 goals:
History, 2020). TMWA contributes to these 17 goals by nurturing its surrounding
environment and presenting a range of programs.
1.2 LITERATURE REVIEW
COVID-19 caused the first increase in global poverty in decades (United Nations, 2021). By
2030, one goal of SDG 1 is to reduce by at least half the proportion of men, women and
children living in poverty. This relates to TMWA as providing a better education can help
people safeguard their future. According to Shulte (2018), modern technology and distance
education can help make career changes and education more feasible than before. TMWA
can help provide different learning methods and technologies to students and institutions
through their program. TMWA’s mission is to help in the education sectors, which can lead
to health and social protection. Furthermore, this can help benefit women, the poor and
vulnerable.
The International Covenant on Economic, Social and Cultural Rights (ICESCR) outlines in
Article 11 that everyone should be free from hunger and that the production, conservation
and distribution of food should be improved by the use of technical and scientific knowledge
(United Nations, 1976). This has been re-emphasized in SDG 2 to end hunger and can be
reflected upon the corporated giants. There is a concentrated power in the corporate giants,
like Dow Chemical and DuPont (merged together), and Monsanto (taken over by Bayer), that
now control most of the global commercial seed sales (Martens, 2020). With little regard to

4
sustainable environments, it may be up to consultancy agencies like TMWA to carry out
sustainable projects that aim towards SDG 2.
Less than half of the global population is covered by essential health services (United Nations
2021). SDG 3 relates to helping to stop substance abuse, road traffic accidents, provide
sexual and reproductive health services, access to health services, reduce deaths from
hazardous chemicals and air, water and soil pollution and contamination. TMWA can raise
awareness through their school consultancy for better education in this area.
SDG 4 aims to provide an equitable and qualitative education. TMWA combines the physical
and social environment to produce personal abilities, work productivity, mindset, personality,
behaviour and learning outcomes (Deacu, 2021). They have a variety of programs, like an
‘Online Reading Camp’ aimed at improving language skills while learning how to apply
positive psychology in their daily lives and boosting happiness levels, and a ‘1 on 1 Language
and Self-Awareness Mentoring’ which allows someone to enhance language skills and at the
same time recognise strengths (Deacu, 2021). With a learning environment that can be
created in any space, it is important for students to recognise these equitable opportunities.
Women spend around three times as many hours in unpaid domestic and care work as men
(United Nations, 2021). For SDG 5, TMWA can help end all forms of discrimination and
violence against all women and girls by using their schooling programs and Environmental
Psychology (EP). Equal opportunities for women for leadership at all levels of decision-
making in economic, public and political life could be implemented into education programs
in TMWA’s consultancy. Furthermore, the use of Information and Communications
Technology (ICT) could help to promote the empowerment of women.
When countries experience inequality it can impact on their economic growth and upward
mobility of opportunities. A factor that contributes to inequality (SDG 10) is clean water and
sanitation: SDG 6. This provision is scarce in least developed countries (Independent Group
of Scientists appointed by the Secretary-General, 2019) and a practical effort is required in
changing environments to reflect equal opportunity for clean water and sanitation.
789 million people lacked electricity in 2018 (United Nations, 2021). Therefore, for SDG 7,
universal access to affordable, reliable, and modern energy services is essential. TMWA can

5
work with companies and partners to make this happen and double the global rate of
improvement in energy efficiency. TMWA could also suggest enhanced international
cooperation to help provide access to clean energy technology and research through teachings
in schools.
Sustainable economic growth and work (SDG 8) will not be achieved because of
overregulated labour markets, globalisation, etc. (Scherrer, 2019). However, TMWA is
aiming to turn the space around them into an alternative classroom, and hence driving
economic growth (Tmwacademy, 2019). SDG 12 which ensures sustainable consumption and
production patterns has also been promoted with TMWA’s Pivoting Project, which
repurposes fundraising through a social enterprise business model, creating more value and
less money in order to become financially viable (Deacu, 2021). These projects that TMWA
undertake can similarly be undertaken in other countries to target these SDGs.
Manufacturing growth was declining due to tariffs and trade tensions before COVID-19
(United Nations, 2021). For SDG 9, TMWA could develop sustainable, quality, resilient and
reliable infrastructure to support economic development and human well-being with their
partner companies to create jobs, homes, and more educational facilities for students. TMWA
could promote increased access to information and communications technology and access to
the internet. Indicators of service quality (SQ) from students’ perspective include
employability links, safety and security, extra-curricular activities, support staff quality,
facilities and teaching quality. According to Abbas (2020), Maslow’s hierarchy of needs
suggest employability and safety and security need to be identified as new emerging
indicators of the existing literature of SQ in higher education institutions.
TMWA’s ecosystem structure aims at an ‘input-output’ model for learners to develop
independent thinking skills (Deacu, 2021). Their projects, such as ‘Tailored Experiential
Learning’, lectures and internships, are in range for everyone who might be a student, a
young professional, or an organisation (Deacu, 2021). Promoting equality (SDG 10) in all
forms of learning are evidential in TMWA when the learning environment can be utilised
with the surrounding space.
Over 90% of COVID-19 cases are in urban areas, and air pollution caused 4.2 million
premature deaths in 2016 (United Nations 2021). For SDG 11, TMWA could provide safe

6
housing and transport, educate on waste management and provide safe, accessible, green, and
public spaces, particularly for women and children, through their partners.
Investment in fossil fuels is still higher than investment in climate activities. This also
intensifies the frequency and severity of natural disasters (United Nations, 2021). For SDG
13, strengthening resilience and adaptive capacity for buildings for natural disasters is
important. TMWA can make sure all their buildings are natural disaster proof and invest in
climate activities and promotion. TMWA also heavily focuses on 13.3 to improve education
on climate change mitigation, impact reduction, early warning and adaptation.
To progress further in addressing healthy oceans and the conservation and restoration of
biodiversity services (SDG 14), a legal framework is required (Leal Filho et al., 2018).
Only a third of 113 countries were on track to achieve their national target to integrate
biodiversity into national planning (United Nations, 2021). For SDG 15, education can be
done by TMWA to prevent the loss of wildlife, habitats and environments.
The promotion of peace, justice and strong institutions (SDG 16) calls for the intervention of
the government. Alternatively, the concept of an ecological belief in a just world can result in
positive justifications when arguing for environmental behaviour (Ucar et al., 2016). Further
research is required to investigate this ecological concept in relation to achieving peace,
justice and strong institutions.
Global foreign direct investment was expected to decline by up to 40% in 2020 (United
Nations, 2021). For SDG 17, TMWA could stress the importance of resources and funding
for developing countries through their consultancy with schools and businesses, as well as
partner with businesses who make this their mission.
1.3 FURTHER INVESTIGATION
Further research needs to be conducted to determine the practicality of TMWA’s business
model in other countries around the world. Additionally, TMWA can use this research to
inform future practices and further research.

7
1.4 RESEARCH QUESTION AND PROJECT AIMS
Our research question is: What are the implications and ramifications of Tianmei’s World
Academy’s business model on each SDG, how can these SDG’s be strengthened and how can
audience outreach be expanded?
The project aims to gain a further understanding of the implications on each SDG by
TMWA’s model.
1.5 VALUE
Since this project takes on a different curve to learning by assessing the application of SDGs
to a consultancy agency, it can provide opportunities for other agencies and/or students to
understand the benefits of environmental psychology in learning environments.
2.0 METHOD
2.1 OVERVIEW
This research aims to provide results as to how the SDGs can improve TMWA’s business
model and also expand its audience outreach. A methodology that will be used is a survey
which will determine Australian university students’ thoughts about the learning model. This
will inform how the company can strengthen and expand its audience impact and model
through different SDGs and its practices as part of a learning environment.
2.2 PARTICIPANTS
The aim for this project will be to survey for 20 Australian university students.
2.3 SAMPLING METHODS
A survey through the use of Qualtrics will evaluate Australian students’ attitudes toward
TMWA’s model for learning.
2.4 INSTRUMENTS
The Qualtrics program will be used to conduct the research and analysis.

8
2.5 PROCEDURES
The survey will be created in Qualtrics and then handed out to the participants. Once the
surveys are completed, they will be collated and generated into tables and graphs to be
analysed. This analysis will inform the results and discussion.
2.6 ETHICS
This report is aimed at providing clear knowledge and truth of content for TMWA and other
agencies. There has been constant engagement with Adina (founder) to validate our research
in order to present accurate results.
2.7 VALIDITY AND RELIABILITY
The questions that have been prepared for the survey focus on the learning environment and
SDG 4 Education, while also giving the participants opportunities to expand on their answers.
The two types of questions, scalar and open-ended, present independent and dependent
variables for us to evaluate. These questions have been created to explore the participant’s
own feelings about the education and the learning environment in general. These questions
are aimed at the target audience with the intent to be representative of the target population.
To provide reliable results, a survey can measure the answers with the use of different rater
scales. These are then combined with open-ended questions.
2.8 LIMITATIONS
Due to the difficulty in controlling bias of people in TMWA, we are unable to involve them
as participants for our methodologies in a survey and content analysis. If the data results in
too many variables, then this project may not be efficiently carried out. This means we are
also unable to make use of the Voyant program that would have provided interesting, but
complicated results for data analysis.

9
3.0 RESULTS
3.1 ANALYSIS OF GENDER EQUALITY
Questions 5, 6 and 7 were asked relating to gender equality and the results are as follows.
Figure 1: Whether attendance at a co-ed high school affected the participants’ learning
Note. N=20
Figure 2: How learning was affected
Positive learning Negative learning
Attended co-ed
N=15
· Built on social skills.
· Cooperation and comfort
with the opposite gender.
· Emotional growth.
· Understood equality
better.
· Learnt to communicate.
· Bullied by the opposite
gender.
Did not attend co-ed
N=5
· Focused better. · Co-ed would have been
better.
· Negative experiences,
such as bullying and cases
of sexual assault.
15 participants attended a co-ed high school (HS) and more than half of them felt this did not
affect their learning (Figure 1). In total, only 2 participants felt that their learning was
affected negatively (Figure 1) and reasons provided in Figure 3 were very negative
experiences. Common answers for positive learning in a co-ed HS were mainly around
emotional, social and interpersonal development. Participants who did not attend a co-ed HS

10
felt their learning was positive because they were able to focus better (Figure 2). However,
those who were neutral either thought the learning in either HS would be the same, didn’t
matter or didn’t know.
Figure 3: The gender that participants preferred in learning environments.
Note: N=20
Question 6 addressed if participants preferred a same-sex or co-ed learning environment
(LE). The largest preference of 14 was given to a co-ed LE and it was expected that most of
the participants would be from a co-ed HS as well (Figure 3). Those who did not attend a co-
ed HS preferred a co-ed LE over a same-sex LE, compared to 1 participant who attended a
co-ed HS and preferred a same-sex LE.
3.2 ANALYSIS OF DECENT WORK AND ECONOMIC
GROWTH
Questions 8 and 9 were asked relating to decent work and economic growth and the results
are as follows.

11
Figure 4: Responses to how participants felt their current abilities would affect their employability or job
retention
Employability Job retention Both
Positively · Depends on
degree
· Extremely
· Work experience
essential
· Beneficial
· Up to standard
and expectation
· Easy
· Confident
· Confident
· Good
· Flexible
Negatively · Limited
experience
· Anxious
· Self-doubt
Responses in Figure 4 were varied but overall there was a large amount of positivity towards
employability and job retention. Answers of concern relate to negative answers of limited
experience and mental negativity.
Figure 5: Responding to a hypothetical question, whether participants would stay in the current job or
switch to the new job.
Note. N=20
Question 8 was aimed to gain an understanding between decent work and economic growth.
In Figure 5, 13 participants chose to move to the new job with common reasons of growth,
constant learning and better pay as described in Figure 6. 5 participants chose to stay at the
current job, prioritizing their happiness and comfort. 2 participants who were neutral were
doubtful about career growth and happiness in the new role (Figure 6). But most participants

12
who decided to stay or move to the new job also provided reasons why they would choose the
other.
Figure 6: Why participants chose to stay or move to the new job
Stay New job Depends
Why? · Comfortable
· Hard to be happy,
safe, welcomed and
respected in a new
environment.
· Happy, then no
reason to change.
· May not like the
new job.
· Constant
learning.
· Further growth.
· New
experience.
· Challenging
· Income increase
does not affect
the tax bracket.
· Pays better.
· An opportunity.
· Rewarding.
· Might not enjoy
the new job.
· Might not be
happy at the new
job.
· Career growth
· Emotional
benefit.
· Purposeful.
3.3 ANALYSIS OF CLIMATE ACTION
Questions 10-14 were asked to gain an understanding of participants’ thoughts regarding
climate action. The results are as follows.
Figure 7: Concern About Climate Change From High (10) to Low (0)
Note, N=22

13
Question 10 asked how concerned participants were by climate change. Their responses were
measured using a Likert scale from 0 (not concerned) to 10 (very concerned). The results
showed the majority were either very concerned or concerned, with 15 of the participants
choosing 7 or higher as their answer. This question also showed males were less likely to be
concerned about climate change, as all 3 zeros, the four and the five all came from males, while
all the women scored it at 7 or higher.
Figure 8: How Active Participants Are In Sustaining The Environment
Note, N=22
Question 11 asked what participants do to sustain the environment through an open-ended
question. The results showed a large majority recycle every day. A few participants used
reusable or bamboo cutlery when they ate. Some participants used public transport or walked
instead of driving, while others used reusable bags when they shopped. 15 of the 22 participants
actively try to sustain the environment, while 2 either do so accidentally or through
convenience, and 5 do not at all. This suggests most of the participants are active in how they
try to sustain the environment and are willing to adapt to changes to help the environment.

14
Figure 9: Participants Answers Regarding How They Would Theoretically Work With The United Nations
Note, N=22
Question 12 asked participants what they would do if they were asked to work on an
environmental project with the United Nations to help combat climate change. The participants
expressed in majority a desire to want to help with this project. However, out of the 22
participants, 6 of them either did not answer the question, were not sure or had disdain in their
answer. Most of the answers focused on how waste and emissions can be dealt with better.

15
Figure 10: Participants Answers Regarding If They Had Any Difficulty Answering The Previous Question
Note, N=22
Question 13 asked participants whether they had difficulties answering the previous question.
Of the 22 participants, 7 said yes, 9 said no, and 6 were either unsure or did not answer. The
participants who answered yes said so because they said it is such a big scope and they had not
considered it before. The participants who answered no said so because they are educated more
on the matter and had ideas which they wanted to share which they’ve thought of.
Figure 11: Participants Answers Regarding Two Options On How They Would Theoretically Tackle Climate
Change
Note, N=20

16
Question 14 asked participants whether they would either start a national project or increase
funding in schools to help stop climate change, what they would do and why. Of the 20
participants who answered this question, 10 participants said they would start a national project,
5 said they would increase funding and teach it in schools while 5 said they would take an
approach to do both at the same time.
3.4 ANALYSIS OF QUALITY EDUCATION
Questions 15-19 were asked to gain an understanding of participants' thoughts regarding
quality education. The results are as follows.
Figure 12: Participants Answers Regarding Whether Their Degree Is Inclusive To Their Learning
Environments
Note, N=20
Question 15 asked participants whether they felt their degree was inclusive for their learning
environments and how. The participants who said their degree is somewhat inclusive said their
degree either lacks the practical experience needed or the theoretical side of it wasn’t great
enough. The 3 participants who said no said so either because they feel it gives them a lack of
field experience, there is a lack of classes or there are applications which are gained after.

17
Figure 13: Participants Answers Regarding If They Feel There Is Anything Missing From Their Education
Environment
Note, N=20
Question 16 asked participants if there is anything missing from their education environment.
10 of those who said yes said the content needs to be better, while 4 of them said the experience
of the education environment could be improved. Of the 6 participants who answered no, only
1 gave a reason with their answer, saying the recent changes to remote learning are great.
Question 17 asked the participants how they best understand learning. Of the 19 participants
who answered, there were many answers. These ranged from face-to-face, to visual, to learning
which is more hands on.

18
Figure 14: Participants Answers Regarding Whether Their Learning Environment Would Benefit From Being
Outside
Note, N=19
Question 18 asked the participants if their learning would be benefited if their learning
environment was not in the classroom and instead was located at a local caféor park. Of the
19 participants who answered, 8 said yes, 11 said no and 2 said it would make no difference.
Question 19 asked the participants what soft skills they think could increase their employability.
Of the 19 participants who answered, five of them said communication skills, five said answers
relating to personal skills they could develop, three said answers related to empathy, two said
management skills, two said emotion control, one said skills in Microsoft Excel, and one said
they were not sure.
4.0 DISCUSSION
Assessing the data for SDG 5, one female participant attended a co-ed high school but
preferred to have attended a same-sex high school. This was due to cases of sexual assault,
sexism and toxic culture (Figure 3 and Figure 19). Although there was only one participant
with this type of answer, expanding the outlook shows that at least 1 out of every 20 students
may encounter something similar. Reflecting on gender equality, Tembon (2008, pp. 129-
130) argues that gender parity may be a path to gender equality, meaning that an equal
participation of boys and girls in gender-friendly schools could provide equal opportunities
for both genders, especially for females. However, we are not discussing how to directly
mitigate negative factors, rather the learning environment of a school can be adapted to an
alternate space that indirectly mitigates factors such as these and promote gender equality.

19
The toxic culture that the participant experienced may call for further research, but the
learning environment that 14 out of 20 participants favoured of a co-ed environment shows
that gender is a huge factor in determining a positive learning environment.
TMWA’s business model revolves around learning environments that take into account the
factors of ‘people relationship’, ‘social’ and ‘culture’ which strongly relate to how we
perceive the people around us. A key instrument in achieving the SDGs is the UN Decade for
Education for Sustainable Development (ESD), which raises the point that solely
environmental knowledge will not change behaviour to attain a sustainable lifestyle (Dü
r,
2018). This means that in addition to being aware about sustaining the environment, a
person’s behaviour also needs to change to promote sustainability.
In regards to SDG 8, the target sample was mostly confident in retaining a job, where 4
participants were unsure of their current abilities (Figure 7). 2 participants based their
reasoning on their degree and 4 participants contributed current work experience to their
current abilities (Figure 7). This may show that students endeavor to undertake more
activities while studying to gain skills that can give them a higher chance of employability.
Indeed, soft skills are desirable by students and work experience provides this, along with a
higher chance of later labour market success (Baert, 2016). Other than a work experience
perspective, students who expressed their current abilities to derive from outside of their
work and degree could link this to Kolb’s work on ‘conversational learning’ (Hansen, 2018).
This can be explained as meanings and experiences transformed into knowledge which are
constructed through conversations (Hansen, 2018). Conversations that people have in any
environment can be transformed into knowledge. TMWA’s business model focuses on
environmental psychology where the working environment and living environment mutually
influences the learning environment and home environment. Conversations can be taken to be
an integral factor in this model, relating to factors of ‘language’, ‘people’ relationship’ and
‘social’.
Although 13 participants chose to move to the new job in Question 8, it is important to
consider the 5 participants who chose to stay at the current job to prioritize their happiness
and comfort (Figure 6). Economic growth is important, but it may come second to the
satisfaction of basic needs (Mikucka, 2017). Basic needs are a primary focus in TMWA’s
business model which also include the factor of ‘work productivity’ to be mutually

20
influenced with other factors. Learning in a work environment may not be achieved at the full
potential if basic needs like happiness and comfort are not met.
Regarding climate action, the results of the survey show the participants were very concerned
about climate change, are willing to help combat it and have ideas which could help with that.
It can be inferred from the answers to Question 11 that women who are at university are more
likely to care about climate change than men who are at university. From the answers to
Question 12, it can be inferred that most of the participants are knowledgeable and thoughtful
regarding how the world can deal with climate change better, whether it’s looking at a global
context, such as what countries can do to help, or through education, where the effects of
climate change and what can be done can be taught in schools. From the answers to Question
13, it can be concluded most participants are very aware and active regarding ideas which
could be useful at either local, national or international level regarding climate change. From
the answers to Question 14, participants showed a willingness to want to do something to
help stop climate change, either through short term solutions, such as starting a project to
help with immediate change, or through long term solutions, such as systemically teaching
about climate change and its effects in schools.
Regarding quality education, the results of the survey show the participants were split evenly
in how they learn, which can infer it is personal preference as to what works best for them.
Regarding Question 15, the participants are split on this question; half feel their degrees are
inclusive while the other half feel more needs to be done to give them more experience, or
more content in their units. Regarding Question 16, it can be inferred that the participants
who feel there is something missing from their education environment have a reason and can
explain what that is as it is affecting them, while those who answered no do not need to think
of what is missing as they feel nothing is. Regarding Question 17, it can be seen there are a
wide range of ways people learn, even if they are of the same age and live in a similar
environment to each other. Regarding Question 18, it can be inferred that the participants are
torn, and it is down to personal preference as to whether their learning environment being
outside of a classroom would benefit them. Regarding Question 19, this shows the
participants feel there are a large range of soft skills which could help them increase their
employability and the one each feels they need to work on is personal to them.

21
4.1 SIGNIFICANT FINDINGS
The significant findings regarding gender equality found that most participants did not find that
the gender around them affected their learning environment. However, most did choose to learn
in an environment with both males and females, rather than just the one gender.
The significant findings regarding decent work and economic growth found that most students
were confident in retaining a job and also would take opportunities when possible to learn new
skills. In particular, taking up opportunities to learn new skills was mostly agreed to as long as
it provided career growth and happiness. A pay raise was a small factor in considering the
rewards available to them, but the minority also proved that happiness and comfort were strong
indicators of remaining in the current job.
The significant findings regarding climate action through this report is that most participants
were active in stopping climate change and either do things in their everyday life, consciously
or subconsciously to stop it, or have big ideas on how it can be stopped better. It can be deduced
from this that more needs to be done regarding both education on climate change in schools,
as well as more which can be done at a local, state, national and international level to help with
this issue.
The significant findings regarding quality education through this report is the students are split
on whether their learning environment is inclusive and if there is anything missing from their
learning environments. This was also shared in whether it would be beneficial for them to have
their learning environment be outside the classroom. Furthermore, the soft skills which students
find useful also vary, which complements the results finding each student learns differently,
hence the split in the thoughts regarding the previous questions about quality education.
Females were more positive toward all ideas put forward in the survey. Therefore, they would
be more of an ideal target audience than males for TMWA. However, there may be educational
steps which would be undertaken to convince more males of the importance of the TMWA
concept and the ideas of the SDGs.

22
4.2 IMPLICATIONS
The implications of these findings for Tianmei’s World Academy and the business model are
that the students are mostly open-minded about new learning experiences and are also very
knowledgeable about the ideas of SDG 4 and 7, which TMWA focuses on. To strengthen
these two SDGs, targeting those who have a passion for the environment and for quality
education and creating programs here with their assistance would be beneficial. Females,
rather than males, would be an ideal target audience. However, perhaps through more
education, males could be more informed and be interested in these programs, too. Finding
local, state or national groups in Australia to focus on these aspects through the company's
business model and working together with them to bring together like-minded people could
help to create an ecosystem of learning where these issues can be discussed to inform not
only Australian students but also the companies TMWA works with. This would help
strengthen TMWA’s commitment to these two SDGs and expand audience outreach in
Australia by connecting with students who are passionate about the issues of quality
education and the environment. This ecosystem could then further inform company practice,
help to create more projects to strengthen the commitment to these SDGs and influence
others to start thinking about these issues. For the companies TMWA could be of consultancy
to in Australia, they could range from environmental businesses to schools and universities,
to parks, café
s and other places where the practices of TMWA can be undertaken. By doing
this, TMWA can share the message with Australian students, particularly females, groups and
businesses that learning happens anywhere and can also stress the importance of the SDGs
through this practice.
In regards to SDG 5, TMWA could use this data to be proactive in choosing learning
environments that contribute to an equal share of males and females. Elements of gender
equality within a classroom concept could be focused on to examine issues that participants
identified that might be common in school environments. A case study undertaken by Dü
r
and Keller examined the collaboration of Indian and Austrian students in regards to their
perspectives on gender equality and sustainable growth (2018). Projects of collaboration like
this one can increase awareness of SDGs and also change students’ or clients’ evaluation of
topics. Future projects and workshops to research different contexts of gender equality are
highly suggested for TMWA to expand on their audience outreach. In regards to SDG 8, a
healthy work environment was identified as a strong indicator of job satisfaction. Feelings of

23
happiness and comfort could be represented through different learning environments of
TMWA’s business model to support students or clients in maintaining a decent work
environment. In particular, opportunities to learn new skills were linked to career growth and
happiness. Workshops on improving the psychology and image of work environments could
provide clients with a better understanding of what future employees, such as graduates, look
for.
4.3 LIMITATIONS
The survey was initially a focus, but due to time restraints we have shifted our focus to
supporting research on our results of the survey. This survey has been undertaken for
additional support and is not a core part of the research. Due to the participants not
completing the full survey out of the 27 responses received, the analyses for SDGs 5 and 8
used the best 20 responses, and SDGs 4 and 13 used the best 22 responses. The survey is only
a validation of the business model being assessed. In addition, a larger sample size of the
target population is recommended to gain a better understanding of the Australian context.
This report is limited to the target population of students, when clients of TMWA range from
all individuals to larger groups, like businesses.
4.4 RECOMMENDATIONS
An analysis of all 17 SDGs would greatly support the business model in their endeavours to
expand their audience. Furthermore, implementing the ideas outlined in 4.2 could help to
strengthen TMWA’s commitment to the SDGs and expand audience outreach in Australia.

24
5.0 REFERENCES
Abbas, J. (2020). Service quality in higher education institutions: qualitative evidence
from the students’ perspectives using Maslow hierarchy of needs. International
Journal of Quality and Service Sciences, 12(3), 371-384. https://doi-
org.ezproxy.uws.edu.au/10.1108/IJQSS-02-2020-0016
Baert, S., Rotsaert, O., Verhaest, D., & Omey, E. (2016). Student employment and
later labour market success: No evidence for higher employment chances.
Kyklos, 69(3). 401-425. https://doi-
org.ezproxy.uws.edu.au/10.1111/kykl.12115
Deacu, A. (2021). Tianmei’s World ecosystem brochure [Slideshare].
https://www.slideshare.net/AdinaDeacu/tianmeis-world-ecosystem-
brochure?ref=
Dü
r, M., & Keller, L. (2018). Education for sustainable development through
international collaboration. A case study on concepts and conceptual change
of School‐Students from India and Austria on gender equality and sustainable
growth. Education Sciences, 8(4).
doi:http://dx.doi.org.ezproxy.uws.edu.au/10.3390/educsci8040187
Hansen, S. L., Hoag, B. A. (2018). Promoting learning, career readiness, and
leadership in student employment. New directions for student leadership, 157.
85-99. https://doi-org.ezproxy.uws.edu.au/10.1002/yd.20281
Independent Group of Scientists appointed by the Secretary-General. (2019). Global
Sustainable Development Report 2019: The Future is Now – Science for
Achieving Sustainable Development. New York: United Nations. 38.
Leal Filho, W., Azeiteiro, U., Alves, F., Pace, P., Mifsud, M., & Brandli, L. et al.
(2018). Reinvigorating the sustainable development research agenda: The role
of the sustainable development goals (SDG). International Journal Of
Sustainable Development & World Ecology, 25(2), 131-142.
https://doi.org/10.1080/13504509.2017.1342103

25
Martens, J. (2020). The role of public and private actors and means in implementing
the SDGs: Reclaiming the public policy space for sustainable development
and human rights. In: Kaltenborn M., Krajewski M., Kuhn H. Sustainable
Development Goals And Human Rights, 5, 207-220.
https://doi.org/https://doi.org/10.1007/978-3-030-30469-0_12
Mikucka, M., Sarracino, F., & Dubrow, J. K. (2017). When does economic growth
improve life satisfaction? Multilevel analysis of the roles of social trust and
income inequality in 46 countries. 1981-2012. World Development, 93. 447-
459. https://doi.org/10.1016/j.worlddev.2017.01.002
Scherrer, C. (2019). Superfluous workers: Why SDG 8 will remain elusive. In:
Kaltenborn M., Krajewski M., Kuhn H. Sustainable Development Goals And
Human Rights, 5, 119-135. https://doi.org/https://doi.org/10.1007/978-3-030-
30469-0_7
Shulte, M. (2018). Adult learning degree and career pathways: Allusions to Maslow's
hierarchy of needs. The Journal of Continuing Higher Education, 66(1), 62-64.
https://doi-org.ezproxy.uws.edu.au/10.1080/07377363.2017.1368767
Tembon, M. M., & Fort, L. (Eds.). (2008). Girl's education in the 21st century :
Gender equality, empowerment and growth. ProQuest Ebook Central
https://ebookcentral.proquest.com
The 17 goals: History. United Nations. (2021). https://sdgs.un.org/goals
Tianmie’s World Academy. (2021). Our working model.
https://www.tianmeisworldacademy.com/
Tmwacademy. (2019). TMWAcademy Intro. [online] Weixin.
<https://mp.weixin.qq.com/s/7hSGrn5DFPo4bwHxH-
YT9g?fbclid=IwAR2NTKCmraj0UZ3Aj3MhK0d71V_Y_V-
mEupckWnw9cAxlyMuMvdFDZfbHOs>

26
Ucar, G.K., Celik, B., Baier, M., Mü
ller, M., Kals, E. (2016). P1507 The ecological
belief in a just world and environmental behavior. Environmental Psychology.
51(S1), 559-568. https://doi.org/10.1002/ijop.12315
United Nations. (1976). International Covenant on Economic, Social and Cultural
Rights.
6.0 APPENDICES
6.1 INSTRUMENT
- Qualtrics
6.2 INTERVIEW QUESTIONS DRAFT
*Add agree/disagree and like/dislike for scalar questions*
1. Name
2. Age
3. Gender
4. Occupation/Major
5. In what kind of environment do you feel more productive? Why? (Including pictures)
(Scaler or Open?)
6. A. Do you know what the Sustainable Development Goals (SDGs) are?
● (Optional Questions) B. Comparisons of SDGs (e.g. Which is more important
to you: ‘economic growth’ or ‘affordable energy’?)
7. What do you think are your strengths and weaknesses? (Open)
8. Do you think this kind of model would help you? How? (Add description in survey)
6.3 INITIAL MEETING WITH ADINA (FOUNDER)
https://drive.google.com/file/d/1kUkcs8giWCGZo__jVIXjxMhXiXIe8lev/view?usp=sharing

27
6.4 ORAL PRESENTATION YOUTUBE LINK
https://youtu.be/vII-VfPwMMI
6.5 GOOGLE SLIDES LINK
https://docs.google.com/presentation/d/1q4-WkUguhe5-
xEBKUrkoNNU4jdgH0IlTXNtBG8dznZg/edit?usp=sharing
6.6 QUALTRICS SURVEY
Welcome to our Research Project survey which assesses the use of Tianmei’s World Academy’s business model in the
Australian context.
This survey has 19 questions. 4 are basic questions. 1 is a yes/no question. 1 is a scaled question. 13 are open-ended
questions. For the open-ended questions please be as specific and detailed as possible. This survey should take
approximately 15 minutes to complete.
Please be assured that Q4 is purely for research purposes. All data that is received will be used solely for this Research
Project. This Research Project will then be shared with the client.
These results will assist with our research and help our client.
Thank you for your participation.
1. Name
2. Year of degree
3. Gender (purely for research purposes)
4. Major
NEXT PAGE
SDG 5
5. Did you attend a co-ed high school?
6. Do you think this affected your learning in any way? How?
NEXT PAGE
7. Do you prefer same-sex or co-ed learning environments? Why?
NEXT PAGE
SDG 8
8. How do you feel your current abilities would affect your employability or job retention?
NEXT PAGE
9. Imagine you earn $60,000/year and you are happy at your current job. You have been offered a new job which
pays $70,000/year but requires you to undertake a boring and extensive learning process to attain new skills.
Would you stay with your current job or switch to the new job? Why?
NEXT PAGE
SDG 13
10. How concerned are you about climate change? (likert scale)
NEXT PAGE

28
11. What do you do to sustain the environment? Please provide examples.
NEXT PAGE
12. You have been given an opportunity to work on an environmental project with the United Nations and can advise
them on how to combat climate change. What is the idea?
13. Did you have any difficulties thinking of an idea? Why?
NEXT PAGE
14. Imagine you are in a powerful position to help stop climate change. You can either start a national project right
now, or increase funding in schools focused on climate change. What would you do? Why?
NEXT PAGE
SDG 4
15. Do you feel that your degree is inclusive for your learning requirements? How?
16. Is there anything missing from your education environment? Why?
NEXT PAGE
17. How do you best understand learning?
NEXT PAGE
18. Imagine your learning environment was outside of the classroom and instead was located at a local cafe or park.
Do you think this would benefit you? If yes, how?
NEXT PAGE
19. What soft skills do you think could increase your employability?
6.7 FIGURES
Figure 15: Do you think attending a co-ed high school affected your learning?

29
Figure 16: Do you prefer same-sex or co-ed learning environments? Why?
Preference Attended a co-ed high school Did not attend a co-ed high school
Same-sex Sarah -
Co-ed Georgia
Anu
Ebony
Anonymous
Laydee
Jessica
Nimi
Jasmyn
Simon
Christine
Vaish
Isha
Frankie
Jordan
Both Britt James
Christina
Galen
N/A Ryan -
Figure 17: Answers to question 8
How do you feel your current abilities would affect your employability or job retention?
Positively
Vaish
Good. My degree is analytical so it as helped me to learn how to think
outside the box.
My interpersonal skills improved through my first roles as a tutor
Simon
Currently I feel my personal abilities are up to standard and expectation
and would therefore retain any job I acquired. However, I have yet to
complete my degree, so until I achieve a sufficient completion mark then I
cannot actually get a job in my chosen profession.
James I am fully confident in my ability to keep a job as well as find one
Galen Banfield I believe I am extremely employable and easily able to retain a job

30
Jessica Dunne
I believe my employability has been greatly improved by working in my
chosen industry for many years. I've learnt that experience gets you a lot
further than a university degree can because it's proof that you can do the
work.
Britt
I have retail experience and also technical experience which could put me
in an assistant managing position
Anu
I think I have a fairly good skillset but with little practical experience I am
slightly concerned about getting a job I want in my field of choice.
Hoping to develop that more. Still, I’m fairly confident in my abilities and
that I would be able to retain any job I got.
Georgia
I do tend to become a bit anxious, and have feelings of self doubt. But I
believe we all have issues in life we have to push through to succeed
Christine
I think in a way being at co-ed schools it has taught me how to deal with
the differences. I can be flexible and easy to get along with male , female
and different genders.
Christina
I think my current abilities are enough to be considered in well respected
organisations.
Jasmyn Bridge I think the abilities l have would be quite beneficial for employment
Sarah Cupitt
My current abilities all learnt and obtained outside high school and mostly
outside university reflect an almost perfect resume for someone my age -
job retention in the current casualisation of the workforce I don't believe
reflects anyone's ability to work, and rather reflects the employers' values
and budget rather
Anonymous
My current abilities make me employable, however I am not too sure
about how long I’d be able to sustain my jobs without being able to travel
overseas.
Isha Bassi They would affect it positively
Ebony
Unsure what is meant by current abilities?
But my skills I gained in those environments has allowed me to learn how
to form relationships with people from all genders and walks of life

31
Laydee Korea
Being able to work within both female and male dominated environments:
being in law can at times be mainly dominated by the male gender.
Having gone to a coEd school has given me exposure to both male and
female environments over a longitudinal period. This exposure has
allowed for more confidence in jobs that are mixed and also gender
dominated.
Negatively
Frankie Don’t think it would
Jordan I don't know
Ryan I don't know
Nimi Techi I don't know
Figure 18: Participants who answered a
hypothetical question about staying at the
current job or moving to a new job
Stay or a new job?
James Stay
Christina Stay
Britt Stay
Nimi Techi Stay
Ebony Stay
Frankie New job
Jordan New job
Isha Bassi New job
Vaish New job

32
Christine New job
Simon New job
Jasmyn Bridge New job
Jessica Dunne New job
Laydee Korea New job
Anonymous New job
Sarah Cupitt New job
Anu New job
Georgia New job
Galen Banfield Depends
Ryan Depends
Figure 19: Complete data received from survey
LINK TO FULL SURVEY:
https://docs.google.com/spreadsheets/d/1moWT2LLTvcoBeViiUqCe5gbnfPULKQFx
v6OoqhxT3M4/edit?usp=sharing

TMWA | How is Tianmei's World Academy's work contributing to the SDGs? (by Thanuja & Dylan)

Recommended

Recommended

More Related Content

Recently uploaded

Recently uploaded (20)

Featured

Featured (20)

TMWA | How is Tianmei's World Academy's work contributing to the SDGs? (by Thanuja & Dylan)