## 3 Results
### Assessment and Reporting
#### 3.7.1 Sustainability Assessment Tools (SATs)  
[PERSON] et al. [164] analyzed 12 SATs, whereas [PERSON] and [PERSON] [13] shifted the focus from analyzing the SAT content and indicators to practically applying them in a specific HEI to determine their scope. [PERSON] and [PERSON] [165] used comprehensiveness as a proxy metric to assess the validity of SATs. [PERSON] et al. [166] analyzed the extent to which SATs could be used to measure HEI impacts on SD, [PERSON] et al. [6] depicted the dominance and marginalization of different HEI assessment areas in the analyzed SATs, and [PERSON] and [PERSON] [167] reported HEI data submitted in one of the SATs. The review of these papers showed that although many SATs are available, the sustainability progress of HEIs is not clearly measurable. Further research is needed to address practical details of and operationalization methods for core SAT items, i.e., indicators, and the causes and relative importance of the gaps in the available SATs need to be further explored. Other dimensions of SAT validity beyond their comprehensiveness, such as the quality and relevance of individual indicators, also deserve further research. The relative weights of indicators in SATs can emphasize different issues and should be investigated further. More work is needed to evaluate the \"process validity\" of these assessments and the methods used to gather and report data. Design characteristics other than validity, such as usability and intelligibility, should also be analyzed and compared. SATs largely neglect the impacts that HEIs have outside their organizational boundaries, mostly focusing on operations. Still, education and research are commonly referred to as core areas and fields of action in HEIs. This gap should be addressed in further research; hence, more sustainability assessments of education and research should be performed. [PERSON] and [PERSON] [168] and [PERSON] and [PERSON] [169] examined how existing SATs could be adapted to a specific country or an HEI, generally concluding that SATs may not fit local needs and that developing a tailored model can be more advantageous to a country or an HEI. A full summary of articles focusing on SATs in the context of HEIs is represented in Table 13.  
\begin{table}
\begin{tabular}{c c c} \hline \hline
**Article** & **Research Theme(s)** & **Research Method(s)** \\ \hline [PERSON] et al., 2017 [164] & Sustainability assessment tools (SATs) & Desk study \\ \hline [PERSON] and [PERSON] 2017 [13] & Sustainability assessment tools (SATs) & Case study \\ \hline [PERSON] and [PERSON] 2016 [165] & Comprehensiveness of sustainability assessment tools (SATs) & Evaluation using modified framework \\ \hline [PERSON] et al., 2019 [166] & Sustainability assessment tools (SATs) &
\begin{tabular}{c} Mixed-method approach, using \\ descriptive statistics and an inductive \\ content analysis \\ \end{tabular} \\ \hline [PERSON] et al., 2015 [6] & Sustainability assessment tools (SATs) & Comparative analysis \\ \hline [PERSON] and [PERSON] 2015 [167] & SAT: Sustainability Tracking, Assessment & Content analysis \\  & and Rating System (STARS) & \\ \hline [PERSON] and [PERSON] 2016 [168] & Characteristics of sustainability assessment tools (SATs) & Desk study \\ \hline [PERSON] and [PERSON] 2019 [169] & Adaptation of existing rating systems to & Survey \\  & the needs of individual HEIs & \\ \hline \hline \end{tabular}
\end{table}
Table 13: Articles from the assessment and reporting category focusing on sustainability assessment tools (SATs).