Exploring the ambiguity: what faculty leaders really think of sustainability in higher education

2013 ◽  
Vol 14 (2) ◽  
pp. 209-227 ◽  
Author(s):  
Tarah Wright ◽  
Naomi Horst
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
University Faculty ◽  
Content Type ◽  
Sustainable Future ◽  
Key Issues ◽  
Sustainability Initiatives ◽  
The University ◽  
Sustainable Universities ◽  
Common Understanding

PurposeThe purpose of this paper is to examine how a cohort of university faculty leaders in Canadian universities conceptualize sustainable development, sustainable universities, the role universities play in achieving a sustainable future, key issues facing the university, and the barriers to implementing sustainability initiatives on campus.Design/methodology/approachResearch was collected through in‐depth interviews with university faculty leaders from university members of the Association of Universities and Colleges of Canada. Interviews included both closed and open‐ended questions and two checklists focused on sustainable development and sustainable universities. Interview transcripts are analyzed through the identification of respondent themes and using N'Vivo software.FindingsThe majority of participants demonstrated they had previously given thought to their own understanding of sustainable development, but less had thought about the term sustainable university. The majority of participants would like to see their institutions incorporate sustainability in the avenues of education, research and daily operations. Participants agreed that the most obvious barriers to sustainability were financial and that leadership, incentive and demand are required to move forward with improving sustainability at universities.Originality/valueThere are few studies that explore the conceptualizations of sustainability, what constitutes a “sustainable university” and what role universities should play in achieving sustainability held by major stakeholders, including faculty leaders. Higher education scholars share a reasonably common understanding of these concepts, but if universities are accountable for creating a sustainable future, all university stakeholders too must share a common understanding. This paper attempts to make a contribution to this significant gap in the literature.

Advancing campus and community sustainability: strategic alliances in action

2014 ◽  
Vol 15 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Leanne Bilodeau ◽  
Jackie Podger ◽  
Alaa Abd-El-Aziz
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Community Development ◽  
Lessons Learned ◽  
Content Type ◽  
Sustainable Community Development ◽  
University Of British Columbia ◽  
Societal Needs ◽  
Sustainability Initiatives ◽  
The University

Purpose – Universities can provide a leadership role to develop and mobilize knowledge to meet societal needs. In fulfilling this mission, universities can also serve as agents of sustainable development on campus and in communities they serve. The purpose of this article is to describe the drivers that have advanced the University of British Columbia Okanagan campus' operational and academic sustainability objectives; the initiatives and partnerships developed on campus and in the community in response to these drivers; and the outcomes and lessons learned. Design/methodology/approach – This article summarizes the experience of the University of British Columbia Okanagan campus in leveraging key drivers to develop sustainability initiatives and partnerships for greater operational efficiencies, cost savings, environmental stewardship and applied research. The university's leadership commitment to sustainability, economic opportunities and provincial legislative requirements are among the drivers discussed. This paper also provides an innovative partnership framework to support sustainable community development. Findings – Drivers of sustainability in higher education can contribute to the development of sustainability initiatives and partnerships that benefit institutions and communities and achieve operational and academic sustainability mandates. Practical implications – This article provides information that can be applied by institutions of higher education to advance sustainability within the context of current economic conditions and societal needs. Originality/value – The experience of the campus and the partnership framework presented in this paper is original. The framework provides a mechanism to engage students, faculty and the community in sustainable community development research. Key insights from multiple perspectives and lessons learned are shared.

scholarly journals Reflections on the learning objectives for sustainable development in the higher education curricula – three cases from the University of Belgrade

2020 ◽  
Vol 21 (2) ◽  
pp. 315-335 ◽  
Author(s):  
Violeta Orlovic Lovren ◽  
Marija Maruna ◽  
Svetlana Stanarevic
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Qualitative Content Analysis ◽  
Theory And Practice ◽  
Learning Objectives ◽  
Study Program ◽  
Content Type ◽  
The Sustainable Development ◽  
Linking Theory And Practice ◽  
The University

Purpose This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability. Originality/value This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.

Individual-level characteristics of environmental sustainability among students in a higher education institution: the role of happiness and academic performance

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Biagio F. Giannetti ◽  
Luis Velazquez ◽  
Krystal M. Perkins ◽  
Marisela Trillas-Ortiz ◽  
Carlos Anaya-Eredias ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Academic Performance ◽  
Environmental Sustainability ◽  
Education Institution ◽  
Structural Barriers ◽  
Dynamic Changes ◽  
Content Type ◽  
Sustainable Lifestyle ◽  
Sustainable Universities

Purpose Students play an unequivocal role in sustainable universities as they are theorized to embody the mission of a sustainable university through a sustainable lifestyle and spread sustainability practices during their professional careers. Despite this, it is not well known how or why students come to embody a sustainable lifestyle. This study aims to better understand the relationship between happiness, academic achievement and sustainability behaviors among the student population in a Mexican higher education institution. Design/methodology/approach In a questionnaire study, engineering and psychology university students at a large public university in northwestern Mexico answered questions regarding their environmental sustainability behaviors, happiness and academic performance. A stratified random sampling technique was used to obtain the sample population that best represents the entire population. After chi-square tests, it was confirmed that the three variables were independent of one another. Therefore, a series of correspondence analyses were conducted to examine clusters or patterns that could indicate relationships among the three variables. Findings The main finding from this work was that the happiest and most academically astute participants were only slightly environmentally sustainable or not sustainable at all. The lack of environmental sustainability in students from one of the most top-rank sustainable universities in Mexico does not align with previous sustainability reports. External factors to the university, such as cultural values and extreme weather conditions, may have influenced students’ sustainability behaviors. Research limitations/implications As with any other questionnaire study, the provided data is subject to interpretation, judgment and bias. In addition, the environmental and happiness index used in this study are not free of criticizing, and some author had disputed its efficacy. Finally, this study’s findings did not determine any causality or directionality between any of the latent variables. However, causality and directionally between environmental sustainability-happiness and happiness-academic performance have to be found in both directions. Practical implications Despite the unsustainability of students in this study, this study has several contributions. First, it provides an evaluation of a sustainable university from the perspectives and behaviors of students. The views of students as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and inadvertent barriers (e.g. extreme weather patterns) toward the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers. The issue of barriers, as they relate to sustainability behaviors, is highly relevant and presents important opportunities and questions for future research. Originality/value This study provides an evaluation of a sustainable university from the perspectives and behaviors of students. Students’ views as they relate to the complexities and visions of a sustainable university have remained relatively underexamined. Second, these analyses point to specific sustainability-oriented challenges and barriers as they relate to the embodiment of a sustainable lifestyle. These challenges and barriers suggest that sustainable universities need to address the dynamic changes inherent in sustainable development. Finally, this study indicates that the link between happiness, academic performance and sustainability may be more complicated and driven by cultural and structural barriers.

Putting sustainability research into practice on the university campus

2020 ◽  
Vol 21 (1) ◽  
pp. 54-75
Author(s):  
Maarten B. Eppinga ◽  
Jenny Lozano-Cosme ◽  
Tobia de Scisciolo ◽  
Patrick Arens ◽  
Maria J. Santos ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Low Cost ◽  
Local Environment ◽  
Small Island ◽  
University Campus ◽  
Content Type ◽  
The Sustainable Development ◽  
Survey Results ◽  
The University

Purpose Despite increasing efforts to incorporate sustainability in curricula and practices of institutions of higher education, effective implementation remains challenging. The purpose of this study is to present an approach to incorporate sustainability into a practice-oriented research skills course, which was implemented at a small island state university in the Caribbean. Design/methodology/approach First-year university students followed a four-week course module, starting with the introduction of the sustainable development goals, and culminating in a symposium in which the students present the findings of their research projects to the campus community. Pre-course module and post-course module surveys measured the students’ knowledge and perceptions regarding sustainability. These survey results were also compared with the result of a similar survey held for the university’s employees. Findings The survey results suggested that following the course module increased students’ knowledge about sustainable development, as well as their support for the university campus and its community putting more emphasis on teaching, practicing and encouraging sustainability. Interestingly, university employees scored significantly higher on the latter component than students, suggesting that in this case a lack of interest of the staff is not a barrier toward a sustainable campus. Originality/value The presented course module offers a novel and low-cost approach to introducing sustainability into a broad range of academic curricula, specifically tailored to the needs of institutes of higher education in small island states. The survey results suggest that this type of education may not only ensure reaching academic goals but also increase students’ interest in sustainable development within their local environment.

scholarly journals Sustainability 2030: a policy perspective from the University Vocational Awards Council

2018 ◽  
Vol 8 (3) ◽  
pp. 233-242 ◽  
Author(s):  
Mandy Samantha Crawford-Lee ◽  
Tony Wall
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Well Being ◽  
Policy And Practice ◽  
Content Type ◽  
The Sustainable Development ◽  
Policy Perspective ◽  
Balanced Approach ◽  
The Uk ◽  
The University

Purpose The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning. Design/methodology/approach This paper is a reflective policy and practice piece which draws on the latest policy moves by the UK Government and associated organisations and engages the latest literature to examine the issues in policy and practice that need to be tackled. Findings This paper argues for a greater integration of sustainable development into higher education, skills and work-based learning policy and practice, and specifically in relation to creating inclusive workplaces, promoting social mobility, a balanced approach to productivity, health and well-being and embedding educational approaches and methods which promote inequality in workplaces. Practical implications This paper is a call to all stakeholders to raise the game of sustainability and sustainable development in the policy and practice sphere of higher education, skills and work-based learning. Originality/value The paper is the only UK policy perspective explicitly dedicated to sustainability and sustainable development in the context of the sphere of higher education, skills and work-based learning. Although it is focused on UK policy context, it will be of interest to international readers wishing to learn about UK developments and the sustainable development challenges in relation to its apprenticeship, technical and vocational education system.

SDG 4 in higher education: challenges and opportunities

2020 ◽  
Vol 21 (5) ◽  
pp. 959-975
Author(s):  
Therese Ferguson ◽  
Carmel Geneva Roofe
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Illustrative Case ◽  
School Of Education ◽  
Content Type ◽  
Challenges And Opportunities ◽  
Illustrative Case Study ◽  
The University

Purpose The purpose of this case study is to focus on the role of higher education in the realisation of Sustainable Development Goal (SDG) 4, discussing both challenges and opportunities. Drawing on the example of The University of the West Indies (UWI) School of Education (SOE) (Mona Campus in Jamaica), this paper illustrates how higher education can move SDG 4 forward in a realistic and significant way. Design/methodology/approach Drawing on the literature and case study experiences implementing education for sustainable development-related activities within a SOE, opportunities and challenges regarding SDG 4 and higher education institutions (HEIs) are identified and outlined. The SOE at the UWI campus is used as an illustrative case study to highlight the ways in which HEIs can drive SDG 4 through teaching, programme and course development, research and outreach activities. Findings Based on the literature examined, along with the case study, the paper argues that HEIs must help to shape and lead the SDG 4 agenda by being integrally involved and no longer watching from the side lines. A framework to aid HEIs in achieving outcomes associated with SDG 4 is then proffered. The intent is that this will not only help shape discourse but also shape actions, as the demand for higher education increases across the globe. Originality/value This paper uses a Caribbean regional HEI as the basis for the framework proposed to aid HEIs in achieving SDG 4 outcomes. This brings to the fore discourse from the global south, as space that is often missing from the discussion.

scholarly journals The future we want

2015 ◽  
Vol 16 (1) ◽  
pp. 112-129 ◽  
Author(s):  
Walter Leal Filho ◽  
Evangelos Manolas ◽  
Paul Pace
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Design Methodology ◽  
Content Type ◽  
The Past ◽  
The Future ◽  
Key Issues ◽  
Sustainability In Higher Education ◽  
The Right

Purpose – This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach – The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by the International Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at the UN Conference on Sustainable Development held in Rio de Janeiro, Brazil, in June 2012, with a special emphasis to the document “The Future we Want”. It concludes by listing a set of suggestions and measures that both industrialised and developing countries may consider to translate the principles of sustainable development into reality. Findings – Sustainable development is and will continue to be a matter of substantial international interest and concern. The developments achieved over the past 20 years have been substantial, but there are still many gaps and need which need to be met, so as to improve its prospects in the next two decades. Originality/value – The paper provides useful insights which allow a better understanding of the role of universities in fostering sustainable development, and some of the key issues need to be considered, so as to allow things to move in the right direction.

Benchmarking presidents’ compensations in institutions of higher education relative to sustainability and other institutional practices

2016 ◽  
Vol 23 (6) ◽  
pp. 1500-1521
Author(s):  
Niranjan Pati ◽  
Jooh Lee
Keyword(s):  
Higher Education ◽  
Environmental Sustainability ◽  
Economic Sustainability ◽  
Institutional Practices ◽  
Content Type ◽  
Institutional Control ◽  
Dependent Variables ◽  
The Usa ◽  
Sustainability Initiatives ◽  
The University

Purpose – The purpose of this paper is to investigate the strategic effects of academic institutional factors including environmental, social, and economic sustainability indices on the compensation of the president of an institution of higher education (IHE). The objective is to build relationships among variables to benchmark compensation measures for IHE presidents across US universities to proliferate sustainability initiatives. Some of the variables of the study were environmental sustainability, social sustainability, cost efficiency as a measure of economic sustainability, tenure, institutional control of the university such as public or private fundraising reputation, endowment and professor’s salary. Design/methodology/approach – In total, 236 universities have been included in the study. The data for various dependent variables were studied to see the relationship between the independent and select dependent variables. The OLS regression approach was used to ascertain the relationships between the president’s salary, and a selected set of independent variables that includes the measures of sustainability. Findings – The key findings of this study is that variables such as environmental sustainability, tenure, classification, endowment, and professor salary were significantly and positively associated with the IHE president’s salary. Research limitations/implications – The current study is limited to the IHEs within the USA. Thus, the study cannot be generalized or extrapolated to other countries or contexts or cultures. Practical implications – The results of the study show that the trustees rarely use proliferation of sustainability as a criterion to compensate IHE presidents. The study concludes with the plea to trustees to benchmark sustainability across IHEs in evaluating and compensating IHE presidents. Originality/value – This paper extends the compensation study of IHE presidents to include environment, social, and economic dimensions of sustainability. These variables are important in this age where IHEs have been challenged to do more to make our planet sustainable.

Graduates giving back – a mentoring program for MBA students

2015 ◽  
Vol 4 (3) ◽  
pp. 200-212 ◽  
Author(s):  
Ann Darwin
Keyword(s):  
Higher Education ◽  
South Australia ◽  
Value Added ◽  
Master Of Business Administration ◽  
Mentoring Program ◽  
Education Students ◽  
Content Type ◽  
Mba Students ◽  
A Value ◽  
The University

Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.

scholarly journals Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 712
Author(s):  
Andrea Okanović ◽  
Jelena Ješić ◽  
Vladimir Đaković ◽  
Simonida Vukadinović ◽  
Andrea Andrejević Panić
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Comparative Analysis ◽  
Environmental Problems ◽  
Green Jobs ◽  
Positive Effects ◽  
The World ◽  
Different Types ◽  
Novi Sad ◽  
The University

Growing environmental problems and increasing requirements of green jobs force universities around the world not only to transform their curricula but also to enrich existing ones with contents related to the promotion of sustainable development. This paper aims to show the importance of measuring and monitoring the share of green contents in all university activities, as only in that way it is possible to monitor trends and give realistic assessments of their effect and importance. The paper presents a comparative analysis of different types of methodologies for assessing sustainable activities at universities as well as research conducted at the University of Novi Sad in Serbia and its comparison with the University of Gothenburg (Sweden). This research aims to point out the importance of increasing competitiveness in higher education through assessment of green content in a curriculum and its promotion. In this way, through eco-labeling methodology, it would be easier to identify those contents that, in a certain share, contribute to the promotion of sustainable development. Furthermore, this methodology can easily be extended across the country and the region, which would bring positive effects to all stakeholders in higher education.

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