Chris Shiel

Integrative approaches to environmental sustainability at universities: an overview of challenges and priorities

The principles of sustainable development are becoming extremely relevant for organisations. In the case of universities, these institutions can act as agents in promoting these principles within society. The literature contains a wide range of studies which show how universities may play a critical role in disseminating sustainability principles on the one hand, and their translation into practice, on the other. At present, many higher education institutions are becoming more aware of their impact on the environment, and trying to understand the environmental needs and implications of their operations. Going further, some universities are incorporating sustainability principles into their activities. One of the questions that universities are now facing is how education for sustainable development can be translated into practice so that it can be effective in transforming society. This paper will discuss the need for and the usefulness of integrative approaches to implement sustainable development in higher education. In addition to a theoretical review of the state of the art, the paper will use case studies from the Hamburg University of Applied Sciences (Germany) and Bournemouth University (UK) to illustrate the effectiveness of integration of sustainable development principles in university research and teaching activities, and the many benefits integrative approaches may bring about.

Evaluating the engagement of universities in capacity building for sustainable development in local communities.

Universities have the potential to play a leading role in enabling communities to develop more sustainable ways of living and working however, sustainable communities may only emerge with facilitation, community learning and continual efforts to build their capacities. Elements of programme planning and evaluation on the one hand, and capacity building on the other, are needed. The latter entails approaches and processes that may contribute to community empowerment; universities may either lead such approaches, or be key partners in an endeavour to empower communities to address the challenges posed by the need for sustainable development. Although capacity building and the promotion of sustainable development locally, are on the agenda for universities who take seriously regional engagement, very little is published that illustrates or describes the various forms of activities that take place. Further, there is a paucity of studies that have evaluated the work performed by universities in building capacity for sustainable development at the local level. This paper is an attempt to address this need, and entails an empirical study based on a sample of universities in the United Kingdom, Germany, Portugal and Brazil. The paper examines the extent to which capacity building for sustainable development is being undertaken, suggests the forms that this might take and evaluates some of the benefits for local communities. The paper concludes by reinforcing that universities have a critical role to play in community development; that role has to prioritise the sustainability agenda.

A multi-country level analysis of the environmental attitudes and behaviours among young consumers

Environmental issues have become more prominent internationally and are increasingly featured in discussion by governments, business and academics. This paper presents the results of a study which examines the concerns for environmental issues and purchase behaviours of a sample of 1173 young consumers in England, Germany, Portugal and Spain; countries which represent different realities in terms of economic development, social context and cultural issues. An analysis of the differences between the respondents from the four countries regarding concepts such as man-nature orientation, generativity, environmental concern, consumer perceived effectiveness, conservation behaviour and environmentally-friendly buying behaviour is presented. The results obtained confirm the existence of significant differences between countries for almost all variables.

Working Together, Driven Apart: Reflecting on a Joint Endeavour to Address Sustainable Development Within a University

A holistic and transformational approach to Sustainable Development within a university requires systemic change and embraces new ways of working. Champions must challenge silo mentalities, develop new processes to encourage synergies across university functions, and strive to re-align systems and goals towards the common endeavour of sustainability. But how easy is this to achieve? It is well documented that working across disciplines presents challenges but forging a synergistic relationship between the environmental management function of Estates and an academic champion for ESD is not only logical but might be an easier place to explore how two roles can work together to achieve change. This paper provides a reflective account of such an alliance, outlining a joint endeavour to address sustainable development. An analysis is provided of those factors which impede such working and the different role tensions that make working together challenging. It will also consider the benefits of collaboration, as the perspectives from the operational and academic domains provide a broader context for understandings, access to different forums, an ability to tackle conflicting agendas together and an opportunity to genuinely effect change, providing mutual support through shared perseverance. The paper will conclude by questioning the extent to which progress made will endure, if the benefits of this synergy are not acknowledged by university leadership.

Putting sustainable development in practice: campus greening as a tool for institutional sustainability efforts

Abstract Campus greening is an important element in implementing sustainability at the university level. It is not a new issue and has been practiced for decades. However, recent developments powered partly by concerns over issues such as global warming—and also the costs associated with universities’ operations—have catalyzed new thinking about infrastructure development, research programs, investment decisions, and learning regarding the green campus. Since the 1970s, students and staff have been participating, in varying amounts, in greening campus processes. Their efforts have focused primarily on areas such as increased recycling, waste reduction, water conservation, and purchasing (e.g., recycled paper). Others have included issues such as sustainable transport or sustainable energy use. These actions have both served the purpose of allowing money and resources to be saved, and also motivated wider community engagement in the sustainability of campus operations as a whole. Although many higher education institutions across the world are engaging in campus greening initiatives, it is as yet unclear how campus greening can be used as tool toward institutional sustainability efforts. This chapter fills in the gap with respect to scientific works focusing on campus greening programs on the one hand, but with a focus on the role of institutionalized approaches on the other. This chapter provides examples of good practice of campus greening, and assesses what may be necessary to encourage higher education institutions to move beyond campus greening at the institutional level toward a more holistic approach to sustainability.

Assessing and evaluating sustainable development in higher education

The evaluation of sustainable development in higher education is an important tool in quality assurance, and allows goals to be checked against results. Yet, despite the key role that evaluation of...

Sustainability and Social Justice: Leadership Challenges

Shiel and Jones, drawing on research which argues that higher education needs to adopt new approaches to internationalisation and sustainable development, consider the potential for universities to play a transformative role in securing a sustainable world. They examine why few universities have embraced such a radical role, identify ways of prompting and enabling universities to engage strategically with this existential challenge, and explore the kinds of leadership styles and behaviours that would facilitate such engagement.

Loaded dice: games playing and the gendered barriers of the academy

ABSTRACT This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies and interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where both inhibiting and exclusionary barriers are examined in focus group discussions (FGDs) in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and ‘gamesmanship’ (a masculinised term); these being themes raised in the FGDs as representing blocks and challenges to women’s academic careers.

An Integrative Approach to Sustainable Development Within a University: A Step-Change to Extend Progress on Multiple Fronts

This paper adopts a case-study approach describing how one institution has sought to maintain an integrative approach to sustainable development, in an institutional context that has served to fragment holistic ways of working. The paper sets out the institutional context before outlining the interventions, designed to achieve a step-change and to take engagement with sustainable development to a further level. It is suggested that achieving awards such as ‘EcoCampus Platinum’ are important to demonstrate environmental credentials however, securing the support of a university’s senior educational committee is vital, if all students are to experience education for sustainable development (ESD). Working across the institution, particularly in partnership with academic groups and the Students Union is a further way to increase engagement and momentum. The paper argues for the importance of integrative approaches but suggests that maintaining integration poses challenges; initial successes should not be taken for-granted; maintaining momentum across all fronts requires substantial effort from academics and environmental managers. An evaluation will be provided of the strategies adopted to achieve both an award and the support of a broader group of academics engaging with ESD. A summary of the lessons learned from the experience will be of value to others.

Global Perspectives and Global Citizenship

In the UK, a number of higher education institutions have been developing approaches to internationalisation based on the notion of developing global perspectives and global citizenship. Such approaches address ‘internationalisation at home’ and in the case of Bournemouth University (BU), aim to prepare students for global employability and to enhance awareness of global issues, such as poverty and social injustice and the need for sustainable development. This paper briefly describes the endeavour at BU and outlines how initiatives have been embedded, through a strategic approach to curriculum change and the establishment of the Centre for Global Perspectives to lead internationalisation, across the university. The paper then provides an account of research undertaken in 2009 to determine the future direction of international activity. The aim of the research is to provide a reality check: future developments need to acknowledge the perspectives of students in relation to global issues, their willingness to engage with internationalisation, and the extent to which they feel that their learning experience prepares them for global employability. The paper presents the results of survey data conducted to ‘understand the learner’ and offers a summary of students’ perceptions of what it means to be a global citizen. The conclusion suggests a number of approaches for engaging students more effectively, including ways to enhance learning of other cultures in the classroom and through mobility programmes and volunteering.