Wim Lambrechts

Sustainability Assessment in Higher Education: Evaluating the use of the Auditing Instrument for Sustainability in Higher Education (AISHE) in Belgium

Assessing the integration of sustainability in higher education can be a powerful lever for organisational change in higher education institutions. When comparing the available tools and instruments for assessment of sustainability in higher education, the Auditing Instrument for Sustainability in Higher Education (AISHE) has proven to be a reliable tool, providing a qualitative approach to sustainability assessment. This article presents the AISHE tool and discusses its use in two higher education institutions in Belgium. Included in this work is an analysis of the audits in several study programs, and an independent evaluation of the instrument based on literature and Belgian good practices. The experiences of the Belgian institutions with sustainability assessment tools can motivate other higher education institutions around the world to start up sustainability assessment in their institution.

The Interrelations between Competences for Sustainable Development and Research Competences.

Purpose The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education. Specific focus is oriented towards strengthening research competences for sustainability. Design/methodology/approach Following a hermeneutic–interpretive methodology, this paper builds upon a critical literature review to demarcate the theoretical framework and an in-depth analysis of a case study exploring the interrelations between both types of competences. Findings The paper discusses current issues in the integration of competences and explores the contribution of research-based methods to acquire competences for sustainable development. The analysis shows that research skills are often mentioned to contribute to this acquisition, though from a general perspective, or from the sidelines of the learning process. A holistic view on how both concepts are linked is missing. Research limitations/implications First, the complex nature of competences and their integration in higher education could lead to difficulties in interpreting and analysing them. Second, the analysis is based on a single-case study, limiting possibilities to generalise the results. Third, this study is not looking at curriculum practices in these fields. Practical implications There is a need to holistically (re-)frame research competences within the concepts of education for sustainable development and, to a wider extent, sustainable development. Social implications Framing research competences within the concept of sustainable development enables a thorough and “conscious”, rather than coincidental, acquisition of competences for sustainable development. Originality/value The originality of this paper lies in the fact that there is little literature about the interrelations between competences for sustainable development and research competences.

The contribution of sustainability assessment to policy development in higher education

This article builds upon the experiences and results of the application of sustainability assessment instruments in higher education. First, a short overview of existing sustainability assessment tools will be provided, as well as their contribution towards the integration of sustainability in higher education. Second, a reflective case focuses on the use of sustainability assessment for policy development in higher education. This case is based upon the application of the Auditing Instrument for Sustainability in Higher Education in a Belgian higher education institution, focusing on four consecutive assessments in the department of Business Studies (2003, 2004, 2009, 2010). Based on the assessment reports and an evaluation of the assessments, the contribution of sustainability assessment to policy development is reflected upon. The article provides a research-based, reflective study, and focuses on the consecutive application of sustainability assessment tools, the contribution of sustainability assessment to policy development and the contribution of sustainability assessment to connecting a bottom-up approach to a top-down approach. The article results in specific recommendations on the use of sustainability assessment for policy development in higher education.

Professional development of sustainability competences in higher education: The role of empowerment

Purpose This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and reports and a socio-political analysis to reveal the specific context in Flanders, Belgium. Findings are then connected to earlier insights from research on organisational change for sustainability. Findings The paper provides a number of PD initiatives that focus on sustainability in general and in a single higher education (HE) institution. Framing such initiatives as an organisational change process offers insights on how elements of empowerment are currently incorporated in PD initiatives and how it can strengthen them to lead to the further integration of sustainability competences in HE. Research limitations/implications Limitations are linked with the kind of sources used in the constructivist approach. The analysis only looks at written reports on the topic, albeit it also builds upon the first-hand experiences of educators in the HE institution focused upon in the case. Practical implications There is a need to frame PD initiatives as an organisational change process towards sustainability with specific attention towards empowerment. Without this framing, PD approaches comprise the risk of being left in the margins or being understood as single initiatives without any connection to the bigger picture, i.e. the transition towards sustainability in HE. Social implications Interlinking PD and organisational change provides opportunities to frame the sustainability transition within the university in a wider societal context. Originality/value The paper provides an original contribution to the debate on sustainability competences, as it frames the PD within an organisational context, rather than focusing on the individual role of educators.

Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

Abstract This paper provides critical reflections on higher education for sustainable development (HESD) from a philosophical perspective. A theoretical framework is developed, based on John Dewey’s thoughts on the aim of democracy and the critical role of education herein, and with specific focus on two constructs: ‘initiative and adaptability’ and ‘values and virtues’. This theoretical framework is used to analyze HESD in Flanders, from a historical and socio-political perspective. The Flemish case shows a gradual evolution from a focus on environmental management on campus, followed by a normative interpretation of what HESD should look like, and a more transformative approach in light of citizenship and democratic ideals. The case also shows considerable exchange of information between Flanders and the Netherlands, in which Dutch models and instruments were used in the Flemish context. The philosophical perspective provides a theoretical grounding of the field of HESD, which enables us to further develop the field, with a specific focus on initiative and adaptability on the one hand, and the importance of a virtues perspective on the other.

Pioneering in Sustainability Reporting in Higher Education: Experiences of a Belgian Business Faculty

Sustainability reporting is increasingly perceived as a valuable tool for organizations to communicate and engage with stakeholders on their sustainability activities and performance. While sustainability reporting is mainly a corporate activity, over the last 10 years some pioneering higher education institutions have started engaging in this process. Yet, until today, the higher education sector is still lacking in-depth guidance on how to organize the sustainability reporting process in complex organizations such as higher education institutions. This paper addresses this gap by describing and analyzing the sustainability reporting process in the preparation of four consecutive sustainability reports (2010–2014) for a Belgian university, led by the business faculty’s sustainability office. The study is aimed at broadening the knowledge on the topic of sustainability reporting in higher education institutions, by unfolding elements of the process and some of its main challenges and opportunities through the use of action research. The paper describes (1) how the Global Reporting Initiative’s Sustainability Guidelines were used; (2) how the data collection and analysis were organized; (3) which types of stakeholder engagement took place within the sustainability reporting process; and (4) how students were involved in the reporting process. Afterward, these different elements are reflected upon and the main challenges of the process are identified, such as the organizational structure of higher education institutions linked to the data collection process and the absence of suitable indicators to report on higher education’s core impacts on society. Moreover, the paper specifically highlights the opportunities for higher education institutions and business faculties to engage in this process, including the use of sustainability reporting as an educational tool and the link with accreditation activities.

A Summer School for Sustainable Management as a Strategy for Fostering Collaborative Competencies to Be Able to Build Multi-Actor Partnerships

Business schools are more and more thinking about innovative ways to integrate sustainability into the curriculum. The Summer School Sustainable Management was developed by the close collaboration between three Belgian organizations, i.e., KU Leuven, a university, Odisee, University College, an institution for higher education of professional level, and VOKA Oost-Vlaanderen, a chamber of commerce, with that particular aim. Participants came from institutions of higher education, companies, and non-governmental organizations (NGOs). The delegates were especially attracted by the format of the summer school, i.e., people coming from diverse backgrounds working together on a sustainable challenge formulated by SMEs. The most important conclusion is that solving real-world learning cases by a diverse group composed of students, managers, and NGOs representatives is helpful for fostering collaborative competencies, on the condition that the group is as diverse as possible. Moreover, students are eager to attend when they can add this experience to their academic portfolio or when they can gain credits. Managers and NGOs representatives will be motivated to participate when the summer school is limited in time and when the sustainable challenges are of relevance to them. When several alternative learning approaches are integrated, a summer school can also stimulate the competency for creativity, critical thinking, and interdisciplinary work.