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The article offers information on a study related to the incorporation of sustainable development at the Tecnológico de Monterrey in Mexico. It reports that the study aimed at providing information regarding the activities implemented by the institution in order to infuse sustainable development (SD) into the academic components. It discusses the experience of institution regarding SD implementation in the academic area. It informs that the inclusion of SD concepts into courses and curricula requires a support by several stakeholders within the institution.

Purpose - This paper sets out to discuss the commonalities that can be found in learning outcomes (LOs) for education for sustainable development in the context of the Tbilisi and Barcelona declarations. The commonalities include systemic or holistic thinking, the integration of different perspectives, skills such as critical thinking, change agent abilities and communication, and finally different attitudes and values. Design/methodology/approach - An analysis of LOs that are proposed in the Tbilisi and Barcelona declarations is conducted, showing specific issues for the commonalities presented. Examples of LOs from Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM) in Mexico, as well as various associations from the USA is shown. A brief discussion is done on the means to achieve these LOs and learning evaluation. Findings - In the example sets of LOs shown, the commonalities presented in the paper's first section appear in the LOs proposed by the institutions. Based on current knowledge and perception, sustainability is properly addressed in the examples. Practical implications - The paper can be used to foster a wider discussion and analysis of LOs for sustainability education, also further work on teachers' capacity building for sustainability, as well as the assessment needed for future professionals in higher education institutions. Originality/value - The paper presents the onset of discussing and comparing commonalities among higher education institutions regarding sustainability LOs. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to present information about a team-teaching course on sustainable development (SD) for educators in an institution of higher education, Monterrey Campus of ITESM in México. Design/methodology/approach - Four faculty members were invited to work together with the Sustainable Campus Programme coordinator in the process of developing the "Educate-the-Educator's" SD course. The course was structured using lectures, readings, class role play activities, homework, and general discussion. Additionally, a workshop-format was woven throughout the course; its function was to help the educators incorporate SD issues within their own courses. Findings - It was found that a multi-disciplinarily developed and delivered course is an effective vehicle for educating educators on SD. Documentation of some facets of the learning process further helped the "students" and the course leaders to better understand the whole learning process. Originality/value - The paper's value rests on the interconnected structure, showing resonance with the triple bottom line, as well as many other dimensions linked with sustainable development. This structure increased the course participants' comprehension of sustainability. Furthermore, the use of concept maps and digraph theory to evaluate "faculty participants'" comprehension of the interconnections and dimensions of SD proved to be a successful innovation. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to help scholars comprehend the major research themes on sustainable development goals (SDGs) in higher education which researchers from various fields have explored and to propose several potential future research directions of the least researched SDG in higher education to support scholars in making up the gap in the field. Design/methodology/approach: The authors adopted a bibliometric analysis method to review the extant literature from the Web of Science on SDGs in higher education from 2015 to 2023 and took a closer examination of the most researched SDGs discussed by scholars. This study specifically concentrated on studies that explicitly mentioned the term "Sustainable Development Goal" (or "SDG") and applied VOSviewer to cluster common keywords of the most researched SDGs and explored related themes. Also, this study provided several potential future research directions of least researched SDG in higher education. Findings: SDGs 3 and 4 were the most researched, and SDG 15 was the least researched. The three major themes of SDG 3 were Adult Issues of Sustainability, South Africa Issues of Sustainability, and Relationship between SDG 3 and SDG 4. The three major themes of SDG 4 were the Role of Universities in Sustainability, Sustainability during Covid-19, and Challenges of Implementation. Originality/value: This study provided several potential future research directions of the least researched SDG in higher education to support scholars to make up the gap in the field. Also, this study pointed out some pedagogical strategies and competencies needed to aid higher education institutions in achieving the 17 SDGs. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA. Design/methodology/approach: Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data. Findings: Results related to arts and design faculty's perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty's attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses. Research limitations/implications: This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias. Practical implications: The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum. Social implications: Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators' perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone. Originality/value: This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training. Design/methodology/approach: Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development. Findings: It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic. Research limitations/implications: Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work. Practical implications: The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula. Social implications: This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula. Originality/value: This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to propose an integrated model involving concepts of sustainability and social innovation (SI) in higher education institutions (HEIs). Design/methodology/approach: Based on a literature review, the authors were able to systematize sustainability and SI knowledge, in an integrated manner. Hence, the authors sought to develop a theoretical model that would integrate categories, indicators and sub-indicators, to review initiatives in HEIs in the sustainability and SI domains. The results indicated four major categories: mission, vision and values; curriculum; campus; and healthy environment. The integrated model was applied and validated in a Brazilian educational group, using the main corporate reports as data sources. Findings: For the educational group analyzed in this study, the themes of sustainability and SI are explicitly and implicitly expressed in the mission, vision and values category. In the curriculum category, these themes are presented through the contents of cross-disciplines in all undergraduate courses, and also through outreach activities, integrating sustainability and SI in a theoretical and/or practical way. Regarding the campus category, the mention is explicit and the HEI works with initiatives aimed at achieving a "green" campus. In the healthy environment category, the educational group studied gives priority to the establishment of a safe and healthy work environment, focusing on labor rights and relations with society. Originality/value: This work contributes to the advancement of research on the promotion of sustainability and SI in HEIs, proposing an innovative integrated model of analysis for the topics covered. [ABSTRACT FROM AUTHOR]

Purpose: One of the rapidly growing bodies of literature on sustainability in higher education focuses on the competencies students should master to bring about the necessary transformation toward a sustainable future. Given the influential nature of this particular scholarship on curricula and programs, this study aims to assess its trajectory based on bibliometric analyses. Design/methodology/approach: More specifically, authors conducted coauthorship, direct citations of articles and journals and bibliographic coupling analyses to identify the scholars and publications that have shaped the subfield of higher education sustainability competency research. Findings: Findings show that despite the growth in higher education sustainability competency scholarship, this important subfield in higher education for sustainable development (HESD) has been a relatively narrow one. Contributing scholars, coauthor publications mainly with each other, cite each other and draw from a shared pool of research primarily by individuals from the Global North. Research limitations/implications: Scholars seeking to advance sustainability competency scholarship are encouraged to engage with individuals who can bring more diverse perspective on the knowledge, skills and mindsets higher education students need to master, to ensure that they can transform their communities toward a sustainable future in just ways. Integrating environmental/social justice, traditional knowledge and decolonizing perspectives from academics and sustainability leaders from minoritized groups and the Global South have the potential to result in important, new contributions. Originality/value: Although prior scholars have examined HESD, including higher education sustainability education through bibliometric analysis, none have focused on assessing the higher education sustainability competency literature specifically. Given the influence this particular body of scholarship has already had, and will increasingly have, on preparing students for leading a just transition toward sustainability, this finding of this subfield's limited diversity is important to highlight and address moving forward. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to offer a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multistakeholder collaboration. Design/methodology/approach: Qualitative and quantitative approaches were used to assess learning outcomes across four cohorts of graduate students – with approximately 30 students per cohort – from 2017 to 2020 in the USA. The study examined a one-month-long assignment, out of a year-long program, that focuses on systems leadership for climate change. Findings: Our findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals. Our pedagogical approach enhances students' systems thinking and leadership competencies. Originality/value: We advance the understanding and teaching of systems thinking by integrating it with the direction, alignment and commitment model of leadership. Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking, and the pedagogy of building competencies sustainability professionals need. [ABSTRACT FROM AUTHOR]

Purpose: Doctoral candidates possess specialized knowledge that could support sustainability transitions. Doctoral education, however, often focusses on discipline-specific topics and working methods, making it difficult to "see the bigger picture". This summer school on wood construction gathered doctoral candidates from different fields to explore how solutions to complex sustainability issues could be found by working together across disciplines and by engaging multiple stakeholders. The purpose of this study is to report the pedagogical approaches taken and to understand whether these fostered the candidates' ability to develop systemic solutions and professional competency. Design/methodology/approach: Twenty doctoral candidates from various backgrounds participated in a two-week summer school organized by a consortium of four universities. Interdisciplinary groups worked on real-life challenges using a systemic approach to co-create tangible solutions. To support the creation of socio-technical innovations, stakeholders and experts from different fields were involved. The participants completed two questionnaires during the summer school to help elucidate their learning experiences. Findings: The doctoral candidates showed strong willingness to cooperate across disciplines, though they found it important to connect this learning experience to their research. The candidates reported that the experience enhanced their ability to work in a multidisciplinary capacity. The experience identified a solid basis for interdisciplinary learning principles that could be replicated. Originality/value: The summer school focussed on an innovative learning experience based on a systems thinking approach and the development of interdisciplinary capacity in the research-business ecosystem. [ABSTRACT FROM AUTHOR]

Purpose: It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD. Design/methodology/approach: The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student's t-test. Findings: The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices. Research limitations/implications: Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study. Practical implications: Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years. Originality/value: The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to develop an analytical framework toward facilitating the quantitative measurement of interdisciplinary understanding regarding sustainable energy systems with an application in the area of capacity-building projects in higher education. Design/methodology/approach: The analytical framework is developed using the portfolio representation measurement approach in combination with a survey questionnaire. The subsequent assessment is carried out using the statistical measure of mean signed deviation to capture variation from an established baseline across the project group and visualized via radar diagrams. Findings: The results provide a quantitative assessment framework for evaluating the degree of interdisciplinary understanding in the project groups. The application of the framework to the DESIRE project indicates the most significant degree of variation across economic and regulatory dimensions of sustainability. Discrepancies in general and educational contexts are observed. Research limitations/implications: The exploitable value of the results is sensitive to the derivation of composite indicators of the dimensions defined as well as the survey design. The case study was carried out on an ex-post basis, potentially biasing the results reported and limiting their interpretability and theoretical value. Practical implications: The analytical framework can be used as a basis for assessing and engaging in discussions on interdisciplinarity understanding at the outset of capacity-building projects. Originality/value: The contribution of this paper is practical in scope and entails the development of a quantitative framework for measuring interdisciplinarity in the specific context of capacity-building projects in the field of sustainability research in higher education institutions. [ABSTRACT FROM AUTHOR]

Purpose: While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the "black box" of learning in a Challenge Lab curriculum with transformational sustainability ambitions. Design/methodology/approach: Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used. Findings: Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex "in-between" sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and "whole-person" learning from the inside-out as an identity-shaping process, guided by personal values. Practical implications: The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment. Originality/value: This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present key characteristics of educational design briefs for the circular economy (CE) through the analysis of 11 design briefs focussing on real-life challenges related to sustainability and the CE, developed with collaborating industry partners for four consecutive circular design internships conducted in Ireland, Catalunya, The Netherlands and Sweden. Design/methodology/approach: These four internships were conducted between September 2017 and June 2019 and each internship lasted three to four months. The supervisors for each internship collaborated with local industry partners genuinely interested in adopting sustainable business practices to develop design briefs focussing on real-life challenges they face. The briefs for each internship were developed further according to the feedback of the interns, industry partners and supervisors of previous internships. Findings: Five steps of brief making for circular design were identified as reviewing the existing resources, emphasizing the importance of systems thinking, emphasizing the importance of collaboration for the CE, focussing on circularity and communicating expectations. The paper outlines how design briefs changed throughout the consecutive internships according to the different curricula and the characteristics of an educational circular design brief. Originality/value: For design educators and researchers, the value of this paper lies in presenting the steps for the brief making of educational circular design projects. Additionally, the characteristics of circular design briefs are outlined, discussing their focus and content to act as a guide for design educators. [ABSTRACT FROM AUTHOR]

Purpose: The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach: The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings: This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications: The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value: The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs. [ABSTRACT FROM AUTHOR]

Purpose: Sustainability literature has cited the influential role of both awareness and engagement in facilitating increases in pro-environmental behaviors. The purpose of this study is to compare these links across behaviors and explore their interactive influence. Design/methodology/approach: Two research questions were examined: 1) Is awareness about campus efforts regarding waste-prevention and sustainable travel/transportation options associated with increases in student waste-prevention and sustainable travel/transportation behaviors? 2) Is the link between sustainability awareness and changes in behavior conditioned by student engagement (i.e. participation) in campus sustainability activities and events? Research questions were examined using data from the University of Michigan Sustainability Cultural Indicators Program. A sample of freshmen completed a Web-based survey in 2012, and again as seniors in 2015. Findings: Greater awareness of campus waste-prevention efforts in 2015 was associated with significant increases in student waste-prevention behaviors from 2012 to 2015. Also, among students who were engaged (i.e. reported participating in a campus sustainability activity/event), greater travel/transportation awareness in 2015 was associated with a significant decline in sustainable travel/transportation behavior. Consistent with previous studies this study found a link between sustainability awareness and increases in sustainable behavior. However, this study also indicates that this link is not present for all behaviors (i.e. use of sustainable travel/transportation). This study also found that engagement does not amplify the awareness–behavior link. Originality/value: Understanding key drivers of changes in sustainable behavior for specific behaviors can inform the allocation of resources and help university campuses reach their sustainability goals. [ABSTRACT FROM AUTHOR]

Purpose: Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and IT (FEIT) at University of Technology Sydney (UTS) is used as a case study. Design/methodology/approach: A set of seven sustainability competencies are identified by means of a systematic literature review as the current knowledge of Education for Sustainable Development (ESD) competencies. ESD competency integration into the curriculum is assessed by implementing a two-tier scanning mechanism. In the first step, subject outlines (SOs) are used to identify sustainable subject learning outcomes (SLOs) and assessment learning outcomes (ALOs). Step 2 involves analysing ALOs and SLOs for constructive alignment with student experience. SPSS, a statistical software, is then used to statistically reflect the results. Findings: An initial scan of SOs found that stated ESD outcomes made up 22.4 per cent of FEIT undergraduate courses. A more detailed investigation which involved assessing subject material and student experience for the seven ESD outcomes resulted in a 7.7 per cent sustainability integration into the FEIT undergraduate courses. SPSS produced tables showing individual competency distribution over course candidature year. Lifecycle assessment was invisible from the curriculum. Research limitations/implications: Case study outcomes are limited to UTS, and therefore, specific-study outcomes cannot be generalised. This study attempted to trace sustainability learning outcomes through the curriculum. However, a more detailed study should also assess subject pedagogy and artefacts as these may enable or inhibit sustainability competency. Originality/value: Study developed several methods to establish and evaluate subject level ESD claims. Academic staff and management are able to replicate methods of this study to map ESD within their courses, schools and/or faculties triggering conversation around ESD's actual integration within curriculum. Based on ESD distribution, specific intervention recommendations are proposed. [ABSTRACT FROM AUTHOR]

Purpose: This study has two aims. It aims to analyse three essential pre-conditions of an authentic sustainability curriculum (ASC). The theoretical analysis involves the definition of authenticity through the learning outcomes (LOs) framework called authentic minimum (AM). This paper also aims to gauge students' views on economic growth, sustainability and mindfulness. Design/methodology/approach: The theoretical aim was accomplished by extensive study of and critical reflections on the relevant literature. The empirical research was qualitative using an online questionnaire as survey instrument consisting of predominantly open-ended questions involving students of two economic faculties. Directed content analysis and nonparametric quantitative methods were used to assess the answers. Findings: Viable sustainability goals are in stark contrast with the promotion of sustainable economic growth in sustainable development goals 8 and the reigning neoliberal agenda. The empirical findings provide valuable insights into how undergraduate students view mindfulness, economic growth and aspects of sustainability. Research limitations/implications: The empirical research has some obvious limitations that warrant caution in generalizing the results. The authors used a sample of convenience and the base population of the survey consisted only in students of economics in two economic faculties of two Hungarian universities. Practical implications: Practical implications of the present paper are many all sharing; however, the need for existential courage on the part of teachers, students and leaders of higher education institutions. Existential courage is required for profound personal transformation, for going against mainstream ideology and the possible confrontations with colleagues, leaders of institutions, students, friends or family members. Originality/value: On the theoretical side, the concept of ASC was introduced with AM as its LOs framework. For the first time, an attempt was made to interpret authenticity in sustainability education as an integration of mindfulness, human and environmental ethics and a firm opposition to economic growth and neoliberal ideals. The analysis of qualitative data supported earlier research and also provided unique findings in the examined areas. [ABSTRACT FROM AUTHOR]

Purpose In the new Sustainability 2.0 era of education for sustainable development (ESD) transforming, curriculum remains a high interest topic, including in the UK. Among influential factors for progress, lecturer views on sustainable development and ESD in curriculum are important. In particular, the relationship between espoused views on sustainability and development and these views institutionalized into the curriculum require further investigation. Existing qualitative interview studies of lecturers identify a range of views about sustainable development and ESD but rarely focus on postgraduate environments nor use thematic discourse analysis.Design/methodology/approach This active interview study enrolled a cohort of academics (n = 21) teaching into ten postgraduate UK taught masters degrees. Using active interviews and thematic discourse analysis, this study focused lecturer accounts of translating sustainable development into ESD, student attitudes and characteristics and course nature and content in relation to institutional, disciplinary, personal and other drivers and discourses. Thematic discourse analysis and NVivo 12 the study identified themes and discourses arising from the interview accounts.Findings In addition to identifying echoes of previously identified themes, this study focuses on the influence of interviewer–interviewee interaction and the interrelated nature of themes developed from 972 substantive codes. These themes identify the key influences as institutional, personal and disciplinary perspectives, institutional contrasts and tensions; pragmatic and passionate student characteristics; flexible sustainability principles and definitions; and social and personal ethics, ideology and equity, as key factors. Despite varying in length and depth, interviewees all show a deep appreciation for the challenges of defining and teaching sustainable development in complex institutional circumstances.Practical implications Faculty accounts of sustainable development and ESD practice depend on personal ethics and experiences, disciplinary discourses and institutional drivers and arrangements. Rather than focusing on simple categorizations of views in abstract, progress toward transformational ESD should acknowledge the need for dialogue about the importance of a plurality of views and discourses.Originality/value Thematic discourse analysis of a multi-institutional cohort affords closer analysis of contextual institutional and identity factors influencing approaches to HESD. Academic views cannot be easily subcategorized into broad conservative or radical positions. Final discussion of the relevance of institutional theory to sustainability change is also new. [ABSTRACT FROM AUTHOR]

Purpose Higher education institutions increasingly have gained momentum in integrating sustainability into university curricula. The purpose of this paper is to elucidate the approval, implementation and management process of the new university-wide, general education requirement in sustainability at the University of Vermont (UVM). The intent is to provide a case study to inform other institutions seeking to create similar university-wide sustainability requirements.Design/methodology/approach The authors applied a process framework focused on institutional dynamics and values to analyze UVM’s success in instituting a sustainability requirement across the curriculum. These two frameworks can provide a more general application of this case study to other institutional contexts.Findings The case study suggests that in the context of a diverse disciplinary and administrative environment at a university, the strategic unfolding, approval and implementation of UVM’s university-wide, general education sustainability requirement can provide a general model for other universities seeking to embed sustainability across the curriculum.Originality/value It is uncommon for research universities with multiple professional schools to offer a university-wide requirement in sustainability. This case study analyzes the creation of a sustainability requirement at UVM by using a process framework to organize the complex, multi-stakeholder activities and events that eventually resulted in a successful curricular change. Thus, it is potentially instructive for institutions seeking to integrate a learning outcomes-based sustainability requirement into a university curriculum because it is generalizable to other institutions and pushes forward our understanding of institutional change. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course.Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time.Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability.Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design. [ABSTRACT FROM AUTHOR]

Purpose -- This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach -- An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group's critical reflection and action towards embedding ESD in their teaching practice. Findings -- The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value -- This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews. [ABSTRACT FROM AUTHOR]

Purpose The aim of this paper is to present a vision for university educator professional development, based on self-analysis of pedagogical styles and production of knowledge about the practices that promote education for sustainable development (ESD).Design/methodology/approach The “STSE” course is part of the department’s Professional Development Program. The course aims to articulate the relationship between ESD processes and university educator training through reflection on their practices. To accomplish this objective, the course promotes interdisciplinary groups of educators from different backgrounds. These groups are encouraged to introspect regarding their pedagogical styles. A survey is applied to encourage self-analysis of the four pedagogical style dimensions.Findings University educators adopt their own pedagogical styles based on the evolution of their practices. This information is useful in generating education, formation and transformation of new professionals in their respective fields. This knowledge also raises questions about ESD, and the construction of processes, values and attitudes to aid this education.Research limitations/implications This paper only describes the characterization stage of the university educator pedagogical styles through practice-related self-analysisOriginality/value This study builds pedagogical knowledge, promotes higher education transformation for sustainable development and strengthens the quality of university education. [ABSTRACT FROM AUTHOR]

Purpose There is broad consensus that the implementation of education for sustainable development (ESD) requires the consideration of geographical and cultural contexts. Despite such an agreement at a theoretical level, there is so far an apparent lack of practical experiences and solid research on approaches that effectively manage to engage professional educators in higher education with ESD in the context of a developing country from the Global South. This paper aims to address this gap and present a case study from a pilot professional development program (PDP) that sought to implement and mainstream ESD among Ethiopian colleges of teacher education (CTEs) and theological seminaries (TSs).Design/methodology/approach The research presented is based on the methodology of evaluative case study research in ESD. It analyzes the PDP’s specific objectives with regard to capacity and structure building, describes major activities implemented and how these relate to the objectives and explores major outcomes of the PDP.Findings The paper presents a comprehensive training curriculum aimed at addressing ESD in Ethiopian CTEs and TSs in a whole-institution approach. Results suggest that the PDP’s approach to combine human capacity and institutional structure building was effective in supporting the implementation and mainstreaming of ESD in CTEs and TSs in Ethiopia.Originality/value This case study presents original research on a pilot Ethiopian PDP that was implemented in collaboration with two academic institutions from Ethiopia and Germany. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to present a public university’s design and implementation of an assessment approach that measures the change in undergraduate students’ environmental stewardship reasoning and knowledge abilities over time.Design/methodology/approach In support of a university’s strategic emphasis on environmental stewardship, members of a university committee developed environmental stewardship learning outcomes for undergraduate students. The learning outcomes were not required in specific academic courses or in general education. Subsequently, volunteers from a variety of roles, in cooperation with committee members, developed a corresponding assessment test that focused on reasoning and knowledge. The instrument was revised between Spring 2011 and Spring 2014, and its validity was evaluated. An exploratory analysis of student learning over time was conducted using 22 items shared by different test forms.Findings A series of implementations and revisions resulted in a 50-question test, the Environmental Stewardship Reasoning and Knowledge Assessment (ESRKA), which showed good reliability (0.83). A comparative analysis provided evidence of the validity of the instrument. Results from a small sample of students showed that second-year students generally performed better on the 22 items than incoming first-year students. Those taking the assessment as second-year students, 18 months after their initial assessment, scored significantly higher on the 22 items by about 10.4 percentage points (0.61 standard deviation units, t68 = 6.23, p < 0.0001).Research limitations/implications Because of the small sample size and revision of the items, the analysis of student learning is only exploratory.Originality/value The learning outcomes and validated assessment instrument may be used either in whole or part by other institutions. The approach to measure changes in students’ environmental stewardship reasoning and knowledge abilities as cohorts over time could assist universities in tracking environmental stewardship learning and could inform strategic implementation of learning opportunities through the curriculum, as well as through other student learning experiences. [ABSTRACT FROM AUTHOR]

Purpose This paper deals with the experiences of three European universities that have implemented transition initiatives, using the Transition Network’s methodology to promote their sustainability plans. The Transition Communities’ model for change is presented from a socio-educational perspective as an effective methodology for encouraging university environmental sustainability processes. In this context, the purpose of this paper was to analyze Transition Communities at universities using an environmental–educational approach in three different scenarios: the Universidade de Santiago de Compostela (USC), the University of Edinburgh (UEd) and the Universidade do Minho (UMinho).Design/methodology/approach The authors engaged in a comparative analysis of multiple case studies in the Transition “phenomenon”, looking for convergences and divergences among them.Findings The comparative analysis revealed three very different scenarios, which ironically shared an absence of explicit theoretical–methodological references in the design, execution and evaluation of the educational actions that were implemented. Examination of the impact and continuity of these initiatives uncovered the existence of a “glass ceiling” in university environmental sustainability strategies. Even the innovative Transition methodology was unable to subvert the established academic, corporate, organizational and cultural structures and dynamics that perpetuate unsustainability.Originality/value This study was carried out from an innovative perspective with few precedents in the Transition context. The authors’ educational–environmental approach provides insight for articulating educational strategies for environmental sustainability at universities and for constructing a Transition model for education. [ABSTRACT FROM AUTHOR]

Purpose Sustainable manufacturing may be defined as the creation of manufactured products that use processes that are non-polluting, conserve energy and natural resources, and are economically sound and safe for employees, communities and consumers. Recently, there have been several industrial and governmental endeavors to launch sustainable manufacturing initiatives. To support such initiatives and to prepare the next generation of scientists and engineers, academic institutions have a responsibility to introduce educational programs and tools in the area of sustainable manufacturing. The purpose of this paper is to report on the approach, progress and contributions of a US National Science Foundation-sponsored project titled: “The Sustainable Manufacturing Advances in Research and Technology Coordination Network (SMART CN)”.Design/methodology/approach The project aims to bridge the gap between the academic knowledge discovery and industrial technology innovation for sustainable manufacturing. Toward this goal, various research and educational activities have been undertaken to introduce Sustainable Manufacturing Case Studies for use by academic instructors to a diverse group of undergraduate, graduate and industry professionals.Findings In this paper, the need for education on sustainable manufacturing has been focused upon, followed by approaches toward addressing these needs, concluding with examples of case studies developed through the SMART-CN project framework.Originality/value This work provides the engineering community with structured modules for introducing the topic of sustainable manufacturing in the curriculum. [ABSTRACT FROM AUTHOR]

Purpose Colleges and universities increasingly have the mandate and motivation to integrate sustainability into their curricula. The purpose of this paper is to share the strategy used at the University of Pennsylvania (Penn) and provide an evaluation of its success and guidance to others creating similar programs.Design/methodology/approach This article summarizes Penn’s Integrating Sustainability Across the Curriculum (ISAC) program. ISAC pairs Penn undergraduate research assistants with instructors in a collaborative effort to incorporate sustainability into courses.Findings In concert with other Penn initiatives (a course inventory, faculty discussion groups and a research network), ISAC increases Penn’s sustainability-related courses and creates dialogue regarding how various disciplines contribute to sustainability.Practical implications The program described in this article is replicable at other institutions. The authors demonstrate that the logistics of recruiting students and establishing the program are straightforward. Undergraduate students are on campus; their pay requirements are modest; and they are desirous of such research experiences.Social implications The ISAC program inculcates a cultural and behavioral shift as students and faculty approach sustainability issues collaboratively, and it facilitates the development of a shared language of environmental sustainability. Such social implications are difficult to quantify, but are nonetheless valuable outcomes.Originality/value The faculty–student partnership used to facilitate the integration of sustainability into courses at Penn is original. The ISAC program provides a framework for engaging students and faculty in curriculum development around sustainability in a manner that benefits the student research assistants, the participating faculty and future students. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this study is to examine the relationship of sustainability knowledge to pro-environmental behaviour. A common misperception is that unsustainable behaviours are largely driven by a lack of knowledge of the underlying societal costs and the contributing factors leading to environmental degradation. Such a perception assumes if individuals “only knew better” they would engage in more sustainable behaviours. The “knowledge deficit model” has been critiqued for not including social psychological research about how knowledge is incorporated into decision-making and its subsequent effect on human behaviour. The theory of planned behaviour (TPB) model has been used extensively to examine intention to engage in a variety of behaviours, therefore this model is applied to examine the effect knowledge has in predicting behaviour.Design/methodology/approach To better understand these relationships, the authors examined the relationships between sustainability behaviours through an online survey of over 500 students at a large university in the USA.Findings Results indicate that knowledge had a significant, albeit weak, bivariate correlation with behaviour (r = 0.113, p < 0.001). However, when controlling for TPB variables (attitudes, norms and perceived behavioural control), knowledge was not a significant predictor of behaviour.Research limitations/implications The authors conclude with several implications to guide university sustainability programmes.Originality/value This study places sustainable knowledge in the context of other social psychological factors which also influence behaviour. The results show that as the students are educated about sustainability, fostering behaviour change will require education not only about how actions affect sustainability but also about social norms, attitudes towards sustainable behaviours and the level of self-efficacy in doing those behaviours. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to evaluate how transformative learning is key to innovating sustainability education in the built environment in the region’s universities, in addition to reporting on the research project undertaken to integrate sustainability thinking and practice into engineering/built environment curricula in Asia-Pacific universities. Design/methodology/approach – The project drew from the experiences of academics in built environment programmes and espoused a collaborative inquiry process wherein the role of the industry was vital. A literature review focusing on sustainability integration into curricula was followed by a workshop which brought together academic and industry participants. Findings – The general direction of education for sustainability is moving increasingly towards integration and innovation. However, the slow progress of integration of sustainability in the built environment curricula may have been due in part to the outcome/practice-led approach of built environment education, which is the hallmark of the discipline and lends to a largely discipline-based curriculum framework. Research limitations/implications – The project focused only on the curricula of university programmes and courses taught in the participating Asia-Pacific universities and institutions. Practical implications – This paper highlights how the framework for the proposed curriculum guide focusing primarily on built environment programmes and courses can provide guidance for potential application in other higher education institutions. Originality/value – Much is written about embedding sustainability and education in built environment curricula. However, little analysis, application and collaborative work in Asia-Pacific universities have taken place. This paper considers the value of transformative learning in the innovation of the predominantly discipline-based engineering/built environment programmes for sustainability. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to report on methods developed, within a three-year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work. Design/methodology/approach – The basic idea that methods and activities were built on was that the only way to achieve long-term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes. Findings – Activities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special "resource group" of experienced ESD teachers was available as support for programme directors and lecturers. Originality/value – The methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this study is to contribute to the quality improvement and long-term strategic development of education for sustainable development (ESD) in engineering education curricula. Design/methodology/approach – The content in 70 courses in environment and SD were characterized and quantified using course document text analysis. Additionally, two questionnaires were sent to students and alumni at Chalmers, and interviews and focus group discussions were conducted with representatives from 16 Swedish companies and five organizations. Findings – It was found that industry demands a broader range of competences in SD amongst engineers in general than what is currently provided. In total, 35 per cent of alumni claim they encounter sustainability issues from sometimes to daily in their work. However, only half of them believe they possess enough competences to make decisions from a sustainability perspective. Quantity, coverage and the level of integration in the educational programme all appear to be important for the students' perceived competences on SD and for the importance that they put on achieving SD. Originality/value – Earlier research has reported on how to further develop the idea and design of ESD and on competence needs in general. Few attempts have been made to assess industry's needs of competences in SD. This paper sheds light on how engineering universities educate for SD and benchmarks this to industry's needs in an exploratory case study, using Chalmers as an example. [ABSTRACT FROM AUTHOR]