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Purpose The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain). Design/methodology/approach This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research. Findings The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability. Originality/value This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.

Purpose: This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach: ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings: The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value: This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach. This work was supported by the Spanish Ministerio de Economía y Competitividad under Grant EDU2015-65574-R, and by Spanish Ministerio de Ciencia, Innovación y Universidades, the Spanish Agencia Estatal de Investigación (AEI) and the Fondo Europeo de Desarrollo Regional (FEDER) under grant number RTI2018-094982-B-I00, from study design to submission. Peer Reviewed Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat

PurposeThis paper aims to report on the status and the development of education for sustainable development (ESD) and sustainability literacy (SL) in three Latin American (LA) higher education institutions (HEIs) business programs in Peru, Brazil and Colombia. The paper examines institutional efforts to both introduce and implement ESD curricula and provide SL.Design/methodology/approachThe methods used in this paper included reviews of university Web pages and course materials. Structured interviews were also conducted with program leaders, to examine the level of ESD, as input affecting the business programs curricula of the universities concerned.FindingsInitial findings suggest that, in the three HEIs surveyed, there is still a tendency to talk about issues related to ESD but actions that confirm this interest are not sufficiently advanced. The authors surveys a sample of business programs curricula and interviewed its leaders and a mixed and dated picture emerged. When compared to other regions particularly the USA and Europe, the findings show that the HEIs surveyed still have not developed enough work to distinguish conceptually between sustainable development, ESD and SL making the embedment of these concepts in the curriculum not fully developed.Originality/valueIn LA HEIs, the ESD message seems to be slowly taking ground, equipping HEIs to respond to SL concerns. Implementation and practice in some HEIs are still at an embryonic and conceptually confused stage with regard to LA HEIs SL. This paper sheds light to help ESD delivery. It offers some strategies for moving on from this inception phase to a more structured SL provision and ESD outlook.

Purpose There is a growing trend in higher education institutions to develop multi-disciplinary approaches to education for sustainable development and to implement student-centered and problem-based methodologies to increase student engagement and satisfaction. This paper aims to present an innovative methodology to increase student awareness about the effects of economic decisions on sustainability. Design/methodology/approach This method uses a videogame and two board games to simulate three spheres of economic interaction, namely, local, national and international. For every sphere, three key economic sectors and their relationships with fundamental sustainable development goals (SDGs) are addressed. This study uses pre- and post-simulation data to analyze the students’ perceptions regarding the usefulness of the simulations and their awareness about the effects of economic decisions on sustainability. Findings The implementation of this teaching and learning method demonstrated not only that active learning can effectively increase student awareness about the potential social and environmental consequences of economic decisions but also that students perceive games and simulations as useful teaching and learning tools. Social implications Students in these areas need to learn not only how to transform original ideas into successful projects but also to align financial results with social and environmental objectives. The methodology presented in this research allows to enhance learning from a multi-disciplinary perspective, helping the students to analyze different economic sectors and their connection with a number of SDGs through the lens of public economics. Originality/value The outbreak of the COVID-19 virus has shown the effects of a global pandemic at the economic, social and environmental levels. This paper presents an innovative active learning framework to increase sustainability awareness among students of economics, business and management.

Purpose This paper aims to critically analyze the engineering education focused on sustainability in supply chain management, in courses offered by Brazilian higher education institutions. Design/methodology/approach Topics related to sustainable supply chain management were listed from the literature and used as a framework to gather professors’ opinions on how well these topics are covered in engineering courses offered in Brazil. Data analysis was performed via frequency analysis and comparative ordering using the Fuzzy technique for order preference by similarity to ideal solution technique. Findings It was possible to evidence that most of the topics are superficially presented within other subjects and that there are few associated practical activities that enable greater learning. Comparatively, issues related to ISO standards (related to quality and environmental management systems) and compliance with environmental laws, regulations and standards were highlighted. Additionally, it was possible to verify that there is a need for further study on issues related to energy efficiency, worker training and corporate governance. Originality/value No similar study was found in the literature. The findings presented in this paper can contribute to the improvement of engineering education in Brazil and other countries.

Purpose This paper aims to compare the findings from a survey of a cohort of students at an Australian regional university across two time points: immediately on commencing their first semester of study and at the end of their final semester of study to determine whether, and in what ways, these students’ views concerning sustainability appear to have changed. This paper reports on a longitudinal study of the attitudes, beliefs and perceptions of undergraduate business students regarding a range of sustainability issues. Design/methodology/approach A paper-based questionnaire was delivered to approximately 250 first year and 150 third year students. Findings A factor analysis shows small but statistically different positive differences, which indicate that the revised curriculum has been successful in raising student awareness and achieving behaviour change. Research limitations/implications The study focussed on Australian undergraduate university business students, which reduced generalizability of the findings. Practical implications The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value The authors confirm that the research is original and that all of the data provided in this paper is real and authentic. As the paper reports on the third phase of the longitudinal study, some parts of the methodology have been previously published but differ as they reflect the third phase of the study. The results of this study have not been previously published.

PurposeThis paper aims to present a novel pedagogical approach to education for sustainability within the business curriculum that adopts a sustainability audit of a fictional company presented as a case study as the focus of learning, teaching and assessment. It evaluates the user’s ability to provide the active learning called for in education for sustainability literature and hands-on learning that business management students prefer.Design/methodology/approachThis study explores students’ qualitative and quantitative responses to pre- and post-module surveys and module evaluations to establish the effectiveness of focussing learning, teaching and assessment on a sustainability audit. The study, undertaken over a two-year period, adopts four indicators of learning and teaching effectiveness to synthesise, evaluate and present the findings as follows: development of sustainability knowledge and skill, employment skills, career and life skills and engagement.FindingsThe study finds that a sustainability audit can develop students’ knowledge and skills in all four indicators of learning and teaching effectiveness. In addition, the findings suggest it can raise students’ learning awareness and recognition of their role in the learning process.Research limitations/implicationsThis paper reports the findings of a small scale, two-year study. As such, it presents indicative findings rather than generalised conclusions.Practical implicationsDesigning a pedagogical approach to education for sustainability within the business curriculum around the completion of a sustainability audit can offer hands-on learning experiences that meet students’ preferences for interactive, experiential and collaborative learning within real-world environments, employers’ demands for employment-ready graduates and educators’ hopes for sustainability advocates.Originality/valueThis study builds on the existing pedagogic discourse of pedagogic means and methods for education for sustainability within the business curriculum. It provides insight into effective hands-on education for sustainability within the business curriculum and offers experience-based guidance to educators seeking to develop immersive, active and experiential, real-world pedagogical approaches.

Purpose This paper aims to explain the student-led environmental management system (EMS) based on ISO14001 which Chiba University has continued for 15 years. It describes its structure “Chiba University Method”, the students’ activities and their collaboration with companies. It also analyzes the advantages and the issues. Readers can reconsider these mechanisms and results to examine whether they could introduce the student-led EMS in their own university. Design/methodology/approach Four critical points are explained concerning the “Chiba University Method”. The advantages are analyzed by the data and the questionnaire survey. Findings It has been found that student-led EMS has an effect of practical education on the students and an improvement of social evaluation on the university, as well as a reduction of environmental burdens. For students, in addition to the direct merit of obtaining credits, they receive a sense of accomplishment through gaining practical experience, thereby realizing improvements in business skills and making friends through activities. These are good incentives to participating in various activities. However, there are also problems that occur due to student-led EMS, and it is necessary for faculties to be aware and correspond with them. Research limitations/implications This paper is based on the experience of one Japanese University. Social implications As this case falls under the practical case of active learning, it is expected that other universities could also introduce this system. Originality/value It is rare that the students manage the EMS based on ISO14001 with educational effects included in the results. At Chiba University, moreover, students are making environmental contributions to local communities through collaboration with companies.

Purpose The purpose of this paper is to report student attitudes and beliefs towards climate change adaptation and sustainability-related behaviours. Design/methodology/approach A paper-based questionnaire was completed by 247 first-year (students in their first semester of study) and third-year (students in their final semester of study) students in the same year (2012) of the study (Table I). A factor analysis shows that common themes previously identified failed to reflect the diverse range of influences on young people, including family, friends and news media. Findings Contrary to the literature, few significant differences were found in sustainability-related behaviours between first- and third-semester students, with an increase in scepticism regarding the reality of climate change among the latter. Research limitations/implications The study focused on Australian undergraduate university business students. As a single-institution case study, the results may not be generalised to all university students. As such the authors recommended that the study be completed in other universities from around the world. The study was undertaken over one year, but the participants may not have necessarily been the same students in third semester as they were in first semester. Therefore, it is recommended that the study be repeated in future years so that the same cohort can be measured over time, providing a more accurate account of the development of student knowledge and perceptions of sustainability during their time at university. Practical implications Achieving significant long-term changes in behaviours will be a substantial challenge for tertiary curricula. The findings of this study can inform instructors in higher education of student attitudes towards sustainability and climate change adaption and in turn inform changes to tertiary curriculum in sustainability and climate change adaption. Originality/value This paper reports on the second phase of a longitudinal research project examining the effects of an undergraduate business studies curriculum on student views of sustainability. The authors confirm that the research is original and that all of the data provided in the study are real and authentic. Neither the entire work nor any of its parts have been previously published.

Purpose The urgent challenges of sustainability require novel teaching methods facilitating different types of learning. The purpose of this paper is to examine the important role of experiential learning in higher education programmes relating to sustainability and to evaluate a number of teaching and learning activities (TLAs) that can be used to leverage this approach. Design/methodology/approach Based on questionnaire surveys carried out for over seven years with students from a highly international master’s-level course, this paper describes the utility of experiential learning theory in teaching around “innovation for sustainability”. Drawing on Kolb’s theories and subsequent modifications, the paper reviews and evaluates the TLAs used in the course that have fostered experiential learning in the classroom, including role-play seminars, case study-based seminars and sessions centred around sharing and reflecting on personal professional histories. Findings The qualitative data and discussion illustrate the utility of experiential learning approaches in post-graduate education for sustainable development, especially in generating empathy and understanding for different sustainability perspectives and priorities from around the world. In particular, the paper offers novel insights into the strengths and limitations of the TLAs. Originality/value These insights are valuable to education for sustainable development practitioners dealing with international student intakes displaying variable levels of professional experience who are looking to foster experiential learning, reflection and inter-cultural empathy. They can inform the design of classroom-based TLAs that are capable of equipping students with not only the analytical skills for career success but also the inter-cultural sensibility required for international leadership in the sustainable development domain.

Purpose This paper aims to outline the impact of the COVID-19 pandemic to universities and how they may react. Design/methodology/approach A description of the impact of the COVID-19 pandemic to higher education institutions is presented at different levels. Findings Even though the COVID-19 pandemic affects higher education institutions in many ways, there are some measures which may be undertaken to mitigate its impacts. Practical implications The measures suggested may assist universities at present, and in future recovery efforts. Originality/value The value of the paper resides on a multi-perspective analysis of higher education institutions can do, as part of the recovery efforts in face of the pandemic.

Purpose This paper aims seeks to reflect on the transition of a school of architecture to incorporate sustainability principles as a core part of its undergraduate (Part I) programme. The paper offers a brief overview of the processes undertaken and outcomes of this to an integrated problem-based learning approach and with sustainability at its core changing both knowledge content and pedagogical approaches. Design/methodology/approach Reflecting on the transition to a sustainability-based curriculum, this paper makes use of a mixed methods approach incorporating a review of literature on sustainability in architectural education, pedagogical approaches and epistemology, as well as educational issues in sub-Saharan Africa. The main study made use of an ethnographic approach, including document analysis, interviews, observations and one-on-one informal interactions with students, faculty and alumni. Findings While the transition to a sustainability-based curriculum was achieved, with integrated studio courses at second- and third-year levels, this did not come without challenges. Divided opinions of formal education, linked to preconceived ideas of what constituted architectural education led to some resistance from students and professionals. Nevertheless, the programme serves as testament to what is achievable and provides some lessons to schools seeking to transition programmes in the future. Practical implications The paper contributes to discourses on sustainability in architectural education, examining the transition taken by an architectural programme to incorporate sustainability as a core part of its curriculum. The outcomes of this process provide advice that could be useful to schools of architecture seeking to integrate sustainability into their programmes. Originality/value As the first architecture programme in East Africa to integrate sustainability principles into its programme, this study provides an insight into the processes, experiences and outcomes of this transition. This reflective engagement highlights value of an enabling environment in any transitional process.

Purpose This paper aims to suggest the structure of a platform for education and capacity building for Future Earth, which is an intensive program open to the eight stakeholders and which utilizes existing research programs/facilities associated with Future Earth. An intention of this paper is to facilitate a policy brief for projects associated with Future Earth. Design/methodology/approach This paper reviewed backgrounds and necessary items for education and capacity buildings in Future Earth projects by implementing three main priorities in Future Earth and current surrounding environments. Findings This paper then suggested a possible structure, competencies, contents and human resources for education and capacity building and education for Future Earth. Originality/value The suggestions can be implemented in capacity building and education programs associated with Future Earth.

Purpose This paper aims to describe the effects of 3R (reduce, reuse and recycle) waste management initiatives on a campus community. It ascertains the environmental attitudes and opinions of the residents and investigates their behavioral responses to waste management initiatives. Practical implications for enhancing sustainable waste management are discussed in this paper. Design/methodology/approach Demonstration projects on waste segregation and recycling, as well as waste a reduction campaign, were set up on the campus to ascertain people’s attitudes and investigate their behavioral responses toward 3R practices. Data were collected through a questionnaire survey, observations, interviews and the project’s document review. A waste audit and waste composition analysis was carried out to assess waste flows and actual waste management behaviors and measure the change in the recycling rate. Findings 3R waste management initiatives had positive effects on people’s attitudes about resources, waste management and consciousness of the need to avoid waste, but these initiatives did not affect recycling and waste management behavior. A voluntary approach-only cannot bring about behavioral change. Incentive measures showed a greater positive effect on waste reduction to landfills. Nevertheless, the demonstration projects helped to increase the overall campus recycling from 10 to 12 per cent. Originality/value This paper addresses a literature gap about the 3R attitudes and resulting behavior as part of campus sustainability of higher education institutions in a developing country. The authors’ results revealed hurdles to be overcome and presents results that can be compared to behavioral responses of people from other developed countries. These findings can be used as a guide for higher education institution’s policy-makers, as they indicate that voluntary instruments alone will not yield effective results, and other mechanisms that have an impact on people's behavior are required.

Purpose The purpose of this paper is to examine the use of knowledge transfer partnership (KTP)as a means for universities to generate and exchange knowledge to foster sustainable cities and societies. Design/methodology/approach This paper reports on a series of separate yet interrelated KTPs between a university and the local authority in the North East of England, designed to enhance the environmental, social and economic performance of a large-scale urban housing procurement project. Findings Results from the partnerships indicate that KTPs may play a crucial role in developing capacity within local authorities tasked with creating sustainable cities and societies, whilst at the same time, enhancing skills and knowledge within the communities whom they represent and their industry partners. Originality/value The paper contributes an understanding as to how universities can act as a conduit for the generation and exchange of knowledge for sustainability. It presents a case study which examines how a series of KTPs can provide a useful mechanism for enhancing environmental, social and economic sustainability.

Purpose This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the current discourse are identified, and as a result, an alternative approach to the study of experiential education (EE) within HESD is suggested. Design/methodology/approach Three research questions are addressed by analysing the literature on EE and experiential learning (EL) within HESD in specialist academic journals. Findings There is a consensus among authors regarding the appropriateness of experiential approaches to HESD. However, limitations to the current discourse suggest the need for an alternative approach to studying EE within HESD. Therefore, this paper proposes the application of the learning landscape metaphor to take a more student-centred and holistic perspective. Originality/value The learning landscape metaphor has previously not been applied to EE within HESD. This alternative conceptualisation foregrounds student perspectives to experiential initiatives within HESD. The holistic approach aims to understand the myriad influences on students learning, while allowing examination of how experiential approaches relate to other educational approaches within HESD.

Purpose– This paper aims to improve the understanding of individual transdisciplinary PhD research in a developing country context, focusing on three individual PhD case studies in South Africa.Design/methodology/approach– Multiple-case method was used, and three completed transdisciplinary PhD research efforts undertaken at the Stellenbosch University were selected. They were coordinated through the TsamaHub, an inter-faculty platform at the University which organises educational modules for transdisciplinary research. Using actual research experiences and reflections of the three individual PhDs, the paper evaluates their work in terms of ontological, epistemological, methodological and methodical/methods aspects.Findings– The central challenge to individual PhD researchers is engagement with non-academic actors to enable joint problem formulation, analysis and transformation. To overcome this, the paper suggests that developing individual epistemic relationships to build “transdisciplinary epistemic communities” should be considered for inclusion as an intentional aspect of transdisciplinary research design.Research limitations/implications– “Transdisciplinary epistemic communities” is still a concept in its infancy and needs more work before it may be theoretically and practically useful.Practical implications– Continuously guiding the individual transdisciplinary research process in a reflexive, recursive, transparent and equal manner is absolutely critical because transdisciplinary research cannot be done successfully if dominated by overly methods-driven approaches.Originality/value– The discourse around transdisciplinary methodology has major implications for the design of individual PhD research. The paper provides recommendations to enhance the theory and practice of individual transdisciplinary PhD research.

Purpose– The purpose of this paper is to illustrate that values-focused assessment can provide a useful lens for integrating sustainability and institutional performance assessment in universities.Design/methodology/approach– This study applies a values elicitation methodology for indicator development, through thematic analysis of semi-structured interviews and a stakeholder workshop, in a pilot project at BOKU University, Vienna.Findings– This case highlights that many of the values held by university staff and students are pro-sustainability values. Starting from these values may be a useful way of engaging university stakeholders in sustainability dialogues. The paper illustrates how values-based indicators can be integrated into university performance assessments, providing a novel way of thinking about sustainability assessment in universities.Research limitations/implications– The exploratory pilot was carried out in a university with a focus on natural sciences. Further research could replicate and compare the results of this paper in other institutions.Originality/value– Creating a shared understanding of pro-sustainability values can help individuals to reconceptualise sustainability in relation to their own work and motivations. In doing so, it can highlight the inherent synergies between sustainability assessment and institutional performance assessment in the higher education sector, which are usually seen as separate domains.

Purpose – This paper aims to describe experience gained with a required six-credit year-long course, the Capstone Interdisciplinary Team Project, a key component of the Master of Science (MS) in Sustainability degree at the City College of New York. A common feature of sustainability problems is their interdisciplinary nature. Solutions to sustainability problems often require professionals with different training and backgrounds to work as a team. A sustainability curriculum should provide students with the skills needed to competently participate in an interdisciplinary team. Design/methodology/approach – Instructors drawn from different departments and divisions of the college developed a pool of sustainability-focused Capstone projects and acted as mentors to teams of students with diverse undergraduate backgrounds. Students attended workshops designed to provide training in teamwork, research and report preparation. An independent evaluator designed an evaluation protocol to assess the course’s impact both while it was implemented and after the course was concluded. Findings – Early experience with the program strongly indicates that the Capstone project requirement is an effective learning tool. However, identifying qualified mentors, developing suitable projects, assembling teams and administering the Capstone course are demanding tasks. Although students often experience difficulties in the early stages of their work, they ultimately express satisfaction and appreciation for the skills learned in the course. Practical implications – The inclusion of a capstone team project in a graduate sustainability curriculum is strongly recommended. Adopting such a course requires significant effort and sustained faculty engagement. Originality/value – Although there is considerable experience with undergraduate engineering Capstone course requirements, little is known about interdivisional capstone requirements at the level of master’s degree in Sustainability. This paper details new and relevant experience helpful to the implementation of such a requirement.

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 theInternational 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.

Purpose– The purpose of this paper is to examine the evolution of a student organic garden at a large public university, as an example of student initiatives that promote both university sustainability and student-focused sustainability education on campus.Design/methodology/approach– The authors conducted quantitative and qualitative analysis to document the evolution of the university’s Local Organic Gardening Initiative of Carbondale (LOGIC), which is the student-initiated and -operated organic garden at Southern Illinois University.Findings– The student organic garden evolved in three stages, each of which had specific goals and accomplishments. Stage I (establishment): students in Geography courses took action to get the garden established; key components included funds from a sustainability scholarship and student-initiated camps Green Fund, dedicated undergraduate students, negotiating campus bureaucracy and motivating broad support. Stage II (evolution): a high tunnel was added to the original raised beds garden, a graduate assistant position was filled to manage the garden, additional funds were secured, a permaculture demonstration site was added, the volunteer base was established and LOGIC began being included in campus and community events. Stage III (future) challenges include: consistent leadership, long-term funding, guarantee of land availability, student graduation/turnover and increasing student involvement.Originality/value– This paper provides a longitudinal perspective on the evolution of student-led sustainability efforts which require progressive, inclusive action from multiple stakeholders across campus and in the community. Several replicable practices include student leadership in sustainability initiatives, actions for promoting local food in the university structure and methods of negotiating complex institutional settings.

Purpose – The purpose of this paper is to describe the ongoing shift in sustainable engineering and the approaches used by universities for engineering students. At the United Nations Earth Summit, in Rio de Janeiro, in 1992, participating nations agreed to work together to achieve the goal of sustainable development. Twenty years on, great progress has been made, but many challenges remain and overcoming them and ensuring a sustainable future will require the knowledge, skills and input of engineering professionals. Ethics and costs have long been part of engineering, but broader understanding is now needed because the skill set those engineers will need has grown dramatically. Design/methodology/approach – In this paper, the authors describe the ongoing shift to sustainable engineering and discuss a variety of approaches that universities are currently using to introduce engineering students and practitioners to sustainability principles and practice and how those can be utilized in mining and petroleum high education institutions. Findings – The authors first place sustainability in an engineering context and vice versa, and then review alternative approaches to incorporating sustainability in engineering curricula, briefly highlighting a few key concepts and documenting an example. Research limitations/implications – The authors first place sustainability in an engineering context and then review alternative approaches to incorporating sustainability in engineering curricula, briefly highlighting a few key concepts and documenting an example. Originality/value – The challenge to educators is to ensure that new concepts addressing sustainability are not only instilled in the next generation of engineers but are also being communicated to practicing engineers. Incorporating sustainability into mining and petroleum engineering education is identified as a way to engage students, encourage their enthusiasm and interest them in pursuing engineering as a career that is not only interesting but also contributes to society. Distance education is identified as a way to education practicing engineers about sustainability concepts.

PurposeThis paper aims to present key findings from an inquiry into engineering accreditation and curricula renewal. The research attempted to ascertain conceptions of requisite sustainability themes among engineering academics and professionals. The paper also reflects on the potential role of professional engineering institutions (PEIs) in embedding sustainability through their programme accreditation guidelines and wider implications in terms of rapid curricula renewal.Design/methodology/approachThis research comprised an International Engineering Academic Workshop held during the 2010 International Symposium on Engineering Education in Ireland, on “accreditation and sustainable engineering”. This built on the findings of a literature review that was distributed prior to the workshop. Data collection included individual questionnaires administered during the workshop, and notes scribed by workshop participants.FindingsThe literature review highlighted a wide range of perspectives across and within engineering disciplines, regarding what sustainability/sustainable development (SD) themes should be incorporated into engineering curricula, and regarding language and terminology. This was also reflected in the workshop discussions. Notwithstanding this diversity, clusters of sustainability themes and priority considerations were distilled from the literature review and workshop. These related to resources, technology, values, ethics, inter‐ and intra‐generational equity, transdisciplinarity, and systems and complex thinking. Themes related to environmental and economic knowledge and skills received less attention by workshop participants than represented in the literature.Originality/valueThis paper provides an appreciation of the diversity of opinion regarding priority sustainability themes for engineering curricula, among a group of self‐selected engineering academics who have a common interest in education for SD. It also provides some insights and caveats on how these themes might be rapidly integrated into engineering curricula.

PurposeThe purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which key sustainability competencies develop in students during an introductory transdisciplinary sustainability course.Design/methodology/approachThe paper summarizes three previously identified key sustainability competencies and describes teaching methodologies used in the introductory course described here to foster these competencies in students. The development of these competencies over the course of one semester is assessed using a pre‐/post‐test based on case analyses. The implications of these findings for academic sustainability programs are discussed.FindingsBased on the assessment used here, the sustainability competencies developed differently in students with different disciplinary affiliations as a result of the introductory sustainability course. Business majors did not improve any of the key competencies, sustainability majors improved systems thinking competence only, and sustainability minors who were majoring in another traditional discipline improved all competencies.Originality/valueThe paper contributes to undergraduate sustainability education by shedding light on how sustainability might best be incorporated into specific academic programs. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education in general.

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.

PurposeThe purpose of this paper is to analyze changes in undergraduate student knowledge of issues of sustainability relevant to the apparel and textiles industry. Assessment occurred prior to and upon completion of a course that addressed topics specific to the global production and distribution of apparel and textile goods. The study also examined modifications in students' reported apparel purchasing behaviors.Design/methodology/approachParticipants included those in their third, fourth or fifth year of undergraduate education in the apparel and textile discipline at a higher education institution located in the Midwestern USA. All participants were enrolled in a course focused on globalization and the apparel and textile industry. Measures used to assess students' knowledge of social and environmental sustainability issues related to the industry and their apparel purchasing behavior were included in the research instrument.FindingsPre and post comparisons revealed significant changes in students' knowledge of social and environmental issues relevant to the apparel and textile industry. However, the study found no significant adjustments in apparel purchasing behavior. Further, a post hoc analysis revealed no significant relationship between students' knowledge and their reported purchasing behavior.Originality/valueLimited resources exist which examine methods for educating apparel and textile students about sustainability issues, with even less research documented on assessing the effectiveness of these methods. The paper analyzes the contributions sustainability‐focused curriculum can make in modifying the level of knowledge and purchasing behavior of students and recommends further strategies to yield possibly even greater results.

PurposeThe purpose of this paper is to present the strategy used for achieving change towards sustainability at Chalmers University of Technology (Chalmers). Examples of how this strategy has been used are described and discussed, and exemplified with different lines of activities in a project on Education for Sustainable Development, the ESD project.Design/methodology/approachThe strategy consists of three important building blocks: Create a neutral arena; Build on individual engagement and involvement; and Communicate a clear commitment from the management team. The analysis is made along three different lines of activities in the ESD project: The work to improve the quality of the compulsory courses on sustainable development; The efforts to integrate ESD into educational programmes; and The work to collect and spread information on good teaching practices within ESD. Some other related examples where the strategy has been applied are also presented.FindingsThe ESD project functioned as a neutral arena since it was not placed at any specific department but rather engaged participants from many departments. This neutral arena has been important, for example, to increase the willingness of teachers to share their good teaching examples. The process was successful in creating a shared responsibility and for starting learning processes in many individuals by the involvement of a broad range of educational actors at Chalmers. The strong and clear commitment from the management team has worked as a driving force.Originality/valueThis paper can provide valuable input to universities that struggle with change processes.

PurposeThe purpose of this paper is to ascertain the engagement and response of students to the teaching of engineering ethics incorporating a macro ethical framework whereby sustainability is viewed as context to professional practice. This involves incorporating a broader conception of engineering than is typically applied in conventional teaching of engineering ethics.Design/methodology/approachA real life wicked problem case study assignment was developed. Students' understanding and practical application of the concepts were considered. A survey was conducted to gauge students' appreciation of the professional importance and their enjoyment of the subject matter.FindingsIt was found that students appreciate and enjoy a macro ethical sustainability informed approach, but find it more challenging to apply in practice.Practical implicationsThe paper demonstrates an approach to the teaching of engineering ethics using a practical example, which can help broaden engineers' self‐perceived role towards one where sustainability is context. It also shows how students can find such an approach to teaching ethics to be both enjoyable and relevant.Social implicationsEngineers educated to perceive the importance of engaging with macro ethical issues as part of professional practice will be significantly better placed to inform public and industry policy towards greater good and engage with other professional and expert groups.Originality/valueIn this paper, an approach to engineering ethics which diverges from the traditional is proposed. This can be of value to those involved in the teaching of engineering ethics, particularly those seeking to incorporate sustainability and other macro ethical issues.

PurposeThe purpose of this paper is to show how industrial ecology can facilitate the achievement of sustainable development through its incorporation into an engineering curriculum.Design/methodology/approachA model has been developed for assessing sustainability learning outcomes due to the incorporation of the concept of industrial ecology into undergraduate and postgraduate engineering programs. This model assesses how the Engineering Faculty at Curtin University has included a core engineering unit (Engineering for Sustainable Development) and four postgraduate units (Cleaner Production Tools, Eco‐efficiency, Industrial Ecology and Sustainable Technology) in its undergraduate and postgraduate engineering program, to enable modern engineering education to reflect the benefits of industrial ecology in the implementation of sustainable engineering solutions and decision‐making processes. Using this model, this paper demonstrates how the syllabus, interdisciplinary and multidisciplinary assignment tasks, lectures and tutorials have been developed since 2006 in order to develop the concept of industrial ecology in undergraduate and postgraduate engineering education. The paper has also analysed the different teaching methods that have been applied since 2006 to generate increased student satisfaction in these new and challenging subjects.FindingsThe university environment can temper the potential outcomes from increasing the sustainability content in engineering education, given the general lack of student maturity in understanding the value of sustainability objectives together with course limitations on sustainability content and the arduous and lengthy processes involved in changing course curricula.Research limitations/implicationsSince the Engineering for Sustainable Development unit has been introduced only recently, it was beyond the scope of the research to interview graduate engineers who completed this unit to investigate how they have applied the concept of industrial ecology to achieve sustainability outcomes in their workplaces.Originality/valueThis research is distinct in that it investigated the implications of the incorporation of industrial ecology into the engineering curriculum.

Purpose – The purpose of this paper is to present a model for the analysis of business schools as creators, disseminators, and adopters of knowledge on environmental management. Design/methodology/approach – A review of the importance of higher education institutions for sustainability, and more specifically, about their relevance for the creation, diffusion, and adoption of knowledge on environmental management is performed. Guided by this reflection, a model for analyzing the contributions of business schools for expertise in environmental management is proposed. This model considers that activities such as teaching, research, extension community, and university management are elementary for these schools. For each addressed topic, empirical evidence on how some business schools and universities are addressing the environmental dimension in its activities is presented. Findings – The paper’s discussions lead the reader to a draft of the evolutionary stages of business schools’ contribution for environmental management knowledge, which can be useful for many stakeholders linked to a business school. Finally, the opportunity for a continuation of this research line and the limitations inherent in this proposal are highlighted. Originality/value – The literature on the subject can be considered meager and when existing tends to report experiences and challenges faced by business schools on the inclusion of environmental issues in their teaching activities, research, extension community, and university management, considering these activities almost always as watertight.

Purpose – This paper seeks to provide details of Griffith University's (GU) approach for sustainably dealing with electronic waste (e‐waste) and the benefits of using the e‐waste programme as a valuable educational case study for ESD.Design/methodology/approach – The e‐waste programme is explained with reference to key resources and literature, so as to provide a practical approach for any organisation looking to sustainably manage its e‐waste stream. The rationale and structure for the e‐waste educational case study is also presented so that other academics may use it as a template or study aid within their own teaching.Findings – The paper provides references to web resources and GU internal resources so that readers can access valuable information, and to show how those resources can be applied to their own organisation. The paper also identifies and discusses the factors which may hinder the implementation of a sustainable e‐waste programme.Research limitations/implications – The paper has been writte...

PurposeThe aim of this paper is to explore the rationale for teaching sustainability and engineering ethics within a decision‐making paradigm, and critically appraise ways of achieving related learning outcomes.Design/methodology/approachThe paper presents the experience of the School of Civil Engineering at the University of Sydney in teaching environmental sustainability and engineering ethics to third‐year undergraduate students. It discusses the objectives of the course and the merits and drawbacks of incorporating ethics and sustainability in the same teaching framework. In addition, it evaluates ways of incorporating theoretical and applied perspectives on sustainability.FindingsEthics and sustainability overlap but do not coincide; incorporating them in the same engineering course can be effective, provided that points of linkage are clearly recognized in the syllabus, a suitable combination of theory and practical applications is drawn upon and adequate teaching methods, including decision‐making case problems, are used.Research limitations/implicationsWhile environmental sustainability, economic rationality and ethical reasoning can be easily fitted into the syllabus, social sustainability is more difficult to teach because it requires a significant conceptual departure from deep‐seated preconceptions on the part of students and teachers, and does not lend itself easily to conventional classroom activity, such as lectures and weekly workshops. Further research on effective ways of incorporating social sustainability in engineering curricula is therefore needed.Originality/valueThe paper evaluates sustainability issues within the context of civil engineering education.

Purpose The paper aims to reflect on the function(s) served by the network of Argentine universities for environmental management and social inclusion (UAGAIS), including sharing information, empowering its members and fostering political action. To these functions, the authors add that networks play a prominent role in promoting culturally and locally meaningful representations of sustainability, and as rhetorical devices for positioning universities within the national, regional and international context. Design/methodology/approach Drawing upon a constructionist and cultural approach, two analyses were conducted: the first an analysis of the institutional webpages of selected UAGAIS universities; the second, a discursive analysis of five in-depth interviews conducted with UAGAIS representatives. Both analyses looked at local and cultural specificities of sustainability in higher education, perceptions of the sustainable development goals (SDGs) and the role of UAGAIS for individuals, universities and other social actors involved. Findings Results show how sustainability is used in institutional communication and in the interviews to frame the role of the university in the community. The network serves information and empowering functions, as the same time acting as an amplifier of the activities performed under the “Extensión” framework. Such a culturally situated approach to sustainability is used to engage different social actors and to stress commitment of universities with the environmental and social needs of local communities. Originality/value The results underline the role played by networks in transformative process. Anchored to the culturally rooted “Extensión” concept, the examined network serves as a place to advance the social commitment and the local understanding of sustainability. Moreover, it is rhetorically used to challenge the status quo and advocate for systemic change.

PurposeWhile a number of universities in Australia have embraced concepts such as project/problem‐based learning and design of innovative learning environments for engineering education, there has been a lack of national guidance on including sustainability as a “critical literacy” into all engineering streams. This paper was presented at the 2004 International Conference on Engineering Education in Sustainable Development (EESD) in Barcelona, Spain, outlining a current initiative that is seeking to address the “critical literacy” dilemma.Design/methodology/approachThe paper presents the positive steps taken by Australia's peak engineering body, the Institution of Engineers Australia (EA), in considering accreditation requirements for university engineering courses and its responsibility to ensure the inclusion of sustainability education material. It then describes a current initiative called the “Engineering Sustainable Solutions Program – Critical Literacies for Engineers Portfolio” (ESSP‐CL), which is being developed by The Natural Edge Project (TNEP) in partnership with EA and Unesco.FindingsContent for the module was gathered from around the world, drawing on research from the publication The Natural Advantage of Nations: Business Opportunities, Innovation, and Governance in the Twenty‐first Century. Parts of the first draft of the ESSP‐CL have been trialled at Griffith University, Queensland, Australia with first year environmental engineering students, in May 2004. Further trials are now proceeding with a number of other universities and organisations nationally and internationally.Practical implicationsIt is intended that ESSP‐CL will be a valuable resource to universities, professional development activities or other education facilities nationally and internationally.Originality/valueThis paper fulfils an identified information/resources need.

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.

Purpose Providing higher education institutions (HEIs) with a tool for self-assessing their social responsibility (SR) that generates the information and knowledge necessary to a strategic approach to adopting the Green Paper recommendations about the SR of HEIs. Setting out the collaborative policy development process to construct the tool “Indicators of SR of HEIs” (ISRHEI). Design/methodology/approach After a literature review, including self-assessment (SA) tools and leading guidelines, a working group of 24 Portuguese HEIs was created to co-construct the ISRHEI tool, which was then subject to validation in a pilot study. Findings There are 34 indicators in the ISRHEI tool, structured by sequential levels according to the HEI alignment with SR (policies, procedures, practices and monitoring along a strategic continuum) hoping to achieve impacts on the organisational, educational, cognitive and social level. Originality/value This is an innovative and national policy development process for SR in Portugal. It gives insights into guiding documents, SA indicators for SR and the process of developing consensus on this topic amongst 24 HEIs in Portugal. The ISRHEI tool is tailored to the specific characteristics and level of development of HEIs.

Purpose Despite the potential for research institutes to advance interdisciplinary research on university campuses, There have been few studies on how interdisciplinary research centres integrate multiple disciplines in practice, how they influence the collaborative behaviours of scientists and how they establish collaborative communities. This study aims to provide a deeper understanding of how interdisciplinary research is being enabled at research institutes and offers signposts for how research institutes can further embed interdisciplinarity within their units. Design/methodology/approach Within this study, 30 interviews were conducted with leadership and faculty within 4 sustainability research institutes in the USA exploring how research institutes support interdisciplinary research within their units. A thematic analysis on the interview data revealed themes on how research institutes are enabling interdisciplinary research within their organisations and universities. Findings The study highlights eight themes on how research institutes are, and can further, enable interdisciplinary research within their organisations and universities. Some of the themes are fully implemented within the research institutes, whilst others are more aspirational and highlight where institutes can create additional capability and capacity for interdisciplinary research within their units and universities. Research limitations/implications Whilst the study is limited to four major sustainability research institutes the findings will be applicable to all research centres and institutes attempting to create interdisciplinary research environments. Practical implications The study will be of particular interest to research institutes and university leadership who wish to cultivate a deeper culture of interdisciplinary research within their organisations. Social implications The advancement of inter- and transdisciplinary research within universities are seen by many academic institutions, expert groups and funding bodies as essential for solving wicked problems and grand challenges facing society. The findings of this paper will help universities increase their capacity for interdisciplinary research. Originality/value There are few comparable publications in terms of methodology, approach and focus on research institutes.

Purpose This study aims to determine how sustainable development (SD) demands (according to the United Nations Economic Commission for Europe’s (UNECE) SD themes from 2005) are connected to the contents of education, research, development and innovation (RDI) in higher education institutions (HEI). Education and the RDI nexus may affect HEI’s capability to handle SD-related wicked problems and enhance their societal impact. Design/methodology/approach This paper examined SD-oriented curricula contents of two universities (Brazil and Finland) and counted the number of SD-related research outcomes. In addition, conceptual modelling was used to analyse the mechanisms that may be directing HEIs’ SD work in local innovation. Findings The data showed a convergence deviation in the RDI of SD-related subjects between the two HEIs. There was no correlation between SD-oriented education and RDI-work in either HEI. Education and RDI processes have different UNECE SD themes at the focal point, and the education-research nexus is lacking. This difference indicates that new SD-related knowledge produced through RDI was not effectively used in education. Modelling revealed that the convergence in RDI outcomes arose from the same kind of local business, industry and societal challenges, implementing effective stakeholder pressures into HEIs. The results may indicate that stakeholder SD needs were not directly transferred into the competence qualification of the curriculum. Originality/value To the best of the authors’ knowledge, this is the first quantitative study to reveal the independence of universities’ SD-related RDI subjects on educational curricula.

Purpose Distance universities are of great importance for establishing sustainability literacy, as they operate as multipliers for thousands of students. However, despite several advantages of e-learning environments compared to traditional class-teaching, there are still challenges regarding suitable e-learning tools and didactical models. The purpose of this paper is to evaluate the effectiveness of several e-learning tools on students’ knowledge and skills growth and to compare two learning paths, synchronous vs asynchronous, exploring how each affects the level of students’ knowledge achievement and skills acquisition. Design/methodology/approach The empirical analysis is based on an online course “Participatory processes in environmental politics”. International MSc and PhD students who enrolled in the course were from FernUniversität in Hagen (Germany) and Aberta University (Portugal). The course was designed as the flipped classroom, applying different e-learning tools and activities, some synchronous and others asynchronous. A pre- and post-evaluation questionnaire was applied to evaluate students’ knowledge and skills. Descriptive statistical analyses were carried out on this data. Findings Results showed that in the synchronous group, knowledge about theoretical approaches to citizen participation and sustainable environmental governance improved to a greater extent, whereas the asynchronous group showed greater improvement in nearly all skills related to intercultural communication and e-learning. Also, in the synchronous path, students enhanced their knowledge on “research application” to a greater extent. Originality/value Evaluating the effectiveness of different e-learning tools on students’ sustainability knowledge and information and communication technologies skills is a fundamental issue. The study discusses these issues, contributing to enhancing the use of adequate and grounded e-learning models on sustainable development in higher education.

Purpose The sustainability of the global food system hinges on its environmental resiliency and safety, including the health and well-being of its labor force. Single disciplinary courses in liberal arts or science often fail to highlight the overlap between environmental and social vulnerabilities that lead to food insecurity and diminish the sustainability of food systems. This paper aims to present the design and delivery of a successfully co-taught, interdisciplinary module on agricultural labor and sustainable food systems as a case study. Design/methodology/approach The authors designed a co-taught module in which they joined each other’s respective history and science class sessions at the undergraduate business college where they teach. Innovating the cross-disciplinary content of food security, immigration status, labor exploitation and pesticide exposure, they approached sustainability from the disciplinary perspectives of labor history and environmental science to show how these elements had both unique and overlapping impacts across food systems levels. Comparisons between pre- and post-module survey responses, alongside assessments of a co-authored exam question, measured the effectiveness of this module is changing students’ perspectives as food consumers and as citizens. Findings This module altered students’ understanding and perspectives around issues of food systems sustainability. Assessments indicated that students increased their awareness of agricultural workers at the front end of the food system, during production; students also gained awareness beyond consumption as they came to see the connections between workforce invisibility and ecosystem degradation. Originality/value These insights are valuable to educators at all institutional levels who seek to collaborate on sustainability initiatives and teaching, both in the singular, robust modules and in building modules that will lead to the development of entire courses focused on sustainability. The module described here builds on previous demonstrations of the value, significance and effectiveness of cross-disciplinary collaborations; it pioneers the use of the food system as the link between social and environmental sustainability education.

Purpose The purpose of this paper is to present a case study of how a UK business school has explicitly linked sustainability to employability and embedded these into all levels of its undergraduate and postgraduate degree portfolio. Design/methodology/approach This case study features Nottingham Business School’s (NBS’s) journey of linking sustainability with employability to achieve the University’s strategic objectives and help deliver on the sustainable development goals (SDGs). After reviewing all courses, a cross-school approach was adopted in re-designing the curriculum, first at undergraduate and later postgraduate level. Partnerships, both internal and external were developed, involving the employability and enterprise teams, the University’s students and alumni, local employers, local authorities and businesses and charities. Feedback from graduates is included. Findings When NBS introduced new undergraduate modules in 2012, there was resistance with concerns over already crammed curricula and the perceived irrelevance of sustainability. This changed as students realised that an understanding of sustainability was benefiting them at interviews and adding value to their employers. While it cannot be proved that increased self-awareness and sustainability literacy have a direct effect on graduate prospects (as measured by the Destinations of Leavers from Higher Education survey), NBS has seen the percentage of students in graduate level employment and/or study increase from 71 to 89.6 per cent over the past five years. Originality/value Linking sustainability to employability, and embedding these in the curriculum, should benefit any institution, its students, employers and society, and can be replicated anywhere in the world.

Purpose The purpose of this paper is to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in health-care practitioners. The Lancet Countdown on Climate Change calls for urgent action on health and climate change; this requires appropriate knowledge, skills and competencies that can be gained through undergraduate education. The International Council of Nurses calls for leadership in nursing for sustainability; however, climate change and health are given little attention in nursing and health-care curricula. Design/methodology/approach A cohort of nursing and midwifery students was introduced to sustainability and climate change in the context of health care through scenario-based learning sessions in each of their three years of undergraduate education. Questionnaires were used to collect data on participant’s attitudes toward sustainability and climate change, how useful the educational sessions were and the extent to which their clinical practice had changed. Findings Significant differences were found between scores in Years 1 and 2 suggesting greater awareness of the importance of sustainability in nursing education and practice. Comparison of Years 2 and 3 scores found participants more likely to apply sustainability principles in clinical practice and challenge unsustainable practices in the work environment. Research limitations/implications Further research is required to explore sustainability practice in postgraduate nurses/midwives. However, this study supports the need for sustainability education to be embedded within health-care professional degrees through applied and participatory pedagogical approaches. Originality/value To the best of the authors’ knowledge, this is the first study to evaluate sustainability education and its impact on nursing attitudes towards practice.

Purpose This paper aims to investigate the educational benefits and challenges of introducing natural science students to on-campus and off-campus sustainability research projects as an approach to education for sustainability. Design/methodology/approach The course “Science and Sustainability” at the University of Leuven is a stand-alone course that aims at providing master students in the natural sciences, education for (the benefit of) sustainability action. It was launched in 2016-2017 and has been running for two years now. The first year focused on getting students acquire a similar level of knowledge in sustainability, while, on a higher level, the experiential learning phase (project work) was supported with specific reflection assignments. In the second year, more specific attention was directed toward allowing students to get acquainted with systems thinking and deal with inter- and transdisciplinary issues by approaching problems from a multi-stakeholder view. Insight in the impact and the appreciation of the setup of the course was obtained from a series of questionnaires offered to all participating students at the beginning, about midway, and again at the end of the course. Findings Analysis of the students’ self-reported sustainability competence development shows a clear positive impact for almost all students who participated. A clear relation between the observed change and the students’ self-rating and attitude at the start, as well as with their discipline, is observed. Originality/value Information is gained on a number of factors of importance to impact the students’ attitude toward action for sustainability, and how this can be further improved.

Purpose There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value The study is the one of the largest research efforts of this kind ever performed.

Purpose Sustainable development (SD) does not usually form part of the curriculum of ICT-related study programs such as Computer Science, Information Technology, Information Systems, and Informatics. However, many topics form a bridge between SD and ICT and could potentially be integrated into ICT-related study programs. This paper reports the findings of a study into which specific topics in the field of SD have the greatest potential to motivate students on ICT-related study programs to engage with the topic of sustainability. Design/methodology/approach In this exploratory study, the authors evaluated Bachelor’s and Master’s courses that introduced the topic of SD to students on ICT-related study programs. The evaluation focuses on the insights that the students gained into sustainability and the extent to which their motivation to engage with the subject was increased. The evaluation combines qualitative and quantitative approaches. Findings The authors identify five thematic clusters with the greatest potential to motivate students to engage with the topic of sustainability: A conceptual model of the positive and negative impacts of ICT; Reports on the recycling of ICT hardware; Examples of using ICT to reduce greenhouse gas emissions with a focus on the substitution of virtual for physical presence; Statistical data on post-industrial seemingly dematerialized economies and the contradiction with regard to the total material demand of such economies; Evidence for rebound effects that lead to increasing demand for goods or services that are produced with less energy input or can be consumed faster. Originality/value ICT is a transformational and to a certain extent disruptive technology. It is therefore important to discuss the development of ICT and its applications in the context of SD. Several authors have pointed out the need to integrate the topic of sustainability into ICT courses at universities and similar, but few have discussed how this can be done in practice. Our study is the first to explore which topics have the greatest potential to motivate students on ICT-related programs to engage with the area of SD.

Purpose The purpose of this paper is to profile the development of a bicycle parking hub at the University of Tasmania to illustrate how the Academic Operations Sustainability Integration Program promotes real change through the engagement of stakeholders from across an institution to deliver campus sustainability. This case study outlines one example of how place-based learning initiatives focused on campus sustainability challenges have delivered authentic education for sustainability in the Australasian higher education setting. Design/methodology/approach This case study outlines the process through which a cross-disciplinary place-based learning initiative was designed, implemented and evaluated over a three-year period. The evaluation of the project was designed to assess the impact of this education for sustainability approach on both operational and student learning outcomes, and to make recommendations on the continuation of place-based learning initiatives through the Academic Operations Sustainability Integration Program. Findings This case study illustrates how learning can be focused around finding solutions to real world problems through the active participation of staff and students as members of a learning community. This experience helped the authors to better understand how place-based learning initiatives can help deliver authentic education for sustainability and the success factors required for engaging staff and students in such efforts. Originality/value The case study highlights an example of an education for sustainability initiative that was mutually driven by the operational and learning objectives of an institution, and specifically the ways in which the engagement of staff and students from across an institution can lead to the successful integration of these two often disparate institutional goals.

PurposeThis paper aims to explore stakeholder perspectives of the role of a campus eco-garden in education for sustainability (EfS). It will combine the perspectives to highlight a powerful learning environment (PLE) for university students to realize the concept of EfS.Design/methodology/approachSemi-structured interviews were conducted to reveal stakeholder understandings of a campus eco-garden, as well as its associated expectations of learning activities and education outcomes. Three stakeholder groups were interviewed; designers, educators and environmental and non-environmental subject-related students.FindingsAll three stakeholder groups expected cognitive learning of EfS to be enhanced by the eco-garden. The use of affective learning was not strongly expected by the stakeholders. Psychomotor learning was believed to be the most difficult to realize. To fulfill the potential of the eco-garden in EfS, all stakeholders suggested learning activities and roles for both students and teachers. The combined perspectives of the stakeholders helped to visualize a PLE to aid EfS.Practical implicationsThis study underlines the importance of effective communication of expectations between stakeholders. It underlines the importance of integrating educational activities with the eco-garden as a PLE, highlighting the roles of teachers and students. It also sheds light on the importance of introducing a cultural component to the EfS program.Originality/valueThis is the first study to apply the PLE theory to enhance EfS with the aid of infrastructure. Both users and designers reveal their views on the planning of the campus eco-garden, especially in its educational function. The study is possibly the first to reveal the differences in expectations between designers and other stakeholder groups (teachers and students) using Köningset al.’s (2005) combination-of-perspectives model.

PurposeThe 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/approachThe 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.FindingsIt 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/valueEarlier 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.

PurposeThe purpose of this paper is to provide an overview of the contributions of the Asia‐Pacific region to leading practice in sustainability in higher education (HE), as prelude and orientation to this special issue collection from different countries and regions.Design/methodology/approachThis is a critical review that includes international and regional policy contexts in sustainability and “education for sustainable development” (ESD), whilst exploring the trajectories of key initiatives across the region and considering the broader context of sustainability innovation within the HE sector.FindingsThe Asia‐Pacific region offers many creative initiatives and shows considerable progress in ESD and in understanding the learning dimensions of sustainability. At the same time, it mirrors global trends in that further work is needed to promote systemic change in educational arenas, particularly in terms of strategic integration within HE institutions. The Asia‐Pacific contributions to this collection demonstrate the need to harness national policy, to develop local and regional initiatives and to work effectively towards more profound change in HE curricula and through collaboration with external communities and stakeholders.Originality/valueThis is a distinctive collection of new initiatives from the Asia‐Pacific, which compensates for the comparative lack of dissemination in this area. There is considerable sustainability innovation emerging in this region which shows leading‐edge responses from within the HE sector on a number of key challenges and issues.

Purpose – Universities are increasingly aspiring to be both models and catalysts of change, leading the world to a more sustainable and desirable future. Yet complex and ineffective governance, traditional disciplinary boundaries, and the lack of a shared vision at academic institutions often hinder progress toward this goal. The purpose of this paper is to describe an approach to envisioning and engagement used by the University of Vermont (UVM) to overcome these barriers, and in the process, continue the university's progress toward leadership in systems thinking, ecological design, and sustainability.Design/methodology/approach – The envisioning and engagement process involved 1,500 participants from the UVM campus and Burlington community. Participants' visions of a sustainable and desirable university are gathered through two community events and three online surveys. Their responses are analyzed using a modified Q methodology, a survey method in which participants direct the formation of survey cate...