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Purpose: The purpose of this paper is to analyse through a systematic literature review the evolution of the theme of environmental social and governance (ESG) in universities, correlating variables and presenting a panorama for Latin American universities. Design/methodology/approach: This paper uses a systematic literature review approach. The Web of Science database was used for data collection, and a set of keywords (Environmental, Social and Governance × Universities) and a classification method were used, resulting in 111 articles classified in the Zotero software. After classification, these publications were analysed in the VOSviewer software. Findings: The main evidence about ESG and universities shows that its relevance has been growing worldwide with an emphasis on England, the USA, Spain, followed by Brazil in fourth place regarding the number of papers published worldwide. The most representative areas identified were governance, sustainability, higher education, sustainable campus, environmental science, ecology, science and technology. The journals presenting more published papers under the topic are International Journal of Sustainability in Higher Education, Journal of Cleaner Production and Sustainability. As for the most relevant authors, the Europeans Lozano and Leal Filho, Velasquez from Mexico and Brandli from Brazil were identified. As for institutions, the University Durham, State University System of Florida and State University of Campinas do Brazil stand out. Research limitations/implications: As the main limitation of the study is related to the sample of articles. This study is focused on the analysis of publications from the last decade, presenting only 111 results. However, this restriction in the timeline is justified as it is a new topic; this study was also limited to the use of a single database; in this sense, future research can carry out a more comprehensive review of the sustainability literature covering periods prior to a decade and an analysis in other databases. Originality/value: These results provide a basis for improving sustainability in universities and ESG in Latin America. It also allows to explore and reflect on several indicators, enabling the evaluation and planning of actions to improve competitiveness. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine students' attitudes toward sustainable dining. It aims to identify the level of importance that students place on specific on-campus sustainable dining initiatives and the factors that affect their attitudes and behaviors. Design/methodology/approach: A random sample of 197 undergraduate students completed an online survey in the spring semester of 2020. The survey was divided into four sections: demographic and background information; familiarity with on-campus dining, specifically with sustainable on-campus dining initiatives; the level of importance placed on these sustainable practices; and practiced sustainable behaviors. Findings: Many students placed a high level of importance on common sustainable dining behaviors and practices such as recycling, waste reduction techniques and the use of eco-friendly utensils. Sex was found to be a significant factor in determining students' attitudes and behaviors. While men had a higher level of knowledge of on-campus sustainable practices at the dining facilities, women consistently placed a higher level of importance on almost all sustainable dining practices. Additionally, the study also found that signage was not an effective method of influencing behavior. Originality/value: Previous studies that have explored this topic have been limited. Additional research is needed to ascertain if better knowledge of on-campus sustainable dining initiatives can influence students' inclinations to act more sustainably. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose – In order to alleviate the impacts of traffic congestion that undermine the mobility and accessibility conditions of the Aristotle University campus, the paper aims at the presentation and description of a complementary network of alternative modes (i.e. pedestrian and bicycle) and the discussion of the appropriate measures for its successful implementation in the campus. Design/methodology/approach – The methodological approach of the paper is twofold: the overview of good practices for implementing cycling and pedestrian networks in European university campuses in an attempt to identify an integrated activity framework compatible to the European approach; and a questionnaire survey for the assessment of the modal split for trips towards and from the campus and the current mobility and accessibility conditions for pedestrians and cyclists in the Aristotle University campus. Findings – The successful implementation of alternative transport networks in university campuses depends on the specific features of each campus in relation to the urban transport network and the commuting characteristics of staff and students. In the case of the Aristotle University campus, the modal split shows that 2/3 of campus-related trips are conducted by motorised transport while the share of bicycle use is very low. In order to promote cycling and walking in the campus, a combined approach must be adopted based on five fields of activity: policy; research; design; support and promotion; and monitoring. Research limitations/implications – The paper derives from the research initiatives of the Aristotle University's Sustainable Mobility Committee, which was founded in order to promote sustainable solutions for the campus's transport system. Originality/value – The paper provides a common and integrated activity framework for the implementation of an alternative transport network in a university campus based on the extensive overview of European experience. Furthermore, it develops for the first time a full proposal for the implementation of a pedestrian and bicycle network in the Aristotle University campus, which is one of the oldest and largest campuses in Greece. [ABSTRACT FROM AUTHOR]

Purpose There is a growing interest in climate change action in the higher education sector. Higher education institutions (HEIs) play an important role as property owners, employers, education and research hubs as well as leaders of societal transformations. The purpose of this paper was therefore to benchmark how universities globally are addressing climate risks.Design/methodology/approach An international survey was conducted to benchmark the sector's organisational planning for climate change and to better understand how the higher education sector contributes to local-level climate adaptation planning processes. The international survey focused especially on the assessment of climate change impacts and adaptation plans.Findings Based on the responses of 45 HEIs located in six different countries on three continents, the study found that there are still very few tertiary institutions that plan for climate-related risks in a systematic way.Originality/value The paper sheds light on the barriers HEIs face in engaging in climate adaptation planning and action. Some of the actions to overcome such hindering factors include integrating climate adaptation in existing risk management and sustainability planning processes, using the internal academic expertise and curriculum to assist the mapping of climate change impacts and collaborating with external actors to guarantee the necessary resources. The higher education sector can act as a leader in building institutional resilience at the local scale. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to provide an insight for future innovation research activities and for the role of universities in working with industry to promote innovation. Design/methodology/approach - The paper provides an overview and synthesis of the literature on innovation and the role of universities. This is supported by interviews, case studies, and surveys within academic and industrial communities. Findings - The paper identifies that innovation, whether at an international, national, regional, firm or project level of analysis, continues to be at the forefront of the mind of policy makers and practitioners alike. Nevertheless, our understanding of innovation is far from complete. More research is required to study innovation at these different levels of resolution and at different points in the project life cycle. In order for the research base to play its part in promoting construction innovation, an engagement mechanism is required that brings together academia and industry in a way that recognizes and responds to these multiple perspectives on innovation. Originality/value - The paper creates value by synthesizing literature on construction innovation and highlights areas for further research. Based on this, a model for effective industry/university engagement is proposed. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to analyze the comprehensiveness of competing higher education sustainability assessments. Higher education institutions (HEIs) have been increasingly communicating their sustainability commitments to the public. To assist the public in evaluating these claims, a broad range of actors have assessed the sustainability of HEIs.Design/methodology/approach The paper uses an evaluation framework (the GRI-HE) consisting of criteria developed by the Global Reporting Initiative and the Association of University Leaders for a Sustainable Future to analyze the comprehensiveness of nine publicly-available frameworks that have been used to assess HEI sustainability.Findings While finding that in general these assessments are not comprehensive and particularly lack coverage of the social and economic dimensions of sustainability, the paper identifies the Pacific Sustainability Index and Sustainability Tracking and Assessment Rating System (STARS) as the most comprehensive assessments in the sector.Research limitations/implications This study does not assess the quality of the match to the GRI-HE’s criteria, only whether they match to a reasonable degree. The analysis highlights areas where each HEI sustainability assessment framework can add criteria and improve their comprehensiveness and validity. Future research should explore the causes and relative importance of the gaps in these frameworks.Originality/value The paper provides a valuable discussion and demonstration of the use of comprehensiveness as a proxy metric for the validity of sustainability assessments. This analysis is the first detailed, comprehensive and transparent analysis of HEI sustainability assessments based on a broad-based and widely accepted set of criteria. [ABSTRACT FROM AUTHOR]

Purpose – The authors led an interdisciplinary team that developed recommendations for building a "culture of environmental sustainability" at the University of Michigan (UM), and the purpose of this paper is to provide guidance on how other institutions might promote pro-environmental behaviors on their campuses. Design/methodology/approach – The authors synthesize research on fostering environmental behavior, analyze how current campus sustainability efforts align with that research, and describe how they developed research-based recommendations to increase environmental sustainability on the UM campus. Findings – Analyses of prior research suggest that there are five factors that influence individuals' pro-environment behaviors: knowledge of issues; knowledge of procedures; social incentives; material incentives; and prompts/reminders. Given these factors, UM should pursue three types of activities to support the development of pro-environment behaviors: education, engagement, and assessment. Practical implications – The specific recommendations in this report are for the University of Michigan. However, other institutions interested in fostering a culture of environmental sustainability might benefit from undertaking similar comprehensive assessments of how they could support community members' development of pro-environment behavior and knowledge. Originality/value – The paper builds on prior research to offer a new vision for how to develop a culture of environmental sustainability on a large university campus. [ABSTRACT FROM AUTHOR]

Purpose – Michigan State University developed an undergraduate, academic specialization in sustainability based on the learning paradigm. The purpose of this paper is to share initial findings on assessment of systems thinking competency. Design/methodology/approach – The 15-week course served 14 mostly third and fourth-year students. Assessment of learning arose through one short answer exam, one interactive small group dialogue exam, homework assignments, completion of an online community engagement tutorial, and completion of a final reflective project (either in a group or individual). Findings – The range of assessments enabled the authors to provide "frequent and ongoing feedback," "a long time horizon for learning," and "stable communities of practice." Students had multiple opportunities to demonstrate their learning progress in a variety of forms and contexts across multiple intelligences. Research limitations/implications – Despite attempts to actively promote the kind of frequent and authentic assessment advocated in the literature, the authors' results suggest the need for a consistent and valid assessment measure with an agreed upon rubric and stable assessment across multiple reviewers. Practical implications – The authors recommend that the proper activities and rubrics exist to match a program's competencies before implementing the approach. Social implications – The examples described in the paper provide some concrete assignments and approaches linked to the pedagogy of teaching and learning amenable to many other educational institutions in support of the UN Education for Sustainable Development effort. Originality/value – The authors' approach provides a unique attempt at implementing and assessing a competency-based approach to implementing the learning paradigm to foster sustainability systems thinking. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to critically focus on the UK's People & Planet's "green league table" in order to explore to what extent such league tables contribute to the transitional and transdisciplinary challenge of ecological sustainability for universities. Design/methodology/approach – By taking a narrative and metaphorical perspective, the paper endeavours to understand how the green league table impacts on university greening, particularly around the apparent disengagement of academic and non-academic actors in their bio-cultural connection. Findings – The paper conceptualizes the ecological sustainability challenge for universities by arguing that current sustainability managerial agendas and narratives, promoted by league tables are underpinned by what is conceptualized as the primacy of the "greenwashing glass cage" organisational metaphor. This highlights the self-serving nature of sustainability approaches by managerial technocrats, consisting of carbon officers, sustainability managers predominantly based in estates departments. Drawing on the immediacy and "common-sense", doomsday imperative and legitimacy of the climate change agenda rather than embracing the wider inherent social, environmental and economic stakeholder conflicts and systemic bio-cultural engagement challenges of sustainability, this top-down, punitive, self-satisfied approach around carbon targets and performance measures self-perpetuates the myth that sustainable universities contribute effectively to the wider ecological challenge. Originality/value – This paper not only offers a critique and warning against the blind adherence to league tables within university but also proposes a new grounded bio-cultural and defamiliarizing narrative for universities. This narrative represents a more inclusive, non-instrumental, contextual, experiential approach to ecological sustainability. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to study how experts on teaching sustainability in engineering education contextualize sustainability; also to evaluate the understanding of sustainability by engineering students. The final aim is to evaluate what pedagogy experts believe provides better opportunities for learning about sustainability in engineering education. Design/methodology/approach – The authors used conceptual maps (cmaps) analysis with two taxonomies of four and ten categories. The first taxonomy clusters the significance of sustainability in environmental, technological, social and institutional aspects and shows the main trends; the second (of ten categories) divides the previous categories into greater detail. To evaluate the experts' cmaps two indices were defined that provide information about what experts think sustainability is most related to and evaluate how complex they see the sustainability concept. In total, 500 students from five European engineering universities were then surveyed and the results compared with those of the experts. Finally, interviews were held with experts to try to determine the best pedagogy to apply to achieve learning around sustainability. Findings – The results show that Engineering Education for Sustainable Development (EESD) experts consider that institutional and social aspects are more relevant to sustainability than environmental and technological ones. The results were compared with the understanding of sustainability by a sample of more than 500 engineering students who had taken courses on sustainability at five technical universities in Europe. This comparison shows a mismatch among the EESD "experts'" and the students' understanding of sustainability, which suggest that sustainability courses in engineering degrees should emphasise the social and institutional aspects versus environmental and technological ones. Moreover, courses should emphasize more the complexity of sustainability. Originality/value – The paper emphasizes the lack of priority that social and institutional aspects are given in sustainability courses and promotes a discussion about how these two elements and complex thinking can increase their importance in the engineering curriculum. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to develop a better understanding of the state of knowledge of students and faculty on the Michigan State University (MSU) campus; identify relevant gaps in knowledge and misconceptions about recycling; and provide recommendations regarding how these gaps and misconceptions may be addressed through education and outreach. Design/methodology/approach – Using mental models analysis, the current state of knowledge possessed by students and faculty was compared with a comprehensive inventory of on-campus recycling procedures and opportunities. Findings – By combining data from individual mental models elicited from students and faculty members, an overall mental model that depicted the frequency with which subjects understood MSU-specific recycling concepts was developed. This composite model, and the accompanying statistical analysis, revealed important gaps – on part of both students and faculty – in understanding for several key recycling concepts that are relevant to established campus-based waste reduction practices. Originality/value – The mental models approach, which to the authors' knowledge has yet to be applied to campus sustainability initiatives, provides program managers and outreach specialists with a constructive and transparent opportunity to develop and deploy program information that builds on existing knowledge while also meeting the new information needs of key stakeholders. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to explore the possibilities and problems with engaging in effective communication about sustainability in higher education (SHE) institutions. Design/methodology/approach – Using a case study of a new (post-1992) university in the UK, the research investigated the ways in which sustainability issues were communicated with staff across the institution, and any barriers encountered. Semi-structured interviews and a focus group with selected staff led to the development of four key themes related to different aspects of the communication strategy, and it is these which are explored in this paper. Findings – This research suggests that there are some particular difficulties with regard to communicating messages about sustainability successfully. These relate to the lack of an agreed definition or shared understanding of sustainability, and also to potential individual differences in values and attitudes which may act as a perceptual filter of the message. Research limitations/implications – This is a small-scale project so findings should be treated with caution. However, the lack of previous research in this area gives this interest as an exploratory study. Practical implications – In the context of a large organisation, the research emphasizes the importance of alignment of institutional strategies, in order to provide a coherent view of what the organisation expects from employees. This needs to be supported by staff at the highest level, in order for it to have the maximum impact. Originality/value – This paper is the first to use a model of organisational communication to analyse and evaluate the effectiveness of communication around SHE context. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore how to quantify the social value generated by higher education from a social accounting perspective. The proposed approach is integrated social value (ISV) analysis, a social accounting model that considers both the economic value and the social value created by an organisation for its stakeholders. Design/methodology/approach: The ISV analysis has been applied to Pompeu Fabra University, following a participatory action research process with representatives of the university and its stakeholders. Findings: The final ISV includes not only the social value created through the university's economic activity – captured by economic and financial accounting indicators – but also the specific social value created for the different stakeholders by means of non-market relationships, which were monetised through the use of indicators and financial proxies. Research limitations/implications: Like other social accounting methodologies, ISV analysis suffers from some limitations regarding data availability and economic pricing, that partly will be resolved with maturation of the methodology and increasing standardisation. Practical implications: By using appropriate proxies, the non-market value of the university can be monetised and integrated with university's market value. The social value results become a valuable tool for developing useful indicators for internal management and external communication. Social implications: The process of measuring the social value created by universities provides a way to meet the rising demands for greater accountability and transparency and facilitates engagement with stakeholders on how these institutions are contributing to a sustainable society. Originality/value: ISV is a recently proposed social accounting model that combines an organisation's economic and social results into a single concept of value creation and thus contributes to advance the field of social accounting. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to the perceptions of the administration of Greek universities on sustainable development and the role of the administration in the implementation of corresponding practices. Specifically, it examines management's perception and contribution to sustainable development and assesses the sustainability initiatives taking place in universities and the factors that influence their implementation. The obstacles and motivations in the implementation of these actions are also investigated. Design/methodology/approach: For the empirical analysis, a survey was conducted during the period March–June 2022, addressing questionnaires to 12 rectors or vice rectors dealing with the sustainability of the respective 12 Greek universities. Secondary data about their sustainability practices were also collected from the institutions' official Web pages. Findings: The results show that management's perception of sustainable development mainly concerns the conservation of resources for future generations and the balancing of the economy. Moreover, the findings indicate that universities play a significant role in achieving sustainability by contributing to the educational process, conducting research and serving as a model of sustainability for both the educational community and society as a whole. Financial and institutional barriers are characterized as the most important obstacles for adopting sustainability practices. The most popular motives to promote sustainability issues are financial support of universities, in addition to the governmental support of the leadership and, in particular, of the rectorate authorities. Originality/value: To the best of the authors' knowledge, this study is the first conducted among the Greek universities that focuses on administration's viewpoint and contributes to the international dialogue on the implementation of sustainability by higher education institutions. The results provide preliminary evidence of top management responses to endorse sustainability activities at the higher education institutes in the broader area of Eastern Europe. [ABSTRACT FROM AUTHOR]

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

Purpose – The purpose of this paper is to comparatively analyse activities to integrate sustainability in teaching, research and operational practice in different higher education institutions, which differ both in the degree of how far implementation goes and in regards to the most active stakeholders. Against that background, the paper explores, in a process-oriented focus, which drivers and barriers are experienced as most important and how they relate to each other. Design/methodology/approach – A comparative multi-case study has been conducted, with two main steps to structure the research process: first, desktop research was used to select appropriate cases in a theoretical sampling. Second, data from interviews with relevant stakeholders in each case were analysed according to the constant comparison method. Findings – Across all cases, three distinctive patterns of implementation processes emerged, each of them with a unique set of influencing factors. For each pattern, drivers and barriers, as well as their relevance, are experienced differently and specific key constructs can be found to explain the implementation process. Research limitations/implications – The research focused on German institutions of higher educations and all cases are drawn from that population, which might limit the generalizability. Practical implications – It is hoped to provide valuable insights for future implementation processes and for various ways to support a sustainable transition in higher education. Originality/value – This is one of the first papers to consider the process of implementation and the interaction between drivers and barriers. The value of the paper lies in its potential to help in understanding what role different drivers and barriers play in different patterns of implementation. [ABSTRACT FROM AUTHOR]

Purpose – Previous research by the authors has outlined ways in which sustainability literacy has been promoted within higher education. The purpose of this paper is to explore how the recipients of these educational initiatives have experienced the learning of sustainability literacy skills. Design/methodology/approach – To investigate the potential for transformative learning, data were collected during a final year multi disciplinary project at Liverpool John Moores University. The methodology used was purely qualitative. The design of the methodology was based on the findings of a mixed model methodology used in the previous research. Reflective texts written by final year built environment undergraduate students at Liverpool John Moores University were analysed using phenomenography, which investigates the different ways in which individuals experience and understand something. Findings – The analysis suggests that, overall, students were able to identify and express their attitudes and conceptions of sustainable construction. The sustainable literacy skills identified during the literature review were mentioned by many of the students in their reflective texts. Research limitations/implications – The research outlined in the paper is part of an ongoing project which will hopefully lead to recommendations being made to the construction and property industries as to how they can utilise staff development strategies to improve the environmental performance of their organisations. Originality/value – This work contributes to the understanding of what works when teaching current built environment students about sustainability literacy from the point of view of the students themselves. Taking into account student experience gives insight into what types of educational interventions engage the students, and thus which are more likely to promote sustainability literacy skills. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to describe a concentrated strategy to embed sustainability teaching into a (chemical) engineering undergraduate curriculum throughout the whole programme. Innovative teaching approaches in subject-specific context are described and their efficiency investigated. Design/methodology/approach – The activities in chemical engineering include a week-long module introducing fundamentals of chemical engineering in the first year, a number of industrially relevant case studies within enquiry based learning (EBL) that have a great societal impact. Information regarding the transition towards EBL, the case studies on fuel cell effectiveness and sustainable plant design are provided in this contribution. Emphasis is placed on the methods of assessment of student learning, and evaluation of student preferences of delivery is included. Student focus groups and diamond ranking are used to evaluate the effectiveness of delivery. Findings – Focus groups and diamond ranking have confirmed that students appreciate that sustainable development is a key issue for future engineers to understand and the case study workshops are a realistic, enjoyable and effective teaching method. Originality/value – The paper describes the authors' efforts to embed sustainability into a curriculum from week 1 of chemical engineering curriculum, as well as providing input on sustainability into the curriculum of the remaining engineering disciplines. These approaches can be useful for other engineering higher education providers in ensuring effective sustainability education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine the integration of Okala curriculum into Interior Design coursework. Okala, as a teaching package, is utilized extensively in industrial design education. However, this study examines the expansion and insertion of Okala modules in an existing interior design curriculum. The Okala modules included were: broad ecological information, eco-design history, and strategies and processes for ecological design implementation. To interpret if the integration was effective, an online survey was developed and distributed to students enrolled in the course. Design/methodology/approach – The survey was administered at the end of the spring 2009 semester. To evaluate the effectiveness of Okala modules and the perceived perceptions of the students' awareness toward the environment – ecologically, economically and sustainably – the researchers used the New Ecological Paradigm (NEP) questionnaire. Developed by Dunlap and Van Liere in 1978, the NEP has been a reliable instrument in several previous studies, has measured other populations' attitudes toward the environment, and correlates well with the intent of researching Okala modules. Findings – The key findings suggest that the incorporation of Okala modules: heightened students' confidence that humans' ability to produce environmentally-friendly technologies will not allow for environmental collapse; equalized students' feelings about humans' and nature's rights; and did not change students' perception about Earth's capabilities and limits. Overall, the study had successfully determined students' environmental feelings prior to and after course instruction. Originality/value – This paper exposes the importance of integrating sustainable development and interdisciplinary coursework into the content of a curriculum-required course. [ABSTRACT FROM AUTHOR]

Purpose – The 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/approach – A 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. Findings – It was found that students appreciate and enjoy a macro ethical sustainability informed approach, but find it more challenging to apply in practice. Practical implications – The 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 implications – Engineers 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/value – In 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. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide a case study which illustrates how specific skills can be embedded within an undergraduate business module thereby promoting wider criticality and an ethos of sustainability. Design/methodology/approach – The paper analyses a pragmatic approach to redesigning a third-year undergraduate module on twenty-first century business topics such as globalisation and sustainability in which students acquire subject-specific knowledge as well as the tools necessary for challenging current approaches. The redesign was guided by a series of emergent paradigms within the pedagogical literature, including student-centred learning, emphasis on skills development and elements of the critical management perspective. "Questioning perceived wisdom" became the subtext for a series of activities linked to continuous assessment. Action research provided a basis for curricular development, and resulted in lectures with multiple viewpoints and a variety of weekly tasks including analyses of in-class debates, surveys, and online discussions in small groups. The new structure also sought to address instrumental attitudes and student engagement. Rich qualitative and quantitative data were generated from the surveys, discussion groups, exam scripts and student feedback. Findings – Data show that students responded well to those activities which implicitly reinforced the skills of "questioning" and judgement based on evidence. The increased engagement may be due to incentivisation of the chosen assessment structure and/or the heuristic nature of the varied activities. Originality/value – This paper invites practitioners to shift away from "teaching" sustainability or criticality as an intellectual topic, and rather to concentrate more on creating those experiential opportunities where the student can develop the skills to question current dogma, whether neo-liberalism or even environmental fundamentalism. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to review research and strategies in Australian business education that aim to foster graduate capabilities in sustainability concepts and practices, also to present a case study of teaching practice along with ideas for future development. Design/methodology/approach – The authors report on a research project by seven Australian universities, with financial support from the Australian Learning and Teaching Council (ALTC), on how to develop and grade graduate capabilities with sustainability identified as a core graduate skill. An example is presented from the Faculty of Business and Economics of a strategy in action – the use of a case study (centred on sustainability practices at the university) to enhance the skills of merit scholars. Findings – Corporate social responsibility is a well-established concept in business management theory, with sustainability principles emerging as a core feature. In the higher education sector, the spirit may be willing, but training in the application of these principles has been implemented as an add-on rather than an embedded part of the curriculum. Although efforts are being made to find ways of nurturing graduate capabilities in sustainability practice, a significant obstacle is the lack of teaching models and materials. The authors offer findings from the ALTC graduate skills project as well as a case study of implementation. Originality/value – The authors report on practical innovations in fostering business graduate skills in implementing sustainability principles, assess the utility of current education practice and present some suggestions for future learning and teaching strategies. [ABSTRACT FROM AUTHOR]

Purpose – With more than 332 signatories, the United Nations Principles for Responsible Management Education (PRME) is probably the most solid initiative to inspire and champion responsible business education globally. The purpose of this paper is to examine the activities undertaken by the first intake of signatories – universities and business schools – with regard to each of the six principles (offering a systematic analysis and "distilled" categorization of those initiatives). It also aims to evaluate the difficulties and tensions that may be entailed in integrating PRME in both the strategic intent and daily operations of educational institutions, and how to overcome some of these. Finally, it aims to offer a critical reflection on the "non-compliance and non regulatory/measurement" nature of PRME (the initiative assumes that signatories act on the basis of principled pragmatism), offering suggestions for improving the reporting mechanism on which the whole initiative is based. Design/methodology/approach – The authors analyze the first 100 "Sharing Information on Progress" (SIP) reports uploaded to the PRME web site. These reports are the main mechanism established by the PRME Secretariat to build learning and accountability and allow signatories to communicate their progress. Elements from grounded theory and other qualitative analytical approaches were used to allow themes to emerge from within the (often messy and irregular) data from the reports. Graphical representations are also used. Findings – Activities undertaken by PRME signatories are portrayed for each of the six principles: principle 1 on purpose (capabilities of students); principle 2 on values (incorporated in curriculum and academic activities); principle 3 on learning approaches; principle 4 on research (with sustainable, social, environmental and economic value); principle 5 on partnership (interaction with business managers); and principle 6 on dialogue (among key stakeholders). Tensions regarding ideology, integration and implementation are also identified, as well as possible weaknesses, e.g. on integrity, quality and reporting policies, in the current "SIP" framework. Originality/value – This paper is the first scholarly work depicting comprehensively the activities of PRME signatories worldwide. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to investigate the barriers to the implementation of energy efficiency projects in Canadian universities, including access to capital, bounded rationality, hidden costs, imperfect information, risk and split incentives. Methods to address these barriers are investigated, including evaluating the efficacy of revolving funds. Design/methodology/approach -- Senior administrators of 15 Canadian universities were interviewed, making use of both structured and open-ended questions. As university executives and senior technical directors are responsible for investment in energy efficiency at Canadian universities, these individuals were the focus of our study. Findings -- The results offer a curious contradiction. While "Access to Capital" was found to be the largest barrier to energy efficiency in Canadian universities, and while respondents agreed that green revolving funds are both an effective method to address these capital funding constraints, and may be an effective method to implement energy conservation projects at their university, only 2 out of the 15 universities interviewed and 7 out of the 98 universities in Canada currently make use of a green revolving fund. A general reluctance at Canadian universities to formalize processes to prioritize energy efficiency limits the associated benefits of mechanisms such as revolving funds to institutionalize energy efficiency and reduce long-term energy use. Practical implications -- To provide insights into barriers to energy efficiency in universities and methods to address them, including the efficacy of revolving funds. Originality/value -- This research is one of the first to investigate the efficacy of revolving funds to confront barriers to energy efficiency. The findings, implications and recommendations are valuable to organizations, university administrators, researchers and practitioners implementing energy efficiency measures. [ABSTRACT FROM AUTHOR]

Purpose – University campuses behave as complex systems, and sustainability in higher education is best seen as an emergent quality that arises from interactions both within an institution and between the institution and the environmental and social contexts in which it operates. A framework for strategically prioritizing campus sustainability work is needed. This paper seeks to address these issues. Design/methodology/approach – First, a conceptual model is developed for understanding institutions of higher education as systems. Second, a leverage points framework is applied to experiences at the University of Vermont in order to evaluate campus sustainability efforts. Finally, real-world examples are used to analyze and prioritize campus sustainability leverage points for advancing organizational change. Findings – This systems thinking approach identifies key leverage points for actions to improve sustainability on campus. The leverage points framework is found to be valuable for: evaluating the potential of individual programs or actions to produce system-wide change; coordinating individual programs into a strategic effort to improve the system; and making connections between campus and the surrounding social and environmental contexts. Advancing campus sustainability is found to be strengthened by particular ways of thinking and an organizational culture committed to continuous improvements and learning improved ways of doing business based on environmental and social, as well as institutional, benefits. Originality/value – Campus sustainability workers must develop a prioritization process for evaluating which ideas to move forward on first. Systems thinking can cultivate our ability to consciously redesign and work with the systems that are in place, to intentionally pursue organizational improvements, and to plan and coordinate sustainability programs with potential for big changes. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to draw lessons for developing community-university partnerships from experiences in promoting coastal education for sustainable development (ESD). Design/methodology/approach – Qualitative data collected from two coastal community outreach projects were analyzed. Findings – The outreach projects improved the relationship between university and community members. It is important to conduct interviews at the early stages of the projects to understand the needs of the community and set project outcomes to meet community-defined priorities. The most effective means for promoting an ESD program based upon community-university partnerships is to reach out to and network with local individuals who have been active in community projects and embed the program concept into the activities of those individuals. Mediators who link the academic community with the local community are helpful in promoting the partnerships, and university students were found to be successful mediators. Originality/value – On the basis of the experiences gained from starting an ESD program in the community, this research provides some clues to initiate service learning or community-based research based upon community-university partnerships. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to present innovative strategies to promote sustainability-focused education, in a case study of a multi-institutional program designed to prepare students for management positions in global apparel and footwear companies. The program is unique in focusing upon management education occurring outside the business school, extension of faculty resources through inter-institutional collaborations, and use of the internet for course delivery. Design/methodology/approach – Faculty from three institutions collaborated to develop ten 1-credit web-based graduate courses and delivered them inter-institutionally. Through collaboration with global companies and other stakeholders and through field research, the faculty built a shared vision of sustainability education, identified learning outcomes, developed practical and applied learning experiences and created tools to assess learning. Findings – Industry experts agreed that the courses and learning outcomes were important and addressed industry needs. The internet-based platform and learning activities engaged students and encouraged development of creative strategies for addressing sustainability issues. Practical implications – Students and institutions benefitted from the award-winning program. Specific outcomes are discussed. Originality/value – The strategies used in development of the program provide examples for other educational institutions for how to negotiate institutional factors in pursuit of the UN Principles for Responsible Management Education. [ABSTRACT FROM AUTHOR]

Purpose – A whole-systems approach, which seeks to optimize an entire system for multiple benefits, not isolated components for single benefits, is essential to engineering design for radically improved sustainability performance. Based on real-world applications of whole-systems design, the Rocky Mountain Institute (RMI) is developing educational case studies to help engineers expand their whole-systems thinking. The purpose of this paper is to evaluate the effectiveness of these case studies in multiple sections of a first-year engineering course. Design/methodology/approach – The comprehension of whole-systems principles by 165 first-year engineering students at Clemson University was evaluated through surveys and open-ended questionnaires, before and after introducing the educational case studies. Findings – The pilot study results show that introducing the case studies improves students' consideration of several essential whole-systems design concepts. The case studies were particularly effective in strengthening student consideration of the clean sheet approach, integrative design, design for multiple benefits, optimization of the entire system, and the possibility of drastic efficiency increases with current technology. Research limitations/implications – This study was conducted at a single institution and with a fairly homogeneous group of students. These factors should be considered when interpreting the implications of the findings for other groups. Originality/value – This preliminary research shows that case study examples like these can help increase consideration of the whole-systems design approach that leads to improved sustainability performance. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to discuss the proposal that curriculum designed for and about enterprise education can be sustained via a cyclical model of evaluation. Such an approach takes into consideration an important aspect of enterprise education which is |!|#34;context|!|#34;, a significant aspect overtly linked to the differing subject disciplines offering such curriculum. Design/methodology/approach |!|#8211; The design of this research project was driven by the authors|!|#39; suggestion that to evaluate the impact of enterprise education pedagogy different factors to those that are currently prescribed need to be taken into consideration. Current evaluation practice is to take a global, generic approach, often utilising quantitative techniques, but the authors argue that evaluation of enterprise education should consider local, contextual factors only |!|#8211; key contextual factors being subject discipline, along with the lecturer|!|#39;s own context, teaching and learning materials and implicit and explicit notions of enterprise education. The research utilised two different modules and approaches to evaluation: first, a questionnaire designed using module materials such as learning descriptor and module outcomes which produced quantitative data that could be linked directly to the module learning and teaching inputs as well as lecturer|!|#39;s approach; and second, a focus group-type approach undertaken with students on a completely separate and distinct module returning qualitative data, The former module was explicitly enterprise education and the latter module had a very implicit nature in relation to enterprise education. The students for the latter module were not aware of the enterprise connotation of the module. Findings |!|#8211; The authors|!|#39; notion that contextual evaluation has real value was upheld in each case. Both lecturers used the data collected to improve and make productive changes to their module content and teaching and learning materials for the following cohorts of students. Practical implications |!|#8211; It is the authors|!|#39; belief that contextual evaluation offers enterprise education pedagogy the opportunity to be evaluated in a more useful and practical forum, with results not only illustrating the impact on students but also on the module content and how this has been instrumental in the students|!|#39; progress. Originality/value |!|#8211; Those wishing to embed and sustain enterprise education by keeping the topic up to date on an annual basis will find this case study useful and, upon request, may have access to the evaluation methods used by the authors. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide executive management at a regional university with empirical data to justify, or otherwise, a substantial outlay of funds to support bicycle commuting as a viable strategy for the reduction of traffic congestion. Design/methodology/approach – A custom designed questionnaire was completed by 270 participants who were enrolled in a first year undergraduate science, technology and society course which focussed on the environment and sustainability issues. The questionnaire targeted the likelihood that participants would use a bicycle to commute to university and the factors which influenced the decision to bicycle commute. Findings – Principal components analysis identified a common underlying construct which addressed the likelihood to ride to university and involved the opportunity to ride on bike paths, the availability of appropriate facilities at the institution, knowledge of other people who rode to university and the number of study contact hours on a given day. Qualitative analysis identified route safety as the primary factor influencing the decision to bicycle commute. No association was identified between the likelihood to bicycle commute and the participants' confidence or experience level in riding a bicycle. While the study provides evidence to support the expenditure required to develop an appropriate built environment which facilitates bicycle commuting, it indicates that such action taken in isolation will have minimal effect on increasing this mode of commuting. Research limitations/implications – The study was conducted to meet the needs of a particular institution and is not considered generally applicable. However, it provides a framework for others who may wish to conduct similar research. Originality/value – This study targets a perceived gap in the literature in relation to the attitude of tertiary students towards bicycle commuting and provides empirical evidence to support bicycle commuting as a sustainable transport option. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to describe four phases for how universities have addressed a sustainability agenda and offer specific lessons for how and where experiences on one campus, the University of Colorado Boulder, have been met with success and other challenges. The authors offer general reflections for executing university-wide sustainability initiatives with a central intent of illuminating central barriers against, and incentives for, a coordinated and integrated approach to campus sustainability. Design/methodology/approach – The approach for arriving at four phases and a description of the University of Colorado Boulder is based on experiences from learning, teaching, and administering within universities–collectively for almost a century among the authors–and lessons from "war room" discussions. Findings – Sustainability initiatives on campus may evolve through a series of phases labeled: grassroots; executive acceptance of the business case for sustainability; the visionary campus leader; and fully self-actualized and integrated campus community. The University of Colorado Boulder, while a leader in many respects of sustainability (research, student activities, facilities management) has experienced serious challenges for coordination. Originality/value – The four phases are a relatively novel contribution for the specific literature on sustainability education. Second, the tangible examples from University of Colorado Boulder demonstrate how coordination is difficult in these situations; these examples allow readers to better relate to and understand such challenges. Finally, the authors reflect on central issues according to three categories: self-reflection, recommendations, and advantages. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine the effect of intensive extra-curricular learning opportunities on students' knowledge, skills, and attitudes regarding cotton and sustainability. Design/methodology/approach – A three-phase extra-curricular learning opportunity was designed to include a Sustainable Cotton Summit; pre-summit and post-summit surveys of students' knowledge, skills, and attitudes toward cotton; and an individual essay competition. Findings – The two-group mean comparisons showed that the summit made the largest impact on students' knowledge in cotton and sustainability, followed by students' skills and attitudes. The student essays indicated that the summit provided insight that is not readily available in their education curricula. Research limitations/implications – The benefits derived from educating students about sustainability and cotton should be extended to other fibers, as well as to other segments of the supply chain. Practical implications – Businesses involved with cotton supply chain must do a better job at educating and explaining sustainability aspects of cotton to consumers. Educators must also further their efforts in preparing students as professionals in the industry. Originality/value – In response to the lack of educational opportunities about cotton and sustainability in the textile- and apparel-related academic field in the USA, this study offered the two-day Sustainable Cotton Summit in 2010 in which over 400 students have participated. Changes in students' knowledge, skills, and attitudes were assessed through pre- and post-summit surveys, and post-summit essays. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions (HEIs) around the world are engaged in internationalisation efforts. Yet internationalisation per se is associated with significant pressures on the environment and environmental resources, which need to be addressed. This study aims to assess the opportunities, benefits and challenges associated with the internationalisation of universities at a global level. Design/methodology/approach: A total of 27 relevant case studies were extracted from the literature to illustrate how HEIs worldwide are ensuring sustainability in their internationalisation efforts. Findings: Through case studies of international HEIs, the study lists the opportunities, benefits and challenges associated with the internationalisation of universities at a global level and some of the measures that may be deployed to reduce the environmental impacts of their international activities. Originality/value: This study provides a welcome contribution to the literature because it outlines some of the works taking place at universities, where matters related to sustainable development are considered against a background of internationalisation efforts. [ABSTRACT FROM AUTHOR]

Purpose – This article aims to provide an overview of Texas State University's Common Experience, an innovative initiative that engaged tens of thousands of people in shared consideration of sustainability as a single topic during academic year 2010-2011. Design/methodology/approach – The discourse begins with an overview of the Common Experience from a pedagogical perspective based on five principles of effective instructional practice identified by the National Research Council (NRC) in their synthesis of the research from the fields of cognitive, developmental and educational psychology, and brain research on how people learn. Based on a case study research design, the article next provides detailed descriptions of course-based and non-course Common Experience activities, including examples from the year-long initiative. The discourse then focuses on important elements organizers should consider when planning non-course activities, followed by a description of the planning process needed to replicate the initiative at other institutions. Findings – Based on five principles of instructional practice, the Common Experience is a pedagogical innovation designed to cultivate a common intellectual conversation across the campus, to enhance students' participation in the intellectual life of the campus, and to foster a sense of community across the campus and extended community. In so doing, the Common Experience in sustainability inspired people on campus and in the community to change behavior and social policy, build scientific understanding, connect local environmental issues to global themes, and reshape values – components crucial to sustainability education. Originality/value – The Common Experience is more likely to yield progress toward finding solutions to sustainability problems because it promotes engagement and input from all stakeholders within the campus and surrounding community through shared vision and face-to-face dialogue in a variety of contexts. [ABSTRACT FROM AUTHOR]