13 results
Search Results
2. Exploring the sustainable reporting practices of universities in relation to the United Nations' 2030 Agenda for sustainable development.
- Author
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Nikolaou, Ioannis I., Tsalis, Thomas A., Trevlopoulos, Nikolaos S., Mathea, Anna, Avlogiaris, Georgios, and Vatalis, Konstantinos I.
- Subjects
SUSTAINABILITY ,SUSTAINABLE development ,CLIMATE change adaptation ,CONSUMER behavior ,CLIMATE change mitigation ,SOCIAL sustainability - Abstract
Universities are aware of the imperative of sustainability and are focusing on promoting the aims and principles of sustainable development, such as greening their curriculum, enhancing the environmental performance of their campus and using sustainable criteria in their investment and purchasing behavior. Also, the scope of sustainable development was broadened by the introduction of 17 Sustainable Development Goals (SDGs) proposed by the United Nations' (UN) 2030 Agenda which stipulates new directions for sustainability at a global level. Given this background, this paper examines the level of alignment of universities with the 17 SDGs through an analysis of sustainability reports prepared by universities, in order to highlight the issues which are mostly discussed by universities in relation to SDGs. To do so, an empirical analysis was carried out on a sample of 37 sustainability reports using a methodological framework based on scoring techniques to analyze their content. The findings show that the universities have disclosed more information about climate change mitigation and adaptation practices and less about SDGs regarding quality of education and peace, democracy and strong institutions. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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3. Sustainability in higher education institutions: a case study of project FUCAPE 120% sustainable.
- Author
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Laurett, Rozelia, Paço, Arminda, and Mainardes, Emerson Wagner
- Subjects
SUSTAINABILITY ,UNIVERSITIES & colleges ,HIGHER education ,PRIVATE schools ,CLIMATE change mitigation ,SUSTAINABLE development - Abstract
Purpose: This paper aims to understand how the FUCAPE 120% Sustainable project promotes sustainable development in higher education. The project was conceived and implemented by FUCAPE Business School, a private higher education institution (HEI) specialised in business, located in Vitória, Espírito Santo, Brazil. Design/methodology/approach: The approach of the study was qualitative research based on a case study. Data were collected through semi-structured interviews with 12 stakeholders involved in FUCAPE 120% Sustainable. Findings: The results indicate that FUCAPE 120% Sustainable is a project formed from 18 sustainable actions incorporated on the campus of FUCAPE Business School. Most of the project's actions are connected to the triple bottom line (TBL) and linked to sustainable development goals (SDGs), particularly SDG12 (responsible consumption and production), SDG13 (climate action) and SDG17 (partnerships for the goals). Research limitations/implications: This study contributes to the literature by extending information on sustainability in HEIs, focusing specifically on a business HEI. Practical implications: This is an innovative project that can serve as a model for other HEIs, with due adaptations. As business HEIs do not usually have laboratories, they may be considered to have little effect on the environment. However, this study found that business HEIs can have a relevant impact on the environment, and the adoption of sustainable actions can minimise adverse effects. Originality/value: Various sustainability projects and actions are developed and implemented by HEIs, but studies analysing the projects in business HEIs or studies linking the actions of the project to the TBL theory and SDGs are scarce. Sustainable business HEI-based projects may provide future managers a more inter-disciplinary and sustainable vision focused on the TBL and SDGs. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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4. Key insights from climate communication – and how they can inspire sustainability in higher education.
- Author
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Sippel, Maike
- Subjects
HIGHER education ,UNIVERSITIES & colleges ,CLIMATE change mitigation ,SUSTAINABILITY ,CLIMATE research - Abstract
Purpose: To combat climate change and safeguard a liveable future, humanity needs fundamental and rapid social change. The purpose of this paper is to show, why and how climate communication can play an important role to nurture the public engagement needed for this change, and to explore, what higher education for sustainability can learn from climate communication. Design/methodology/approach: The scientific evidence base on climate communication for effective public engagement is summarised into 10 key principles, including "basing communication on people's values", "conscious use of framing" and "turning concern into action". Based on the author's perspective and experience in the university context, implications are explored for sustainability in higher education. Findings: The study provides suggestions for teaching (e.g. complement information with consistent behaviour by the lecturer, integrate local stories and provide students with basic skills to communicate climate effectively), for research (e.g. make teaching for effective engagement the subject of applied research), for universities' third mission to contribute to sustainable development in the society (e.g. provide climate communication trainings to empower local stakeholders) and greening the campus (develop a proper engagement infrastructure, e.g. by a university storytelling exchange on climate action). Originality/value: The study provides an up-to-date overview of climate communication research, which is in itself original. This evidence base holds interesting learnings for institutions of higher education, and the link between climate communication and universities has so far not been explored comprehensively. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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5. Green buildings in Chilean public higher education: a trend or a must-have in university strategic guidelines?
- Author
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Mac-lean, Claudia, Núñez-Cárdenas, Pablo, Rodríguez, Bárbara X., and Aldea, Cristian
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HIGHER education ,SUSTAINABLE buildings ,STUDENT mobility ,GREENHOUSE gas mitigation ,UNIVERSITIES & colleges ,CLIMATE change mitigation ,COLLEGE buildings - Abstract
Green buildings have gained increasing relevance and market share in recent decades. Also, higher education institutions are progressively incorporating the conceptualisation of sustainable development by greening campuses. Thus, given the construction sector relevance in climate change mitigation and the role universities have to play as models for society, the purpose of the present paper is twofold. First, the authors develop a baseline study to determine the extent to which green buildings' features and certifications are being incorporated in public Chilean higher education institutions, as a first of its kind effort in the higher education sector in Chile. Second, the authors explore the opportunities that can support the advancement of campus greening through green buildings deployment on university campuses in Chile. This study follows a qualitative strategy approach in the form of a survey design based on the UI GreenMetric World University Ranking that was administered through an online questionnaire to representatives who hold the position of Sustainability or Infrastructure Heads in public universities, which are united in the Chilean State Universities Consortium. The main findings suggest a general maturation process of green building features´ incorporation on campuses at Chilean public higher education institutions in early or transitional stages. The leading indicators relate to open space, pedestrian paths, and efficient appliances, whereas the reported performance is lower with respect to sustainability budget, zero emission vehicles, and greenhouse gas emission reduction programmes. The opportunities identified for promoting the implementation of green buildings relate to three entrenched dimensions: research, promotion, and public policy. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
6. Impactful engineering education through sustainable energy collaborations with public and private entities.
- Author
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Pacheco, Lluís, Ningsu, Luo, Pujol, Toni, Gonzalez, Jose Ramon, and Ferrer, Inès
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SUSTAINABLE engineering ,ENGINEERING education ,RENEWABLE energy sources ,ENERGY development ,CLIMATE change mitigation ,SUSTAINABLE development - Abstract
Purpose: This paper aims to report on a case study concerning the development of sustainable energy partnerships involving engineering faculty and undergraduate students at the University of Girona, Catalonia, Spain. Design/methodology/approach: Faculty were motivated to seek partnerships with public and private entities in the local area for the purposes of realising mutually beneficial outcomes. The educational programmes of future engineers, when sustainability is considered, are analysed. Education for sustainable development has to include multidisciplinary active learning as a desirable competence. Active learning can be obtained when problems are based on real life because they are most motivating for students. Constructive alignment component is obtained because learning objectives are linked with learning activities related to the needs of public and private entities. Findings: Through the provision of technical expertise, the adoption and success of renewable energy projects was facilitated on the one hand, while final year undergraduate students benefited in terms of hands-on experience in helping to bring these projects to life, drawing on the knowledge and skills they had acquired throughout their degree programmes. These works are addressed to students by faculty members with the aim of developing and promoting renewable energies. Outcomes from partnerships surpassed expectations; not only were different benefits realised as were initially hoped for, but this success led to partnerships being sustained over time. Originality/value: Fossil fuel-based energy systems are associated with a myriad of negative environmental and social externalities. It is difficult to overstate the importance of transitioning towards alternative low carbon energy sources for climate change mitigation which are less centralised compared to the status-quo for energy security and energy independence. By actively facilitating the development of decentralised renewable energy sources in Catalonia, the projects reported herein are of significant value in social environmental and educational terms. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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7. Day one sustainability.
- Author
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Orr, John, Ibell, Timothy, Evernden, Mark, and Darby, Antony
- Subjects
ENGINEERING education in universities & colleges ,CLIMATE change mitigation ,CURRICULUM planning (Higher education) ,SUSTAINABLE architecture ,ENERGY consumption ,SUSTAINABILITY ,ENGINEERING students ,HIGHER education ,EDUCATION - Abstract
Emissions reductions targets for the UK set out in the Climate Change Act for the period to 2050 will only be achieved with significant changes to the built environment, which is currently estimated to account for 50% of the UK's carbon emissions. The socio-technological nature of Civil Engineering means that this field is uniquely placed to lead the UK through such adaptations. This paper discusses the importance of interdisciplinary teaching to produce multi-faceted team approaches to sustainable design solutions. Methods for measuring success in education are often not fit for purpose, producing good students but poor engineers. Real-world failures to apply sustainable design present a serious, difficult to detect, and ultimately economically negative situation. Techniques to replace summative examinations are presented and discussed, with the aim of enhancing core technical skills alongside those required for sustainable design. Finally, the role of our future engineers in policy-making is discussed. In addition to carbon, the provision of water and food will heavily influence the work of civil engineers in the coming decades. Leadership from civil engineers with the technical knowledge and social awareness to tackle these issues will be required. This provides both opportunities and challenges for engineering education in the UK. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
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8. The role of African universities in handling climate change.
- Author
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Leal Filho, Walter, Sierra, Javier, Kalembo, Frederick, Ayal, Desalegn Y., Matandirotya, Newton, de Victoria Pereira Amaro da Costa, Cristina Isabel, Sow, Baba Libasse, Aabeyir, Raymond, Mawanda, James, Zhou, Leocadia, and Baldeh, Demba
- Subjects
CLIMATE change adaptation ,CLIMATE change ,CLIMATE change mitigation ,STUDENT mobility ,AFRICAN diaspora ,LITERATURE reviews ,AFRICANS - Abstract
Background: African countries are among the most vulnerable and affected by climate change. Comprehending climate change poses a major hurdle for the African population, politicians, and the African Union alike, presenting a substantial challenge for all involved. It is generally accepted that universities and other higher education institutions must play a leading role as drivers of change. Therefore, it is very important that African universities educate students about both mitigation and adaptation measures, develop the necessary initiatives to foster research in climate change-related topics and promote cooperation and alliances with key stakeholders. Results: This research reports on a study aimed at identifying the extent to which higher education institutions in Africa are engaging in efforts to deal with the challenges posed by climate change. The objectives were accomplished through a mixed method approach, incorporating a review of literature, an international survey, and the inclusion of selected case studies from African universities that have developed successful initiatives. The research has brought to light significant disparities, such as varying perceptions regarding the potential outcomes of climate change and its associated extreme events in African countries. In addition, the study highlighted areas where there is a notable consensus on specific issues. It also offers a comprehensive view of the different strategies that universities are implementing to contribute to climate change mitigation and adaptation in several areas. Although there is a growing interest in the need to contribute to the joint task of mitigating the effects of climate change and adapting to its consequences, HEIs need to increase their efforts to enhance the work of their professors and researchers. To this end, the involvement of public authorities and other private sector actors is essential. Conclusions: This article outlines some actions that need to be undertaken so that universities may play a more active role in global efforts to handle the problems associated with a changing climate. There is a notable focus from academic actors on addressing climate change challenges in Africa. In addition, there is a proactive emphasis on utilizing science and research to comprehend climate change issues and offer widely applicable tools for adaptation and mitigation to safeguard both people and the environment. Consequently, it is crucial and time-sensitive for African universities to enhance their expertise in the field of climate change, fostering the capacity to conduct innovative research that addresses the various challenges linked to the evolving climate. This study offers several useful lessons for African universities to replicate experiences that have generated results in different countries and contexts. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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9. A cost-minimizing approach to eliminating the primary sources of greenhouse gas emissions at institutions of higher education
- Author
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Benjamin Weil and David S. Timmons
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Climate change mitigation ,Primary (chemistry) ,Higher education ,business.industry ,Natural resource economics ,Greenhouse gas ,Sustainability ,Environmental science ,Human Factors and Ergonomics ,business ,Cost of electricity by source ,Education ,Efficient energy use - Abstract
Purpose Many institutions of higher education have committed to carbon neutrality. Given this goal, the main economic issue is minimizing cost. As for society as a whole, dominant decarbonization strategies are renewable electricity generation, electrification of end uses and energy efficiency. The purpose of this paper is to describe the optimum combination of strategies. Design/methodology/approach There are four questions for eliminating the primary institutional greenhouse gas emissions: how much renewable electricity to produce on-site; where and at what price to purchase the balance of renewable electricity required; how to heat and cool buildings without fossil fuels; and how much to invest in energy efficiency. A method is presented to minimize decarbonization costs by equating marginal costs of the alternates. Findings The estimated cost of grid-purchased carbon-free energy is the most important benchmark, determining both the optimal level of campus-produced renewable energy and the optimum efficiency investment. In the context of complete decarbonization, greater efficiency investments may be justified than when individual measures are judged only by fossil-fuel savings. Practical implications This paper discusses a theoretically ideal plan and implementation issues such as purchasing carbon-free electricity, calculating marginal costs of conserved energy, nonmarginal cost changes, uncertainty about achieving efficiency targets, and dynamic pricing. The principles described in this study can be used to craft a cost-minimizing decarbonization strategy. Originality/value While previous studies discuss decarbonization strategies, there is little economic guidance on which strategies are optimal, on how to combine strategies to minimize cost or how to identify a preferred path to decarbonization.
- Published
- 2021
10. A Comparison of Forestry Continuing Education Academic Degree Programs
- Author
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Guangyu Wang, Gongxin Xu, Kebiao Huang, Yufang Zhuo, Michael Kleine, Wei Liu, and Wil de Jong
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Resource (biology) ,010504 meteorology & atmospheric sciences ,Higher education ,forestry higher education ,01 natural sciences ,continuing education ,Technical management ,QK900-989 ,Plant ecology ,Curriculum ,0105 earth and related environmental sciences ,040101 forestry ,competencies ,ComputingMilieux_THECOMPUTINGPROFESSION ,business.industry ,Professional development ,Forestry ,04 agricultural and veterinary sciences ,Livelihood ,Climate change mitigation ,Sustainability ,0401 agriculture, forestry, and fisheries ,post graduate education ,business ,professional development - Abstract
Forestry professionals are expected to be well trained and skilled. This facilitates progress in multiple global efforts to ensure a synergistic contribution of forests and the forest sector to sustainability goals. In recent years, societal demands and expectations associated with forests and the forest sector have changed profoundly. Forests have traditionally been a key resource that contributes to people’s livelihoods, however, this has only been fully embraced among forest professionals within the past 30 years as one of the responsibilities of the sector’s role in society. Forests are the largest repository of carbon stocks and have been assigned a major role in global efforts related to climate change mitigation and adaptation. The changing role of the forest sector is resulting in changes in forestry higher education programs and curricula, however, these changes are occurring unevenly in different regions of the world. One major effort to ensure that forestry professionals have the requisite training and skills, and the ability to implement technical management, public administration, and knowledge creation, are post-graduate training and higher education programs for early career forestry professionals. These programs aim to update a professional’s knowledge and skills to adjust to the changing societal demands on forests, and to address deficiencies in professionals’ undergraduate education. This paper reviews and compares five programs that aim to update and improve knowledge and skills among forest professionals, with a special focus on the Asia Pacific region. After reviewing and comparing several programs, the paper reflects on trends and their possible implications.
- Published
- 2021
- Full Text
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11. Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal.
- Author
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Ruyffelaert, Ariane
- Subjects
FOREIGN language education ,FRENCH language ,HIGHER education ,EDUCATIONAL planning ,LANGUAGE acquisition ,CLIMATE change mitigation - Abstract
Our society is affected by the climate crisis, which is largely a consequence of human activity. For this reason, the education and awareness of society plays a fundamental role. Spain and Andalusia are committed to the 17 sustainable development goals established by the United Nations and their fulfilment by 2030, representing an important part of the Challenges of Andalusian Society (CAS). One of the goals to be achieved is to "improve education, awareness and human and institutional capacity for climate change mitigation, adaptation and early warning". Education and environmental awareness in relation to CAS remain one of the main challenges, especially in foreign language teaching and learning. By means of an innovative educational strategy, this project aims to address four CAS in university language learning/teaching of French as a foreign language (FFL): 1. Climate action, environment, resource and raw material efficiency, 2. Smart, green and integrated transport, 3. Safe, clean and efficient energy, and 4. Health, demographic change and social well-being. The aim is to train and raise awareness of key concepts among undergraduate students through the integration of the CAS as didactic units in FFL subjects of the Bachelor's Degree in French Studies at the University of Granada (Spain). This project may well have a positive impact on the environmental attitude, interest and motivation of students towards the CAS and the acquisition of linguistic competences in the French language. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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12. Climate change advocacy: exploring links between student empowerment and civic engagement.
- Author
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Wodika, Alicia B. and Middleton, Wendi K.
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SERVICE learning ,SELF-efficacy in students ,CLIMATE change ,COLLEGE student attitudes ,SEMANTIC differential scale ,CLIMATE change mitigation ,STUDENT engagement - Abstract
Purpose: This study identified the attitudes and behaviors of college students regarding their advocacy for climate change adaptation and mitigation. Specifically, perceptions of climate change were assessed and advocacy activities were identified for climate change and/or other topics. Design/methodology/approach: Using convenience sampling, students (n = 440) from three universities in the Midwest, the USA, completed surveys assessing their level of agreement with activities related to civic engagement, climate change and policy. Semantic differential scales focused on "learning about climate change," "advocating for climate change mitigation" and "advocating for climate change adaptation." Three open-ended questions were used to identify student experiences with civic engagement and/or service-learning, as well as topics in which they advocate and how they advocate. Findings: Regarding advocacy in general, over 50% of the sample did not advocate for any topic, with 24.5% of students stating they advocated for the environment/climate change. Students who identified as female, democratic and 1st or 2nd year in school were more likely to be engaged with environmental advocacy. Regarding civic engagement, seniors were more actively engaged with their communities and also more likely to vote in local, state and national elections. Research limitations/implications: Time of data collection was a potential limitation with schools conducting data collection at different time periods. Students who identified more progressive politically were also more likely to participate in the study. Originality/value: While research exists regarding student civic engagement levels, this research project identified ways in which students engaged in advocacy, identifying potential links with civic engagement and enhanced participation in climate change adaptation and mitigation strategies. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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13. Climate Change Mitigation and Adaptation in Higher Education Institutions: The Case Study of the Faculty of Physical and Mathematical Sciences at the University of Chile
- Author
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Natalia Vicencio, Luis Vargas, Maisa Rojas, and Claudia Mac-Lean
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Climate change mitigation ,Higher education ,business.industry ,Sustainable management ,Political science ,Sustainability ,Climate change ,Stewardship ,Minor (academic) ,Postgraduate diploma ,Social science ,business ,Environmental planning - Abstract
This study presents climate change related actions at the Faculty of Physical and Mathematical Sciences at the University of Chile on climate change mitigation and adaptation. Specifically, actions in research and development, education, extension, and operational measures on campus are discussed in light of the experience of other Higher Education Institutions and the available international evidence. Selected initiatives from internationally recognized Universities are revised in order to highlight initiatives which promote climate change awareness and develop low-carbon sustainable lifestyles. The paper addresses the role of the University of Chile in disseminating climate change stewardship in education and demonstration projects. For that purpose, we describe the following climate change related actions at the Faculty: (i) carbon footprint calculation, (ii) sustainable campus initiative, (iii) courses in climate change related topics, (iv) minor on sustainability, (v) postgraduate diploma on organizational sustainable management, (vi) research in climate change, and (vii) generation of a climate change mitigation and adaptation plan.
- Published
- 2017
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