To introduce the campus sustainability assessment framework (CSAF) as a campus sustainability audit methodology; to share student campus sustainability audit research; to reflect…
Abstract
Purpose
To introduce the campus sustainability assessment framework (CSAF) as a campus sustainability audit methodology; to share student campus sustainability audit research; to reflect on using the CSAF for pedagogy; to review the usefulness of the CSAF as an action research instrument; to encourage other faculty/sustainability educators to incorporate the CSAF into their curriculum; to present the Sierra Youth Coalition, Canada Sustainable Campuses project as a campaign worth emulating in other countries; to build the body of knowledge in using sustainability audits to integrate research, education, and campus operations.
Design/methodology/approach
The paper describes the Sierra Youth Coalition Sustainable Campuses project, a national student campus sustainability campaign in Canada, and how its campaign tool, the CSAF, was implemented at the University of Prince Edward Island (UPEI) to facilitate project‐based sustainability education. The paper shares the author's rationale and experience of using the CSAF to conduct UPEI's first campus sustainability audit, and of offering the CSAF for course credit.
Findings
The UPEI CSAF experience suggests the CSAF is a constructive tool for post‐secondary sustainability education; that it is possible to assess the ten CSAF sections (water, materials, air, energy, land; health and wellbeing, community, knowledge, governance, economy and wealth) and the total of 169 indicators in less than one academic year; and that students value the hands‐on learning, practical outcomes, and national recognition afforded by conducting a campus sustainability audit using the CSAF.
Practical implications
The UPEI experience can encourage other universities and colleges, in particular post‐secondary institutions in Canada, in synergizing sustainability research, education, and campus operations.
Originality/value
The paper will help Canadian faculty to evaluate the CSAF as a pedagogical tool and as an audit instrument. Non‐Canadian readers may glean insights for integrating student activism into higher education for sustainability. Researchers, educators, and university administrators keen to improve the sustainability performance of their institution can benefit by learning from UPEI's integrative approach.
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Keywords
To assess the Lüneburg Sustainable University Project (the Project) in a non‐European international context; to relate the project scholarly approach to selected scholarly and…
Abstract
Purpose
To assess the Lüneburg Sustainable University Project (the Project) in a non‐European international context; to relate the project scholarly approach to selected scholarly and practice‐oriented North American sustainability in higher education (SHE) methods; to analyze project innovations against North American initiatives.
Design/methodology/approach
Benchmarking indicators were developed inductively in four SHE areas – governance/administration, curriculum/student opportunities, research/scholarship, and operations – via thematic content analysis of 15 descriptions of USA and Canadian universities active in SHE. Data were triangulated with data from the four Association for the Advancement of Sustainability in Higher Education Campus Sustainability Leaders 2006.
Findings
The assessment against selected North American peers suggests that the project is unique in its scholarly approach to and scientific foundation of sustainability in higher education. The transdisciplinary transformative case study is not replicated at any of the comparison institutions; however, elements of the approach and scholarly framework can be found at all North American universities participating in this assessment. North American institutions tend to excel in operational innovations; to keep abreast of international developments, University of Lüneburg is encouraged to commit to a climate‐neutral campus strategy and to implement a sustainability management system, amongst other initiatives.
Practical implications
Knowledge transfer and capacity‐building: North American post‐secondary institutions can learn from the theoretically‐guided, applied research‐based approach to SHE. Through intensified exchange (partnerships) with North American peers, the project and the University of Lüneburg stand to profit from community‐based research approaches and the practice‐oriented work of USA and Canadian campus sustainability offices.
Originality/value
The paper contributes an “outsider's perspective” to the project evaluation. Methodologically, the paper contributes to inductive SHE indicator development.
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Keywords
Almut Beringer, Tarah Wright and Leslie Malone
The purpose is to ascertain the state of sustainability in higher education (SHE) in Atlantic Canada (sustainability education/curriculum; research and scholarship; operations;…
Abstract
Purpose
The purpose is to ascertain the state of sustainability in higher education (SHE) in Atlantic Canada (sustainability education/curriculum; research and scholarship; operations; faculty/staff development and rewards; community outreach and service; student opportunities; and institutional mission, structure and planning).
Design/methodology/approach
All Association of Universities and Colleges of Canada (AUCC) member institutions in Atlantic Canada were sampled in 2005/2006 to examine sustainability performance. Data were collected using the sustainability assessment questionnaire (SAQ) and were triangulated with document, webpage, and additional survey research.
Findings
The majority of higher education institutions in Atlantic Canada are engaged in sustainable development work, most notably in the area of curriculum. Sustainability research and scholarship is spread amongst faculty and students; many institutions have inter‐ or multi‐disciplinary research structures to address sustainability questions across campus and in collaboration with community partners. Much unrealized potential remains within physical operations, faculty/staff development and rewards, and student opportunities. No single university emerges as the Atlantic Canadian SHE leader; Acadia University (Wolfville, Nova Scotia), St Francis Xavier University (Antigonish, Nova Scotia) and Mt Allison University (Sackville, New Brunswick) excel in a regional peers comparison.
Research limitations/implications
The Atlantic Canada study commences a series of five regional SHE assessments in Canada.
Practical implications
The study strengthens ongoing efforts for creative institutional solutions to reduce the ecological footprint of higher education institutions. It contributes to SHE knowledge transfer and capacity‐building.
Originality/value
The study is the first regional SHE performance assessment in Canada. It serves as a pilot study and strategic planning tool.