Leela Velautham, Jeremy Gregory and Julie Newman
The purpose of this paper is to evaluate the extent to which a sample of US-based higher education institution’s (HEI’s) climate targets and associated climate action planning…
Abstract
Purpose
The purpose of this paper is to evaluate the extent to which a sample of US-based higher education institution’s (HEI’s) climate targets and associated climate action planning efforts align with the definitions of and practices associated with science-based targets (SBTs) that are typically used to organize corporate climate efforts. This analysis will be used to explore similarities and tease out differences between how US-based HEIs and corporations approach sustainable target setting and organize sustainable action.
Design/methodology/approach
The degree of intersection between a sample of HEI climate action plans from Ivy Plus (Ivy+) schools and the current SBT initiative (SBTi) general corporate protocol was assessed by using an objective-oriented evaluative approach.
Findings
While there were some areas of overlap between HEI’s climate action planning and SBTi’s general corporate protocol – for instance, the setting of both short- and long-term targets and large-scale investments in renewable energy – significant areas of difference in sampled HEIs included scant quantitative Scope 3 targets, the use offsets to meet short-term targets and a low absolute annual reduction of Scope 1 and 2 emissions.
Originality/value
This paper unites diverse areas of literature on SBTs, corporate sustainability target setting and sustainability in higher education. It provides an overview of the potential benefits and disadvantages of HEIs adopting SBTs and provides recommendations for the development of sector-specific SBTi guidelines.
Details
Keywords
Gregory O'Brien and Ruth Bevan
This paper seeks to discuss the complexity of the relationship between genotype and phenotype and highlight the importance of a greater understanding of behavioural phenotypes in…
Abstract
Purpose
This paper seeks to discuss the complexity of the relationship between genotype and phenotype and highlight the importance of a greater understanding of behavioural phenotypes in genetic syndromes. The aim is to explore the developmental trajectory of the behavioural phenotypes as individuals emerge from childhood into adulthood and beyond.
Design/methodology/approach
Information was gathered from a search of the relevant literature over the past 20 years using Medline and PsycINFO databases in May 2010 as well as information published in textbooks on this matter.
Findings
The outcomes were considered under five areas of functioning: cognition, communication, behaviour, social functioning and propensity to psychiatric illnesses. The research thus far suggests that outcomes in behavioural phenotypes in adults are extremely variable. Individual predictions are difficult to make. However, some trends do emerge.
Originality/value
Findings of particular interest are the rates of attention deficit hyperactivity disorder and autism spectrum conditions and how these change over the developmental trajectory. The paper highlights the need for further research in this area and discusses the need to view behavioural phenotypes as a continuum across the lifespan.
Details
Keywords
Abstract
Details
Keywords
Maria Manta Conroy, Becky Mansfield, Elena Irwin, Gina Jaquet, Gregory Hitzhusen and Jeremy Brooks
Integrating sustainability into university curricula brings diverse challenges and conflicts as separate units vie for ownership of courses and topics. This case study presents a…
Abstract
Purpose
Integrating sustainability into university curricula brings diverse challenges and conflicts as separate units vie for ownership of courses and topics. This case study presents a six dimensions sustainability framework developed at The Ohio State University to organize curricula under an inclusive strategy.
Design/methodology/approach
An interdisciplinary group of faculty focused on sustainability education engaged in a three-phased process including review of sustainability definitions from diverse disciplines; analysis of key aspects of the definitions in conjunction with course descriptions and learning outcomes; and identification of commonalities across the key aspects. This yielded six foundational dimensions of sustainability which serve as a means to assess curricular contributions across University units and topics. The six dimensions framework has been used in practice in multiple contexts.
Findings
The six dimensions framework provides a way to identify and foster diverse sustainability curricula efforts. It has enabled academic units to describe their disciplinary and interdisciplinary perspectives on diverse sustainability topics and the University to advance a broad sustainability vision.
Originality/value
The six dimensions framework provides a novel “big tent” approach to integration of sustainability into higher education curricula. The framework provides guidance about what counts as sustainability while maintaining the breadth that widens participation.
Details
Keywords
Lukasz Swiatek, Chris Galloway, Marina Vujnovic and Dean Kruckeberg
Robert Gregory and Daniel Zirker
New Zealand has long been regarded as a country with little or no governmental corruption. In recent times it has been ranked consistently as one of the five least corrupt…
Abstract
New Zealand has long been regarded as a country with little or no governmental corruption. In recent times it has been ranked consistently as one of the five least corrupt countries in the world, on Transparency International’s (TI) Corruption Perceptions Index (CPI). In 2009 and 2011 it was ranked as the single most corruption-free country on the CPI, and in 2012 it shared first place with Denmark and Finland. This chapter examines the reasons why historically New Zealand has been largely free of governmental corruption, using widely accepted definitions of what constitutes corrupt behavior. It goes on to argue that, at least by its own normal standards, the country might now be more susceptible to corruption, for a variety of reasons, in both the public and private sectors, and that more political and administrative attention may need to be paid to this issue. This chapter discusses New Zealand’s surprising tardiness in ratifying the United Nations Convention against Corruption, an apparent reluctance that leaves the country sitting alongside other non-ratifying countries which have endemic levels of corruption in all its forms. In this context, this chapter also notes some international dissatisfaction with New Zealand’s anti-money laundering legislation, enacted in 2009.
Thomas Reid (1710–1796) was the originator of the Scottish philosophy of common sense, an approach that claims reality is objective and knowable, made up of material objects, and…
Abstract
Thomas Reid (1710–1796) was the originator of the Scottish philosophy of common sense, an approach that claims reality is objective and knowable, made up of material objects, and understandable by ordinary men. Common sense philosophy developed in opposition to the pervasive skepticism of the period, best exemplified by David Hume. A professor of philosophy at King’s College, Aberdeen, Reid was chosen to be the successor to Adam Smith as the chair of Moral Philosophy at the University of Glasgow. From that position, Reid played an important role in the Scottish Enlightenment as professor, scholar, and correspondent. While Reid was not an economist, he did write on important theoretical and philosophical issues in moral philosophy, the natural sciences and mathematics. Reid may prove additionally interesting to economists for his insightful critique of Smith’s Theory of Moral Sentiments.