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Article
Publication date: 11 April 2008

Sarah Holdsworth, Carina Wyborn, Sarah Bekessy and Ian Thomas

This paper seeks to report research undertaken to assess the extent to which Australian universities were engaged in professional development (PD) activities focusing on the…

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Abstract

Purpose

This paper seeks to report research undertaken to assess the extent to which Australian universities were engaged in professional development (PD) activities focusing on the development of education for sustainability for their academics.

Design/methodology/approach

This web‐based survey seeks to identify the existence of PD programs and teaching induction programs within universities, or where programs in tertiary teaching that included any sustainability education content were offered.

Findings

While the vast majority of universities had information about PD available, only one offers a PD course designed to introduce academics to sustainability and teaching sustainability. This is despite the high number of Australian universities that have signed sustainability education declarations, which include commitments to achieving sustainability literacy in staff and students.

Research limitations/implications

The survey focused only on information contained on web sites, and information that would not have been identified by this methodology such as informal programs, forums and workshops, and anything on secure staff “intranet” sites.

Practical implications

This research indicates that in Australia there is only very limited PD activity, which provides one explanation for the limited extent to which education for sustainability is evident in universities.

Originality/value

There is little information about PD activity in universities generally, and especially in Australia. This research provides a starting‐point investigation into activity that may have been missed by the research. More importantly, it provides a base for the exploration of PD programs that will be the most effective and efficient in facilitating education for sustainability.

Details

International Journal of Sustainability in Higher Education, vol. 9 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 17 July 2007

S.A. Bekessy, K. Samson and R.E. Clarkson

This paper aims to assess the impact and value of non‐binding agreements or declarations in achieving sustainability in universities.

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Abstract

Purpose

This paper aims to assess the impact and value of non‐binding agreements or declarations in achieving sustainability in universities.

Design/methodology/approach

A case study of Royal Melbourne Institute of Technology (RMIT) University is presented, analysing the reasons for lack of progress towards sustainability and evaluating best ways forward. Using a timeline and analysis of historical records for the 12 years since RMIT first engaged in the sustainability agenda, major trends in the process of implementing policies are identified. Secondly, 15 semi‐structured interviews with university leaders and key sustainability stakeholders from across the university are analysed to provide insight into how and why the university has failed to achieve sustainability.

Findings

New implications for successfully achieving sustainability arise from these findings. Accountability is a key issue, as RMIT appears to reap benefits from being signatory to declarations without achieving genuine progress. To ensure that declarations are more than simply greenwash, universities must open themselves up to scrutiny of progress to determine whether commitments have been honoured.

Practical implications

Relying on small‐scale “club” activities establishing demonstrations and raising awareness is unlikely to lead to permanent change. The evidence of RMIT's engagement with sustainability shows that, for example, even when successful pilot studies are conducted, these initiatives may do little to affect the mainstream practices of a university unless certain conditions exist. Furthermore, given the on‐paper commitments institutions have made, and the role of the university in society, small‐scale and gradual changes in university practice are a far from adequate response to the urgent sustainability imperative.

Originality/value

The initial engagement of RMIT University with the sustainability agenda 12 years ago marked it as a world leader in sustainability best‐practice. Analysing how and why such a disappointing lack of action has resulted from such promising beginnings provides insight into future directions for implementing sustainability in universities. The paper argues that considering the key responsibility of universities in leading the sustainability agenda, a more systemic and serious response is required.

Details

International Journal of Sustainability in Higher Education, vol. 8 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

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Book part
Publication date: 18 March 2020

Enakshi Sengupta, Patrick Blessinger and Taisir Subhi Yamin

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further enhanced…

Abstract

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further enhanced by ignorance or apathy of people toward the concept of sustainability. In most cases, students who are our future generation are left without any insight, commitment or even understanding their role and responsibility toward creating any meaningful beliefs and actions related to sustainability. Sustainability education is becoming crucial, mainly for young generation so that they have an understanding of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns. While educating them on sustainability begins in institutions of education, it is important that sustainability education is well entrenched in the curriculum and everyday practice of their lives. This chapter introduces the volume series on sustainability where authors from different parts of the world narrate their own experience of imbibing sustainability into their curriculum and teaching sustainability to students.

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Article
Publication date: 6 February 2024

Yuting Wu, Athira Azmi, Rahinah Ibrahim, Azmiah Abd Ghafar and Sarah Abdulkareem Salih

With rapid urbanization, cities are facing various ecological and environmental problems. Living in harmony with nature is more important than ever. This paper aims to evaluate…

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Abstract

Purpose

With rapid urbanization, cities are facing various ecological and environmental problems. Living in harmony with nature is more important than ever. This paper aims to evaluate the ecosystem and ecological features of Azheke village, a key component of the Hani Rice Terraces World Cultural Heritage in China. The focus is on exploring effective ways to improve the relationship between humans and the natural environment through urban design in order to create a livable and sustainable city that can promote the development of sustainable smart urban ecology design.

Design/methodology/approach

This study conducted a systematic literature review to answer the following research questions: (1) How does Azheke design achieve harmony between humans and nature? (2) What are the effective approaches to improve the relationship between humans and nature within urban ecosystems? (3) How can urban design learn and integrate from Azheke’s ecological features to improve the relationship between humans and nature?

Findings

Azheke sustains long-term human-nature harmony through traditional ecological knowledge (TEK) and efficient natural resource use. By incorporating biophilic design and nature-based solutions from Azheke, along with biodiversity-friendly urban planning, we can boost urban ecosystem health and create unique Azheke-inspired urban designs.

Research limitations/implications

This research primarily focuses on the human-nature relationship, exploring design strategies based on biodiversity without delving into the interactions between other components of urban ecosystems, such as social-cultural and economic components.

Originality/value

This paper provides a new perspective and strategies for developing sustainable and smart urban ecology design. These findings can provide theoretical references for urban planners, designers and decision-makers.

Details

Smart and Sustainable Built Environment, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6099

Keywords

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Article
Publication date: 2 May 2017

Chrysanthi Bellou, Vassiliki Petreniti and Constantina Skanavis

This study aims to focus on the University of Aegean’s non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for…

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Abstract

Purpose

This study aims to focus on the University of Aegean’s non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills.

Design/methodology/approach

The research participants were the 101 non-academic staff working at the Xenia Hill campus in Lesvos island. The instrument used in this study was a questionnaire consisting of 45 questions, which was sent via e-mail during the summer of 2014.

Findings

The analysis of the results brings light on the environmental profile of the University’s non-academic staff on their intentions for greening their campus and the barriers that obstruct their attempts to promote sustainability at the University.

Originality/value

The paper provides useful insights which allow a better understanding of the role of non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

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Article
Publication date: 1 October 2006

Kate Sherren

In addition to mapping the consistency in rhetoric behind education for sustainability, despite changes in jargon over the past 30 years, this paper endeavours to estimate the…

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Abstract

Purpose

In addition to mapping the consistency in rhetoric behind education for sustainability, despite changes in jargon over the past 30 years, this paper endeavours to estimate the degree to which these ideas have been integrated into the Australian tertiary sector.

Design/methodology/approach

The results of a recent internet‐based audit of tertiary environmental and sustainability offerings are used to reflect upon key ideas associated with a liberal sustainability education: interdisciplinarity, cosmopolitanism and civics.

Findings

Sustainability is not yet well integrated in specialist or generalist coursework programs in Australia, largely due to a “customer”‐focused higher education sector. Additionally, the emphasis of such programs is usually technological solutions and scientific ken, to the detriment of human cultures and behavioural change.

Practical implications

Concrete recommendations are given to inform the development of appropriate generalist sustainability curricula, including liberal characteristics such as broad foundational years, and increased historical, spatial and cultural context.

Originality/value

This paper provides a valuable overview of progress towards sustainability in Australian university programs, based on a comprehensive survey, and with a minimum of new jargon to ensure accessibility for practitioners.

Details

International Journal of Sustainability in Higher Education, vol. 7 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

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