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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -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.

PurposeTo 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/approachThe 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.FindingsThe 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 implicationsThe UPEI experience can encourage other universities and colleges, in particular post‐secondary institutions in Canada, in synergizing sustainability research, education, and campus operations.Originality/valueThe 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.

Many forms of adventure therapy, in particular wilderness therapy, rely on challenges in the outdoors to achieve objectives of client change. While nature is drawn on as a medium for therapy and healing, some adventure therapists give nature little i f any mention when it comes to explaining therapeutic success. The dominant paradigm in psychology and psychotherapy provides insights as to why the contributions of nature in the curative relationship are, at times, marginalized. To more fully understand why and how adventure therapy works, the role of nature as a force in human development needs to be considered. It is proposed that ecotherapy and nature-guided therapy are viable alternative theoretical frameworks for adventure therapy. Ecotherapy and nature-guided therapy provide a critical perspective on adventure and wilderness therapy in that they recognize a social, cultural, and environmental/ecological context to human well-being and behavior. Furthermore, they explicitly acknowledge the potential healing power of natural environments and natural features. Adventure therapy and wilderness therapy m a y be revisioned in light of ecotherapy and nature-guided healing.

The public justification for nature conservation currently rests on two pillars: hedonic (instrumental) values, and moral values. Yet, these representations appear to do little motivational work in practice; biodiversity continues to decline, and biodiversity policies face a wide implementation gap. In seven EU countries, we studied why people act for nature beyond professional obligations. We explore the motivations of 105 committed actors for nature in detail using life-history interviews, and trace these back to their childhood. Results show that the key concept for understanding committed action for nature is meaningfulness. People act for nature because nature is meaningful to them, connected to a life that makes sense and a difference in the world. These eudemonic values (expressing the meaningful life) constitute a crucial third pillar in the justification of nature conservation. Important policy implications are explored, e.g. with respect to public discourse and the encounter with nature in childhood.