Wynes and Nicholas (2017a Environ. Res. Lett. 12 1-9) recently published an article that reviewed academic and grey literature to identify the most impactful individual actions for reducing carbon emissions in developed countries, identifying having 'one fewer child' as by far the most impactful action. This action was recommended with little context considering its controversial nature. We argue that there are three issue-areas that Wynes and Nicholas should have engaged with to improve the clarity of their recommendations and reduced the potential for misunderstanding, which are (1) the extent to which individual actions in one's private life can address climate change in relation to collective actions and actions in the professional sphere (2) the role of overconsumption in driving climate change and (3) the extent to which family planning is a human right. We also suggest that engagement with these issue-areas are a step towards a better practice in academic writing on population as an environmental issue.

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In an increasingly mobile world, transience is becoming the norm. Sustainable community food initiatives, therefore, must organise to withstand high turnover of volunteers. Using a case study of the United Kingdom’s National Union of Students’ food growing scheme in universities, this paper aims to map the causes and effects of short-term, irregular, and low participation using a causal loop diagram to understand how to mitigate their negative impacts and improve participation. Data was gathered through interviews, workshops, photovoice, a fishbowl discussion, and a reflective diary. We found three amplifying feedback loops increasing short-term, irregular and low participation, their causes, and their impacts. These feedback loops were precariously buffered by a continuous in-flow of new potential participants each academic year. We also found that the stakeholders of these gardens conceptualised time akin to both temporary and permanent organisations, and these differing conceptualisations were a source of tension. Furthermore, although ‘organisational amnesia’ was a problem, the gardens were still learningful spaces. We recommend both upstream and downstream solutions are implemented to buffer the impacts of transience and suggest that university and students’ union staff could play a crucial and subtle supporting role.

Purpose This paper aims to explore a single-institution case study of partnership working between students, the University and Students’ Union, through four student-led sustainability projects. The paper analyses the role and value of these partnerships and provides advice for other institutions on effective partnership working between these stakeholders. Design/methodology/approach A single case study of partnership working with multiple embedded units of analysis (four projects) is presented based on reflections of practitioners involved in the projects who have different roles within the University and Students’ Union. Findings The longevity and effectiveness of student-led projects, and disciplinary-breadth of students engaged, can be enhanced by greater collaboration with, and integration into, University and Students’ Union systems. Partnership working between different stakeholders is key to overcoming challenges and the success of student-led projects, helped by key staff “enablers”. These projects provide myriad learning opportunities for developing change agency skills, even where projects are relatively short-lived and could be seen as failures in terms of longevity. Research limitations/implications This analysis is based solely on practitioner reflections, with limited direct quantification or qualitative data on the projects’ impacts on the students themselves. Originality/value This paper draws together the experiences and reflections of four practitioners with different roles within the University and Students’ Union across four different projects and provides advice to generate student-led sustainability projects which have longevity and impact for wider student populations and future generations of cohorts.

Universities have an important role in moving society towards a more sustainable future. However, this will require us to repurpose universities, reorienting and refocusing the different university domains (education, research, campus, and outreach) towards sustainability. The governance structures and processes used to embed sustainability into the activities and operations of the institution are critical to achieving the required transformation. Our current university systems which are seen as contributing to socio-ecological system unsustainability are resilient to change due to slow variables such as organisational and sector-wide prevailing paradigms and culture. Therefore, to repurpose a university requires us to destabilise our prevailing system, crossing a threshold into a new stable system of a ‘sustainable university' across all its domains. This paper utilises an adaptation of Biggs et al. (2012) resilience principles for the governance of social-ecological systems to provide a framework to consider aspects of university governance for sustainability that can be utilised to repurpose universities towards sustainability, and destabilize unsustainable elements of the system. This paper draws out examples relating to sustainability governance within universities with regards to the four principles of (i) managing diversity and redundancy, (ii) managing connectivity, (iii) managing slow variables and feedbacks, and (iv) encouraging learning and experimentation within the context of complex adaptive systems. In this article, we have shown that using resilience in a non-normative way is possible (to decrease resilience of an unsustainable system), and that it can also be valuable to help understand how to shift organisational governance towards a particular end-state (in this case, university governance that advances sustainability). This paper provides an example of how to operationalise resilience principles of relevance to the resilience literature as well as providing a practical framework to guide higher education institution governance for sustainability.

Alongside associated forms of socially and politically conscious food production, community food growing is routinely connected to a wide range of social and environmental benefits. However, robust evidence in support of these associations remains scant, and while the conversation has shifted in recent years to take account of the sometimes unintended or negative aspects of these activities, no consensus has been reached about how such forms of food growing should adapt to new conditions, or be scaled up to maximize their positive impacts. A July 2016 conference was organized to address this strategic shortfall. This themed issue presents the papers resulting from the conference.

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