Action learning partnerships: carbon, commerce and community co-learning at a Canadian university

Abstract

Purpose The purpose of this paper is to discuss an innovative course offered as a partnership between the University of Northern British Columbia (UNBC) (Canada), the Prince George Chamber of Commerce (Canada) and local businesses: UNBC’s third-year undergraduate/graduate course, carbon and energy management. Design/methodology/approach The authors have all participated in the development, design and/or delivery of the course and have provided their reflections on the experience. In addition, they sought insights from students and other interested people on the impact and significance of this course. Findings Carbon and energy management is an action learning-based co-created course initiated by the Chamber to address an interest in mitigating climate change amongst local businesses. Among businesses, the carbon economy is under considerable discussion. The increased awareness of climate change, and the need to better manage carbon, has led to local businesses eager to reduce greenhouse gases but lacking the expertise necessary. UNBC students (undergraduate and graduate) learn innovative and practical skills through creating carbon footprint analyses for small- to medium-sized business/non-profit clients, providing recommendations on reducing reliance on fossil fuels and formally presenting their findings to their clients. After five years, 46 businesses and non-profit organizations have participated in the course along with over 30 students and 5 separately hired student interns. The Chamber is now rolling out the program for Canadian Chamber of Commerce interested in similar community–university partnerships. Originality/value This paper describes a course that is a novel approach to university–community partnerships, both in approach and focus area. The linking, through the course, of small- to medium-sized businesses with the provision of plans for carbon reduction developed by university students is an unusual approach. However, there is significant value to all partners in the approach. Allowing the main community partner to serve as the lead in the project also offers an unusual experience and perspective for the university partner, as often such partnerships are largely driven by the post-secondary institution’s interests and needs, which can create a challenging power dynamic. Instead, the course offers a lesson in how a university can be clearly in service to the community at the community’s invitation. Finally, this paper offers reflections on the value of this type of project for creating sustainability initiatives from the perspective of all participants, students, faculty, university administration, city government, participating businesses and the Chamber of Commerce, demonstrating the critical need for understanding a project as an intersection of all participating actors.

Trends in research: carbon footprint reduction in universities as a way to achieve a green campus

“…An example of environmental sustainability procedures is the reduction of the CF in universities, which is presented as one of the social behavior commitments expected to achieve GHG emission reduction (as assumed by most countries in the Paris Agreement) and is necessary to undertake and promote better 'greening' initiatives for most higher education institutions (Sima et al , 2019). In addition to implementing actions to reduce the CF, universities also have the role of transferring this knowledge to companies, and thus, promoting interest in mitigating climate change among local businesses (Booth et al , 2020).…”

Trends in Climate Change Education Studies in the Last Ten Years: A Systematic Literature Review

“…Universities and schools play different roles but are interrelated in the CCE context. As higher-level educational institutions and research centers, universities are providers of in-depth knowledge and innovation, critical in understanding and overcoming complex challenges, such as climate change (Booth et al, 2020;Daskolia, 2022;Hindley, 2022). Universities have a responsibility to prepare students and society to contribute actively in facing global problems, one of which is mitigation and adaptation to climate and environmental change (Hess & Collins, 2018;Leal-Filho et al, 2021).…”

Co-learning partnerships and carbon management in Denmark and Canada

“…The impact of the course at UNBC has been documented by way of service-learning dynamics (Booth et al, 2020a) and student experience (Booth et al, 2020b). This study aims to better understand the business perspective.…”