Developing a Whole-of-University Approach to Educating for Sustainability

McMillin, J. Michael; Dyball, Robert

doi:10.1177/097340820900300113

Cited by 216 publications

(96 citation statements)

References 6 publications

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“…Similarly, Hanifan (1916) and Plummer and FitzGibbon (2007), working in radically different contexts and time periods, both noted the importance of social gatherings such as picnics that build social capital as a precursor to collective action for the common good. Social capital has been shown to play a role in the success of ACM and related longer-term adaptive responses to disturbance (Pahl-Wostl 2006, Blackmore 2007, Fabricius et al 2007, Ahn and Ostrom 2008, Cundill and Rodela 2012, as well as to whole-systems approaches to campus sustainability (Koester et al 2006, McMillan andDyball 2009).…”

Section: Discussionmentioning

confidence: 99%

Campus sustainability and natural area stewardship: student involvement in adaptive comanagement

Krasny¹,

Delia²

2014

E&S

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ABSTRACT. University campus sustainability initiatives have proliferated over the last decade. We contend that such initiatives benefit from applying conceptual frameworks to help understand and guide their activities and from a focus on campus open space and natural areas management. Informed by an adaptive comanagement framework encompassing social learning, social capital, and shared action, we used semistructured interviews to examine student participation in the immediate response and longer-term policy formulation following a crisis that occurred in a campus natural area. Students exhibited social learning as demonstrated by reflection and the integration of new ideas through discussions with administrators and peers, as well as social capital through increased social trust, which led to a shift in perspective regarding norms of student-administrator interactions. Further, students participated in shared action, such as posting warning signs in dangerous areas, and importantly, through their contributions to longer-term campus natural area safety and recreational access policy. Three conditions explain student engagement in the adaptive comanagement process: the presence of a pre-existing student organization that had built bonding social capital and was committed to campus natural area stewardship, openness to multiple stakeholder viewpoints and commitment to action on the part of the university administration, and the presence of a crisis that spurred emotions and action. Based on these findings, we assert that student organizations can contribute to an adaptive comanagement process and that such a process is consistent with university and campus sustainability values related to the importance of student engagement, mental health, and learning.

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Section: Discussionmentioning

confidence: 99%

Campus sustainability and natural area stewardship: student involvement in adaptive comanagement

Krasny¹,

Delia²

2014

E&S

View full text Add to dashboard Cite

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“…Even in the few cases where attempts are being made to implement some sustainability initiatives, the efforts are highly centralized without students' and other stakeholders' involvements, which render the initiatives insufficient to insufficient to contribute to the transition to a sustainable society [9]. Thus, several scholars have called for a more inclusive and "whole-of-university" approach to achieving sustainability and to rethink how higher education can address sustainability issues not only within the curriculum and research, but also via community outreach, collaboration, as well as through the participation of the various university stakeholders [10][11][12].…”

Section: Introductionmentioning

confidence: 99%

Students’ Assessment of Campus Sustainability at the University of Dammam, Saudi Arabia

2016

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Higher education institutions are major drivers of change in achieving environmental sustainability both within college campuses and beyond campuses in communities at large. However, achieving campus sustainability is not possible without the involvement of students as one of the major stakeholders of a university. Based on survey of 152 students of the College of Architecture and Planning, University of Dammam, Saudi Arabia, this study explores students' assessment of campus sustainability components: curriculum and research; campus operations; and community involvement. The results show that even though the students indicate a great deal of awareness and concern about campus environmental sustainability, they lack interest and willingness to participate in initiatives towards achieving sustainability. Apart from some sustainable landscaping and waste recycling practices, there are few sustainability initiatives in transportation and energy and water conservation on the campus. Offered courses and student projects have also been reported to have modest focus on sustainability. The article concludes by highlighting the roles of incorporating sustainability into campus operations, and training university students in promoting environmental sustainability in Saudi Arabia and the Middle East.

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“…In addition, most Middle East and Saudi universities are not doing the required restructuring and adjustment to integrate sustainability. Many scholars clamor for a comprehensive and "whole-university" approach, which would reconsider how higher education can handle and manage sustainability challenges by not only adjusting research and curriculum, but likewise through encouraging community participation and cooperation with several university stakeholders [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Sustainability Assessment of Higher Education Institutions in Saudi Arabia

2016

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Abstract:Universities are paramount change drivers in bringing about a culture of sustainability in society by setting themselves up as models and nurseries for sustainable development. Thus, assessment of sustainability integration within universities is key to their impact on sustainable development. This study conducted an assessment of different public sector universities of Saudi Arabia based on five components: (i) Teaching and Curriculum; (ii) Research and Scholarship; (iii) Campus Operations; (iv) Management and Community; and (v) Financial Management. The sustainability assessment questionnaire (SAQ) was utilized as a tool to discern the component-wise sustainability assessment for Saudi universities. The outcomes of the survey reveal that, in stark contrast with the universities of the developed world, offerings of sustainability relevant academic courses in Saudi Arabia are still lacking. Most Saudi universities still need to integrate research and scholarship in the area of sustainability; sustainable-campus operations in the current scenario are not sufficient. The results also reveal that sustainability-related projects are not prioritized within universities and sustainable financial management practices are not significant. This article concludes by proposing some recommendations emphasizing the importance of adopting sustainability practices in Saudi universities.

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Developing a Whole-of-University Approach to Educating for Sustainability

Cited by 216 publications

References 6 publications

Campus sustainability and natural area stewardship: student involvement in adaptive comanagement

Campus sustainability and natural area stewardship: student involvement in adaptive comanagement

Students’ Assessment of Campus Sustainability at the University of Dammam, Saudi Arabia

Sustainability Assessment of Higher Education Institutions in Saudi Arabia

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