Higher Education for Sustainable Consumption: case report on the Human Ecology Master's course (University of Bordeaux, France)

Gombert-Courvoisier, Sandrine; Sennes, Vincent; Ricard, Michel; Ribeyre, Francis

doi:10.1016/j.jclepro.2013.05.032

Cited by 33 publications

(22 citation statements)

References 52 publications

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“…Our findings support the recommendations of previous researchers, that college curriculum should incorporate greater attention to sustainability, especially in practices that apply different forms of knowledge across multidisciplinary fields [26]. Universities have the funding and resources available to lead sustainability research and education, and both interdisciplinary and hands-on sustainability education should be a primary goal of universities [27].…”

Section: Discussionsupporting

confidence: 88%

Food Sustainability Knowledge and Its Relationship with Dietary Habits of College Students

Torabian-Riasati¹

2017

Austin J Nutri Food Sci

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Consumers have power to support food sustainability through dietary choices, but research on how knowledge affects behavior is limited. College students are a significant segment of consumers. Self-report data were collected from a convenience sample of 230 undergraduate students in California. Sustainability knowledge was low. Nutrition and health students had significantly more knowledge than other majors. A significant positive correlation was found between sustainability knowledge and attitudes with probability of supporting a diet that reduces meat/dairy, preference for organic foods, and willingness to pay more for sustainable foods. Thus, knowledge may influence attitudes and dietary behavior of college students.

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Section: Discussionsupporting

confidence: 88%

Food Sustainability Knowledge and Its Relationship with Dietary Habits of College Students

Torabian-Riasati¹

2017

Austin J Nutri Food Sci

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“…Based on the systemic approach, environmental management is practiced with a view to improve the variables that measure environmental performance in a balanced and integrated manner along with other performance measures such as financial and social measures. For Gombert‐Courvoisier, Sennes, Ricard, and Ribeyre (2014), the interconnection of ecosystems, societies, and economies grows rapidly and complexity increases at the same time.…”

Section: Environmental Sustainability In Universitiesmentioning

confidence: 99%

Contributions of an environmental management system for sustainable development at a Brazilian university

Beuron

Madruga

Garlet

et al. 2020

Environmental Quality Mgmt

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In addressing quality education, the United Nations Sustainable Development Goals (SDGs), one of them translates the responsibility of universities into context to ensure that all students acquire the theoretical and practical knowledge necessary to promote sustainability through education for sustainable development and sustainable lifestyles, respect for human rights, gender equality, the promotion of a culture of peace and nonviolence, global citizenship, and the enhancement of cultural diversity. There is some consensus in the area about the alignment between SDGs and education for sustainable development, and, in this study, we sought to develop a tool that has helped universities to contribute to an environment that is capable of strengthening a culture of ethos of sustainability. The present work has an objective to examine the environmental management system of a Brazilian university. In order to carry out this research, the design of a single study case was chosen. Multiple sources of evidence were considered, such as interviews, nonparticipant observation, and documents; all were analyzed qualitatively. For constructing the case, different data collection units were contemplated, together with management personnel, technicians, and professors. The categories of analysis arose from theoretical models already existing in the theory. The university in question is one of the largest private educational institutions in the country, and it has approximately 31 thousand students in the categories of presential and distance education. The main campus consists of a preserved area of more than 90 hectares, with lakes and green areas interconnected, which meets the criteria of the International Organization for Standardization (ISO 14001) since 2004. The case presents contributions in relation to the progress of sustainable universities in the national context, making it possible to qualify the necessary discussions for changes in infrastructures, curricula, teaching practices, and research that still do not address all problems that are global in scale and require more holistic approaches.

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“…By showing the case of the University of Bordeaux, in France, Gombert-Courvoisier et al (2014) state that, in order to reach HESC, some pedagogical principles are necessary in order for the education of students to contemplate the solution o factual and complex problems, knowingly: considering human ecology as a pedagogical approach; treat the consumption system as a whole, considering the ecological impacts of production, supply, use and elimination methods; enable students to deal with uncertainty, with an heterogeneous audience; promote collaborative learning based on diversity; and approach complexity through interdisciplinarity. By adopting these principles, it is possible to contribute to learn key skills for sustainability, which may be seen as multifunctional individual skills independent from the context and that are fundamental to reach social and sustainability goals (Rychen 2003).…”

Section: Sustainability Skillsmentioning

confidence: 99%

“…From the skills indicated by the theory, required within the context of sustainability, Fig. 1 sums up the skills that will be considered on this study: Thinking in a prospective manner, dealing with uncertainties; Working on a multidisciplinary environment; Searching for interconnections, independence and partnerships; Understanding transcultural cooperation for more flexible perspectives; Participation capacity; Planning and implementation capacity; Empathy, being kind and solidary; Personal and group motivation; and Understanding different behaviors and cultural perspectives (Barth et al 2007;Wals 2014;Gombert-Courvoisier et al 2014).…”

Section: Sustainability Skillsmentioning

confidence: 99%

Sustainability Skills: The Case of a Portuguese University

Beuron

Ávila

Brandli

et al. 2016

Handbook of Theory and Practice of Sustainable Development in Higher Education

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Based on the state of the art on universities and sustainability, an attempt was made to understand the development of a Portuguese university on the perspective of sustainability, by analyzing the necessary skills for such sustainability. The design used for this research was the case study design. The data collection occurred between September and November 2014, and a data collection protocol elaborated from the theory on sustainability in universities was used. Through observations, interview and analysis of documents as evidence sources, the most expressive results highlight that the University of Coimbra-UC uses sustainability concepts that go beyond teaching and learning. The institution aims to develop, through programs, contests to gather ideas from students and business consultancies, a philosophy that would emerge 109 from the sustainability skills inside the campus, curriculum and community. Through the environmental management of the campus, UC promotes energy savings, preservation of resources, waste reduction, preservation of the property, gas and water as to the energy efficiency plan, and the creation of new courses for sustainable development. It is observed that the university has the efficient sustainability skills as to the analyzed dimensions, and they were monitored as to its goals and programs. With lower emphasis, due to the secular characteristics, the sustainability actions occur on the structures that require alternatives to meet new sustainability concepts, which have been introduced into green universities.

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Higher Education for Sustainable Consumption: case report on the Human Ecology Master's course (University of Bordeaux, France)

Cited by 33 publications

References 52 publications

Food Sustainability Knowledge and Its Relationship with Dietary Habits of College Students

Food Sustainability Knowledge and Its Relationship with Dietary Habits of College Students

Contributions of an environmental management system for sustainable development at a Brazilian university

Sustainability Skills: The Case of a Portuguese University

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