Higher education for sustainable development in China

Abstract

Purpose -The purpose of this paper is to analyse the significance of developments across Chinese higher education in the field of education and learning for sustainable development (SD) and to assess the relative impact of these initiatives. Design/methodology/approach -This is a review of policy and practice to examine developments, challenges, and prospects for education for sustainable development (ESD) in higher education in China. Selected educational and operational activities in different universities are presented for analysis and contextualized in relation to the aims of Agenda 21 in China and the broader ESD movement. Findings -Key barriers for the balance and promotion of ESD in higher education are identified, with particular focus on regional differences in this vast developing nation, and the need for broader educational approaches across academic disciplines. Teaching about SD has been integrated into technical fields, especially at universities in major cities, and research has been undertaken to develop economically effective and environmentally friendly innovations. However, resources and capacity are still very limited, given the ambitions associated with SD in China. National and international networks and collaborations must be promoted, and curricula and research need to be reoriented, to progress education and change for SD in Chinese higher education. Originality/value -Little analysis has taken place regarding the progress of ESD in higher education in China. This paper provides an initial survey of leading developments and an assessment of the relative success to date in this field, for comparison with progress in other regions and countries. The identification of challenges faced by China with regard to sustainability and economic development should help to contextualize efforts towards sustainability innovation in higher education. The paper considers the rapid economic, ecological and social change being experienced in China and the substantial challenges of scale and localization involved in its SD initiatives.

Engaging sustainability good practice within the curriculum design and property portfolio in the Australian higher education sector

“…This demonstrates that the University has a clear commitment to ensure the environmental aspect of the triple bottom line of sustainability is met. The University also showed a higher commitment to incorporating sustainability into the property portfolio, as compared to the other universities mentioned in literature such as Su and Chang's (2010) and Niu et al (2010), which focus mainly on ensuring sustainability on new build projects.…”

“…However, the research focusing on sustainability of campus buildings has not progressed as fast as expected (Velazquez et al, 2005). Despite some research on sustainability of campus buildings, the focus has been in South-east Asian countries and has mostly been in relation to new buildings rather than sustainable refurbishment and management of existing properties (Niu et al, 2010;Su and Chang, 2010). Su and Chang's (2010) research provides the rationale and context for recent national policy and funded initiatives, Taiwan Sustainable Campus Programme (TSCP), to support sustainability developments within higher education in Taiwan.…”

“…In other words, it considered education with green curricula, research with green science and technology, and green operations to influence student activities. Despite Niu et al (2010) having more comprehensive ideas for sustainability, their focus on 'building' is still in regards of new buildings only and there is no consideration for sustainable property refurbishment and maintenance. …”

“…Therefore this programme has a strong focus on ensuring the reconstruction of the campus and enhancing its physical sustainability against the prospect of future natural disasters. Niu et al (2010) studied the Green Campus Plan implemented in Tsinghua University. Tsinghua University's idea for a 'green campus' is more comprehensive than Su and Chang's (2010) and the Green Campus Plan covered areas of education and facilities management.…”

Comparing Sustainable Universities between the United States and China: Cases of Indiana University and Tsinghua University

“…China's Agenda 21 plan of 1994 authorized the higher education system, under the guidance of the Ministry of Education, to promote sustainable development [16]. In response, a considerable number of universities began to integrate sustainability into their curricula.…”