Integration of Operational and Academic Efforts in Sustainability at the University of British Columbia

Cayuela, Alberto; Robinson, John; Campbell, Ann; Coops, Nicholas C.; Munro, Alison

doi:10.1007/978-3-319-02375-5_13

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…The UBC Sustainability Initiative (USI) was created in 2010 in response to the adoption by UBC of the Sustainability Academic Strategy, a mid-level plan to support UBC's strategic commitment to sustainability [12 ]. The USI's teaching and learning mandate is twofold: first, to be a hub for academic sustainability resources and activities on campus (operational), and second, to catalyze and coordinate key university stakeholders to determine how to achieve the learning pathways goal (academic).…”

Section: University-wide Initiative For Sustainabilitymentioning

confidence: 99%

Embedding sustainability learning pathways across the university

Marcus

Coops

Ellis

et al. 2015

Current Opinion in Environmental Sustainability

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Section: University-wide Initiative For Sustainabilitymentioning

confidence: 99%

Embedding sustainability learning pathways across the university

Marcus

Coops

Ellis

et al. 2015

Current Opinion in Environmental Sustainability

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“…Sustainability is an active area of exploration across the university, with 21.4 per cent of faculty identified as having sustainability research interests (http://sustain.ubc.ca/research/find-researcher) and courses with sustainability content in 65 per cent of departments (http://sustain.ubc.ca/courses-teaching/courses). Across the university, administrative units pursue sustainability in their operations[1]and a number of UBC’s mid-level strategic and operational plans include goals which are directly related to sustainability (Cayuela et al , 2013; Robinson et al , 2013)[2].…”

Section: Partners For Sustainabilitymentioning

confidence: 99%

Combining forces

Munro

Marcus

Dolling

et al. 2016

IJSHE

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Purpose This paper describes the sustainability partnership between the City of Vancouver and the University of British Columbia (UBC) and, in particular, the co-curricular Greenest City Scholars graduate student internship program, which has been developed by the two organizations. Through the program, UBC graduate students work on projects at the City that help to advance sustainability targets. The paper aims to explore the successes, challenges and lessons learned from the program. Design/methodology/approach This case study uses literature and document review, observations, program participant evaluation surveys and project impact survey feedback. Findings The Greenest City Scholars program model has contributed to the sustainability goals at UBC and the City of Vancouver and has supported the partnership between the two organizations. The program has grown over its five-year history and is considered to be a central part of the partnership. Breadth of student participants from across the university and high participation from City departments have been achieved. The model is now being adapted to be delivered within other partnerships. Practical implications The experiences presented in this case study can help other higher education institutions understand how a co-curricular graduate student work experience program could help to bolster their own sustainability partnerships. Originality/value This paper makes a contribution by providing insight into the use of a graduate student program to advance the goals of a university–community sustainability partnership.

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“…Universities can do this by taking up campus-wide sustainability practices (Koester et al 2006;Cayuela et al 2013) or by orienting research and education toward the surrounding community (Savan and Sider 2003;Brundiers et al 2010;Trencher et al 2014a;Wiek et al 2016). The literature, however, does not provide clear insights on how international partnerships can lead to or even accelerate positive local impact.…”

Section: Introductionmentioning

confidence: 99%

Utilizing international networks for accelerating research and learning in transformational sustainability science

et al. 2016

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A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks.

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Integration of Operational and Academic Efforts in Sustainability at the University of British Columbia

Cited by 5 publications

References 5 publications

Embedding sustainability learning pathways across the university

Embedding sustainability learning pathways across the university

Combining forces

Utilizing international networks for accelerating research and learning in transformational sustainability science

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