Sustainability in higher education in Atlantic Canada

Beringer, Almut; Wright, Tarah; Malone, Leslie

doi:10.1108/14676370810842184

Cited by 97 publications

(64 citation statements)

References 3 publications

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“…However, our review illustrates that while a number of innovative sustainable approaches to university operations are detailed in the reviewed literature on North American universities and colleges, the operations policies appear much more piecemeal and inconsistent than in either East Asia or Europe. For example, Beringer et al [47] summarize that sustainability in physical operations for institutions in Atlantic Canada remains largely unaddressed. In a study of American institutions, it was found that historically California's PSE institutions have led the charge for sustainable building operations in US post-secondary education [48].…”

Section: Comparing Campus Operations Policiesmentioning

confidence: 99%

Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post-Secondary Education

et al. 2013

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Abstract:There is a deficit of multi-site studies examining the integration of sustainability in the policies and practices of post-secondary institutions. This paper reviews what comparative empirical research has been undertaken on sustainability in post-secondary education (PSE) within eight leading international journals publishing on sustainability and education. Three predominant themes of research on the topic are identified within the review: research comparing sustainability curricula across institutions (both within specific disciplines of study and across disciplines); research comparing campus operations policies and practice across multiple institutions; and research on how to best measure or audit approaches and outputs in sustainability in PSE. This review of the research literature supports the contention within the literature on sustainability in PSE that most research on the topic is focused on case studies rather than comparison of multiple institutions. The comparative research that is emerging from the field is concentrated on assessing measurable outputs for environmental externalities within institutional operations, with little examination of sustainability uptake and outcomes across broader institutional policies and practices. OPEN ACCESSSustainability 2013, 5 2253

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Section: Comparing Campus Operations Policiesmentioning

confidence: 99%

Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post-Secondary Education

et al. 2013

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“…The importance of the role of institutions can also be significant because ìif the role of colleges and universities is to educate members of the society, then they must be an active instrument of sustainable movementî (Beringer, Malone, andWright, 2006, p. 1). Molina, Fernandez-Sainz andIzaguirre-Olaizola (2013, p. 13) proved in their research conducted at four universities that formal education and knowledge of environmental problems clearly affected pro-environmental behavior, but in a very complex way.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Education for Sustainability: The Awareness and Responsibility for Sustainability Problems

Anđić

Vorkapić

2017

Journal of Teacher Education for Sustainability

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The theoretical framework of the present research is based on the socio-psychological model of sustainable behaviour by Juárez-Nájera (2010). For the purposes of this paper, just part of the research is related to personal norms. The paper provides the results of the awareness of consequences and the attribution of responsibility for environmental/ sustainability problems among students of the four Faculties of Teacher Education in four countries, Bosnia and Herzegovina, Croatia, Slovenia, and Serbia. Research results indicate that students from Croatian and Slovenian Faculties of Teacher Education are characterised by a more pronounced awareness of environmental/sustainability problems than the students from Bosnia and Herzegovina and Serbia. The responsibility for environmental/sustainability problems is higher among the students of the Faculty of Teacher Education from Croatia and Serbia than among students from Bosnia and Herzegovina and Slovenia. It seems that a country is the major determiner of awareness and responsibility for environmental/sustainability problems. In general, the results of the present research provide significant guidelines for the reflection on the future of initial teacher education for sustainability and need for conducting interdisciplinary and cross-cultural research on personal norms and sustainable behaviour.

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“…Sustainability has become an increasingly important issue for universities worldwide (Beringer et al, 2008). Some of the initiatives are directed by government's legislative framework (Axelsson et al, 2008).…”

Section: Incorporation Of Sustainability Within the Higher Education mentioning

confidence: 99%

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

Poon

2017

IJSHE

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Purpose The aim of this research is to evaluate the extent which university’s strategic plans affect the level of incorporation of sustainability within the curriculum design and property portfolio. Design/methodology/approach This research adopted a case study approach. The case study institution was Deakin University in Australia. This paper used a qualitative research method. Desk-top study included the review of the University’s Strategic Plan, policy agenda on sustainability and the documents on sustainability courses and units. Semi-structured interviews were held with academics who have course development and management responsibility within the university, colleagues who have a sustainability-focused role on estate management and colleagues whose roles are to manage sustainability initiatives at institution level. All interviews were recorded and transcribed. Content analysis was used to analyse the interview data. Findings Despite the University having a clear strategic aims and initiatives on the incorporation of sustainability within curriculum design and property portfolio, there is disconnection between policy development and policy implementation. As a result, the incorporation of sustainability varies largely between curricula within the institution. The incorporation of sustainability within the property portfolio is clear and effective. However, within the curriculum it is polarised. The level of incorporation depends on the nature of the course or unit and is largely driven by the initiatives of the individual academic. Good practice identified in the incorporation of sustainability within the curriculum is to use a problem-based approach supported by real life projects to enhance the students’ authentic learning experience. The good practice for successfully incorporating sustainability into the property portfolio is to have clear vision of what it has planned to achieve and to ensure there is a balance between sustainability and value for money. Originality/value This is pioneering research to investigate the incorporation of sustainability into higher education in a more comprehensive way. This paper considered the impact of strategic planning on the incorporation of sustainability within a higher education, on both curriculum design and property portfolio management

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Sustainability in higher education in Atlantic Canada

Cited by 97 publications

References 3 publications

Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post-Secondary Education

Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post-Secondary Education

Teacher Education for Sustainability: The Awareness and Responsibility for Sustainability Problems

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

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