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Purpose This paper aims to emphasize how economics courses offered at higher education institutions can influence sustainable development, in general, and Romania’s sustainable development, in particular.Design/methodology/approach The conclusions are based on a pilot questionnaire conducted by the authors on the level of Romanian students enrolled in public and private economic faculties. The results were based on a sample of 1,250 respondents – students, master and PhD – from the economic faculties of some prestigious Romanian universities. To identify differences between some groups, t-test analysis and ANOVA were conducted.Findings Education is an important pillar for ensuring sustainable development because through education, people understand and learn how to become more responsible toward the environment. Studies conducted in the twenty-first century are showing a direct link between the investment in education and economic, social and human development. The present study revealed that the economic higher education system in Romania has started with small steps to adapt to the environmental requirements. Unfortunately, the efforts still required to be made are significant, since it is observed that all undergraduate, postgraduate and PhD require a change of attitude and mentality. Romanian public universities are more involved than private universities in the implementation of programs, projects, debates and courses on sustainable development and students’ reactions are positive.Originality/value This paper provides useful insights, allowing a better understanding of the role of universities in fostering sustainable development. This research is useful to find solutions for developing education for sustainable development in Romania and it can be a starting point for ESD programs and policies. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine the diverse definitions of sustainability in higher education, focusing on the rhetorical uses of the term among various institutions within the Association for the Advancement of Sustainability in Higher Education (AASHE).Design/methodology/approach The paper begins with an overview of the term sustainability in political and public discourse, using that as a gateway to understanding the rhetorical uses of the term. Through this framework, the paper begins a vital discussion about university texts and what they reveal about sustainability in US higher education.Findings The author finds that university definitions of sustainability reveal a similar malleability and fluidity as definitions in political and public discourse, while at the same time revealing particular trends in the ways in which concepts of interconnection, technological problem-solving and temporality persist in definitions of the term in higher education.Research limitations/implications This analysis is limited to definitions of sustainability used by several representative institutions within AASHE. Further studies should provide a more comprehensive analysis of a larger sampling of AASHE institutions as well as universities not affiliated with AASHE.Practical implications Administrators and educators at institutes of higher education must account for the ways in which definitions of sustainability are tied to an institution’s goals, agendas and material circumstances. Developing a better understanding of how such definitions emerge can provide greater clarity in enacting change.Originality/value This paper melds together rhetorical theories on sustainability with broader research on the use of the term in higher education. As such, it offers a unique interdisciplinary perspective on rhetoric, sustainability and higher education. [ABSTRACT FROM AUTHOR]

Purpose Universidad San Francisco de Quito, USFQ, completed an assessment study to understand its performance in sustainability in 2012. This study aims to recognize the limitations of applying a North American rating system considering relevant criteria to a South American university and to emphasize the importance and lack of benchmarks available in the region.Design/methodology/approach Methodology used for this study is based on the Sustainability Tracking Assessment Rating System (STARS) by AASHE. In December 2013, USFQ joined the Pilot Program that included publicly documenting efforts, sharing feedback and making suggestions for system improvements.Findings Data collected by USFQ in 2012 and 2013 illustrate how the status of USFQ as a non-residential, teaching university in Ecuador in a developing country had several challenges while using an evaluation system established for universities within a North American system. The limits of assessing sustainability in South America are associated to its geographical location, the number of students and staff that commute to University and the lack of environmental services and certifications available in Ecuador. There are applicability issues with the use of STARS without performance reports from regional peers that can guide the development of relevant benchmarks for future comparability.Originality/value Little research has been conducted in the assessment and tracking of sustainability within universities in South America. This paper is one of the first to address the applicability of a North American self-reporting tool to a South American university. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to describe four phases for how universities have addressed a sustainability agenda and offer specific lessons for how and where experiences on one campus, the University of Colorado Boulder, have been met with success and other challenges. The authors offer general reflections for executing university-wide sustainability initiatives with a central intent of illuminating central barriers against, and incentives for, a coordinated and integrated approach to campus sustainability. Design/methodology/approach – The approach for arriving at four phases and a description of the University of Colorado Boulder is based on experiences from learning, teaching, and administering within universities–collectively for almost a century among the authors–and lessons from "war room" discussions. Findings – Sustainability initiatives on campus may evolve through a series of phases labeled: grassroots; executive acceptance of the business case for sustainability; the visionary campus leader; and fully self-actualized and integrated campus community. The University of Colorado Boulder, while a leader in many respects of sustainability (research, student activities, facilities management) has experienced serious challenges for coordination. Originality/value – The four phases are a relatively novel contribution for the specific literature on sustainability education. Second, the tangible examples from University of Colorado Boulder demonstrate how coordination is difficult in these situations; these examples allow readers to better relate to and understand such challenges. Finally, the authors reflect on central issues according to three categories: self-reflection, recommendations, and advantages. [ABSTRACT FROM AUTHOR]