Search

While the importance of Nature-Based Solutions for climate change adaptation (NBaS) is being increasingly acknowledged, very few studies investigate the status of these solutions in higher education syllabi. In an effort to bridge this gap, this study assessed the position of the NBaS notion in French Master's programs. Based on a survey questionnaire, several interviews and a text mining analysis of the Master's contents, this paper identified, localised and analysed the French Masters that presented links with NBaS related concepts. This analysis revealed that the notion of NBaS is far from being mastered. This might be caused by a conceptual misunderstanding of definitions. While text mining revealed that the building blocks of the NBaS framework are present, much still needs to be done for connecting them together. A combined analysis of the findings derived from this study led to recommendations to better introduce NBaS in Masters programs in the future. • The term of Nature-Based (adaptation) Solution is far for being well mastered. • Based on the existing definition, the concept should also be better explained. • Few courses are actually dedicated to climate change and how to adapt to it. • The complexity of the environments across scales has to be taken into account. • NBaS require a transition from silo approaches to multidisciplinary frameworks. [ABSTRACT FROM AUTHOR]

Universities have the vision, the knowledge and the power to lead the change towards a more sustainable world. However, there is a lack of studies investigating how universities can systematically reorient themselves to help society become more sustainable. In general, a research gap exists in the implementation of the business model innovation process, in the tools that should be used to pass from the design stage to implementation and in the identification of the main challenges that may hinder this process. This paper adopts the concept of a sustainable business model for interpreting the core logic through which universities create value for themselves, society and the environment. In the first stage of research, a theoretical framework was proposed for diagnosis of the integration of sustainability in the business models of universities. This framework was applied in the context of Italian state universities to identify business models with different degrees of strategic orientation towards sustainability. Now the research aim is to examine the processes and tools used and challenges faced by Italian state universities when implementing sustainable innovation. A multiple-case study is carried out on four Italian state universities showing a high level of integration of sustainability in all elements of the business model. The combination of both quantitative and qualitative data, and the patterns observed across cases, led to the presentation of five theoretical propositions, which were summarized in a preliminary model of the processes, tools and challenges involved when implementing sustainable innovation in higher education. The main theoretical contributions of this study are the advancement of knowledge regarding the dynamics (process) and the elements (tools) for the implementation of sustainability strategies in state universities, and the provision of a new causal map of the relationships among the variables that affect sustainable innovation in higher education. • Financial support for sustainable innovation is low for Italian state universities. • Sustainable innovation for Italian state universities is an incremental process. • Sustainable innovation is based on core competences and increased relationships. • Drivers and aims determine strategies and degrees of business model innovation. • A set of tools are needed to implement sustainable innovation and overcome barriers. [ABSTRACT FROM AUTHOR]

The positive results of manufacturing companies adopting lean production practices certainly impacted the adaptation of Lean Manufacturing principles to the service sector, culminating in what we know today as Lean Office. Based on this approach, many Universities have adopted lean principles and practices to improve their administrative processes and thus add value to their students, faculty and staff. From this perspective, but going further, the present research has the general objective of raising the main sustainable impacts generated by a University through the application of Lean Office in its administrative processes. Methodologically, the research is supported by a case study at a Federal Public University in Brazil, where two service processes will be analyzed, one aimed at students and the other at employees (teachers and technicians). The work is conducted according to the phases and steps recommended by the LEFI Method (Lean Evaluation and Future Improvement), with a significant part of the results obtained by the steps related to Value Stream Mapping. As the main results, it is observed that the elimination of waste in administrative processes at the University target of the present study culminated, only in the year 2021, in the saving of 444,754 sheets of printed paper that, due to all its consequences, indirectly impacted the economy of 1,380,000 L of water, in the non-emission of 43.82 kg of CO2 and the preservation of 67 trees. • The Lean philosophy has been gaining relevance in service processes • There is a synergy between Lean principles and Business Sustainability • The Lean office contributes to the users' satisfaction with university services • Value Stream Mapping is an excellent starting point for eliminating waste • The application of Lean Office in Universities contributes to Sustainable results [ABSTRACT FROM AUTHOR]

Many higher education institutions (HEIs) around the world are involved in a variety of sustainability initiatives. These are acknowledged to be important elements in fostering the cause of sustainability in HEIs, in further developing the organizations' culture and in acting as enablers in the institutional embedding of sustainability. But despite the relevance of sustainability initiatives, there is a lack of systematic international efforts in how best to map them, especially in Latin America. On the basis of the need to address this gap, this paper reports on the results of an empirical study, aimed at analyzing the current status of sustainability initiatives among Latin American HEIs. Apart from a review of the latest literature, an international survey was performed to design a model using principal component analysis to identify the main descriptors of sustainability initiatives among Latin American HEIs and also the major drivers and challenges. The study sheds some light on the ways universities perceive and handle sustainability-related initiatives. The results show that sustainability is being incorporated in more than 80% of the sampled universities, and that a special emphasis is being given to campus operations. The value of the paper resides on the fact that it one of the few papers that have holistically investigated trends in sustainable development across universities in Latin America. The implications of the study are twofold. It maps for the first time how sustainable development initiatives are being practiced in 157 universities in 13 countries, being one of the most comprehensive studies of its kind, and it also outlines some of the main challenges that universities in the region face. The central message of this paper is that the different levels of emphasis given to SD in Latin American universities need to be better understood in order to catalyze continued and long-term actions. • Many Latin American universities are striving to pursue sustainable development. • The implementation of SD at universities in the region is hindered by some logistical problems. • Universities current deploy different approaches to cater for SD. • Current deficiencies suggest that a more systematic approach to SD in HEIs is needed. [ABSTRACT FROM AUTHOR]

Sustainability curriculum in higher education is a crucial lever for building capabilities and knowledge for graduates to address the interconnected social, ecological and economic challenges of the 21st century in their professional, and personal lives. A body of theory exists describing elements of good practice learning and teaching for sustainability in higher education which is accompanied by a small range of case studies reporting on sustainability courses and educational initiatives being undertaken in universities around the world. Often, such studies of practice are informed by post-hoc measures of effectiveness, rather than thorough evaluation frameworks informed by theories of good practice sustainability education and educational research methods. This paper aims to explore the lived experience of the theory of good practice learning and teaching for Sustainability Education using a holistic methodological framework. This paper firstly presents the theory of good practice learning and teaching for sustainability and summarises this in the Good Practice Learning and Teaching for Sustainability Education (GPLTSE) framework. This framework is then applied to the learning and teaching practices and student experiences of one undergraduate course in the built environment discipline that seeks to apply best practice educational approaches in course design and delivery. Using qualitative data collected from a mixed-methods case study of the course, along with the GPLTS framework, this paper highlights key factors enabling student engagement and positive learning experiences in this first-year undergraduate course. The findings have implications for pedagogy and also course evaluation approaches that aim to understand learning outcomes. • The Good Practice Learning and Teaching for Sustainability Education (GPLTSE) framework is presented. • The GPLTSE framework is used to explore an undergraduate built environment course with a focus on sustainability. • Key factors enabling student engagement and positive learning experiences are highlighted. • Implications for pedagogy and course evaluation approaches are discussed in the context of sustainability education. [ABSTRACT FROM AUTHOR]

Reorienting teacher education should be placed at the heart of reorienting education towards sustainable development. This requires that teacher education institutes reorient and redefine their outcome standards as well as redesign their training programs accordingly to incorporate and implement Education for Sustainable Development (ESD). Although many efforts have been made to promote ESD in teacher training, little information is available regarding to what extent ESD is integrated in teacher training programs or curricula. This study examines how ESD is incorporated in teacher training programs in terms of learning content, learning outcomes and didactic approach, through analyzing 429 course syllabi offered by the Hanoi National University of Education (HNUE) in Vietnam. HNUE training programs were found to contain some elements of ESD but they lack coherence or systematic inclusion. The results suggest needed strategic changes at organizational (university) and individual (instructor) levels to improve ESD in teacher education. This paper contributes to the discussion on the implementation of a holistic curricular assessment approach for three aspects of ESD (learning content, learning outcomes and didactic approach) and highlights the ongoing need for improving curricular assessment strategies for sustainability. [ABSTRACT FROM AUTHOR]

As education providers, universities play a pivotal role in developing and delivering quality education that contributes to the achievement of the "2030 Agenda for Sustainable Development" and the related "Sustainable Development Goals". Given the large impact of the built environment industry on global emissions and climate change, integrating environmental sustainability principles and architectural education is of paramount importance for the achievement of such targets. Through a systematic and comprehensive literature review, this article explores how and to what extent environmental sustainability considerations have been integrated within architecture curricula in tertiary education providers across North and South America, Europe, Asia, Africa, and Oceania, highlighting common approaches, future directions and areas that still need further development. Over 500 published refereed research outputs were analysed and 111 selected for inclusion and discussion in this article, with attention given to understanding course structures, pedagogy, relationship with design studios, types of assessment, teaching and learning technologies, and engagement of the wider architecture profession across undergraduate and graduate architecture programmes. 68% of the documents use case study methodologies to evaluate the impact of sustainability education, while theory only papers represent 15% of the total. Studies using a combination of theoretical discussions and applicative evidence are the 17% of the total. Among the case studies category, it is to be noted that the work done at course level (26%) almost equals that done at curriculum level (29%), signalling that attention has been paid to both the macro and micro scale. The research shows that more attention in the past was given to the 'what' (content and structure of courses and programmes), while more recent studies focus on the 'how' (pedagogies and implementation processes for teaching and curriculum development purposes). The latest works, on the other hand, start to be more focussed on assessing students' learning and increase active engagement, in an attempt to shape the profile of future graduates and make them ready to produce the substantial market transformation still needed to achieve environmental sustainability goals worldwide. [Display omitted] • The integration of environmental sustainability within architecture curricula. • A systematic and comprehensive literature review is conducted across continents. • Common approaches, areas to develop and future directions are highlighted. • In the past, attention in architecture curricula was given to the what and the how. • Nowadays, more attention is given to assessing students' learning and engagement. [ABSTRACT FROM AUTHOR]

It is crucial to understand which conditions or elements are relevant to the development of more holistic and integrative models for implementing sustainability into Higher Education Institutions (HEIs). It is observed in the literature that there is a mismatch between the highlighted importance of education for sustainability and the actual implementation of its integration in HEIs due to its multifaceted characteristics and complexity. The proposition of analytical models can serve as a very useful tool for successful practical experiences. Therefore, the paper aims to develop a conceptual and analytical framework based on four interdependent dimensions—contextual, organizational, curricular, and pedagogical– that can be used as a guide to integrate sustainability into critical areas in HEIs. We considered four crucial areas: university management, teaching, research, and community outreach. To validate and expand these areas and identify the elements composing them, we conducted a qualitative research based on systematic literature review and semi-structured interviews with experts in the field of higher and management education. We explored this integration of sustainability in the context of an emergent country, and for this we performed documental research and interviews with local experts. This study contributes to the field by presenting a multi-analytical model and their specific elements that can guide HEIs to effectively integrate sustainability into management education related to planning and action. Although the results focus on management courses, these elements, if properly adapted, can be used to map and analyze other courses in all types of HEI. [ABSTRACT FROM AUTHOR]

Although the leadership role of higher education in creating a sustainable development has been widely recognized, there is a paucity of studies following a strategic perspective to explain how universities integrate sustainability in the different areas of their activity to gain a competitive advantage and contribute to the sustainable development of a broad range of stakeholders. More empirical research on the design and implementation of strategies and operations developed by universities to re-orient themselves towards sustainability has also been required, as well as systemic frameworks for evaluating sustainability performance in higher education. This paper addresses these gaps by proposing a conceptual framework for diagnosis of the integration of sustainability in universities from a strategic perspective. In particular, the concept of a sustainable business model is first contextualized to higher education and then used for interpreting the core logic through which universities create value for themselves, society and the environment. In order to assess the applicability and usefulness of this framework, a cluster analysis of all the 61 Italian state universities is used to identify business models with different degrees of strategic orientation towards sustainability and to start discussing the relationships between sustainable business models and university size, geographic location and performance. • Higher education has a key role in creating sustainable development. • A conceptual framework of university sustainable business models is developed. • Universities are grouped on the basis of their shared-value creation processes. • Analysis revealed six models reflecting a different approach to sustainability. [ABSTRACT FROM AUTHOR]