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The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in research, on individual SDGs, as well as in pursuing their "third mission" linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation. • The implementation of the Sustainable Development Goals (SDGs) at universities is still on its infancy. • The SDGs may assist universities to better relate with external stakeholders and society. • A greater involvement of students may be achieved by the integration of the SDGs in teaching. • More systematic efforts are needed to increase the presence of the SDGs in higher education institutions. [ABSTRACT FROM AUTHOR]

• There are numerous implementation structures for sustainability in HEIs. • Policy, Strategies, Initiatives and Outreach approaches are varied. • Numerous drivers, barriers and best practices exist. • Monitoring of sustainability progress is not standardized. • Access to sustainability information can be challenging. Higher Education Institutes are being called upon to integrate sustainable development into their organisation, driven by national and international events, policies and environmental targets. This paper maps sustainability policies and initiatives of a select number of Irish and international Higher Education Institutes, exploring their integration of sustainability on-campus, testing of new ideas and technologies, and the amplification of lessons learned within society and economy. It provides a comparison of Irish Higher Education Institutes with international examples. Sixteen case studies were selected; seven from Ireland and nine international. A literature review was conducted with a focus on papers that dealt explicitly with sustainability education and outreach. Three site visits of Higher Education Institution campuses took place, as did interviews with energy and transport managers and academics of each institute. The results show the integration of sustainable development into Higher Education Institutes follows no standard approach, with the number of initiatives for sustainability outweighing the number of strategies and policies, presenting a general bottom-up process. Overall, Higher Education Institutes lack a systemic approach. The majority of initiatives focus oncampus actions, with outreach neglected. Higher Education Institutes represent significant resources in implementing sustainable development. To maximise their potential a mixture of top-down and bottom-up processes are necessary, with management support essential if sustainable development is to survive in the long-term, and for lessons learned to be successfully amplified to wider society and economy and assist in meeting national and international environmental targets. [ABSTRACT FROM AUTHOR]

Abstract Much literature discusses higher education as an agent for sustainable development, but the extent to which higher education contributes to unsustainable economic and social systems receives less attention. This paper examines the environmental impacts of international student mobility in higher education. Combining several datasets, the paper presents a model of greenhouse gas emissions associated with international student mobility. Estimates suggest that these emissions are substantial and are rising faster than overall global emissions, but the emissions per student are slowly decreasing, largely due to changes in the patterns of mobility. The paper concludes that although international exchange is increasingly important, a meaningful consideration of higher education for sustainable development should take account of environmental costs of international mobility alongside its benefits. Highlights • Estimates emissions from international student mobility in higher education. • Considers emissions from travel and changes in consumption. • Estimates at least 14 megatons of CO 2 per year associated with student mobility. • Emissions per mobile student are decreasing as mobility patterns change. [ABSTRACT FROM AUTHOR]

Abstract Progressing towards sustainable development remains a key global challenge. And yet, the various interpretations of the concept of sustainable development and the questions it raises about economic growth make its implementation difficult. Higher education institutions may help to overcome these difficulties by developing new processes of change. However, to achieve this they need to integrate sustainable development in all their areas of activity. The aim of this paper was to develop new insights into organisational change processes in universities relating to sustainable development. Contributing to this aim, this paper reports on a case study of United Kingdom higher education drawing on findings and conclusions from a survey of their policy frameworks relating to sustainable development. The method comprised a critical policy analysis in order to identify, differentiate and categorise stakeholder interactions. The data generated comprised the range of higher education stakeholders and the network of interactions that they formed. Theoretical insights from social network analysis, stakeholder theory and the normative business model were used to find opportunities to address the difficulties in the implementation of sustainable development. Results suggested that the existing networks identified in the policy frameworks may not support the effective integration of sustainable development in higher education. Low-density of the national networks; the lack of a clear governance vocabulary for national policy frameworks; and the lack of explicit funding flows between organisations all pose problems for organisational change towards sustainable development in higher education. Highlights • The paper develops insights in organisational change at universities in sustainable development. • Critical policy analysis identifies, differentiates and categorises stakeholder interactions. • Social network analysis, stakeholder theory, Normative Business Model inform interpretation. • Density, governance and funding of policy networks could aid change at universities. [ABSTRACT FROM AUTHOR]

By developing and implementing environmental concerns in its principles and infrastructure, universities are becoming increasingly active in promoting societal changes towards sustainable development. These environmental concerns are translated into comprehensive and transversal environmental education programs aimed at building capacities and promoting awareness not only for students but also to the surrounding communities. This paper aims to develop a Balanced Scorecard strategy map for implementing and monitoring environmental education programs in universities. To accomplish this objective, we conducted a literature review on environmental education in higher education, finding 10 primary indicators and 40 sub-indicators needed to implement environmental education programs in universities. Fifteen experts in sustainability research were asked to evaluate these indicators and sub-indicators. Then, those indicators and expert evaluations were used to build a decision tree that supports the Balanced Scorecard. Based on our findings, we created and adapted a strategy map for environmental education based on five dimensions: sustainable development; environmental education; teaching processes and environmental management; learning and environmental growth; and economic and financial responsibility. The main contribution of this paper is to propose a theoretical proposal that can serve as a guide to implement and monitor environmental education programs in universities. [ABSTRACT FROM AUTHOR]

Sustainability assessment tools are currently influencing sustainability strategies and activities in higher educational institutions. Thus, in this paper a short overview of sustainability in universities will be provided, which will then be followed by a study of different existing approaches to assess this issue. The paper will also include previous analyses that theoretically compare these tools. A practical case study in which different tools are applied is the main goal of this article. A sustainability diagnosis and a proposal to analyze the results in order to create an action plan, based on cost-efficient measures, will be developed considering different tool's approaches. Advantages and differences between tools are highlighted according to the results. Finally, this article will conclude that an absolute improvement between 20% and 40% in the overall sustainability score can be reached in the medium term. [ABSTRACT FROM AUTHOR]

Higher education institutions across the world are increasingly placing an emphasis on students' acquisition of a broader range of skills or attributes within the taught curriculum, which should lead to a widening of their chances of academic success, in particular in the employment market. Among other issues, matters related to sustainable development are playing a key role, but many universities do not yet cater for integrative approaches, which may help them to approach sustainability issues in a transformative way. It is therefore necessary to develop new approaches and methods, which may address this gap. Based on the importance of meeting this perceived research need, this paper defines the role of project-oriented learning, also designated as Project Based Learning, as a tool to support integrative approaches to sustainability in a higher education context. The scientific value of the paper lies in the provision of some examples of successful approaches to Project Based Learning and the identification of some of the trends that characterise it. The paper makes clear why project-oriented learning should be more widely used in support of integrative approaches to sustainability, and why it needs to become part of the routine of higher education institutions. The outline of some of the initiatives recently and currently being undertaken may inspire others and assist in the implementation of Project Based Learning. [ABSTRACT FROM AUTHOR]

In order to present core issues usually addressed under sustainable urbanism, the paper makes a broad scanning of a number of relevant documents dealing with sustainable development. A wider selection has been made reflecting the major segments of the EU policy in this area, the standpoints of professional bodies on sustainable cities and of educational association of planning on issues of sustainable development. This overview has been complemented with the strategy of UNESCO on teaching and learning for a sustainable future. The overview shows a continuous increase of sensitivity towards spatial/urban issues which could be dealt with in a successful way only by urban planners who could supply innovative solutions based on a participatory and inclusive process of planning. Higher education institutions in the field of urban planning must respond adequately to these challenges by strengthening their disciplinary profiles and expertise on which to build their interdisciplinary interconnectedness with other disciplines in the arena of sustainability. In this process, the approaches chosen in teaching sustainable urbanism will be of great importance as they will influence the learners and prepare them to react to the ever changing circumstances of everyday life. The paper proposes a conceptual framework of sustainable urbanism and suggests a number of approaches to teaching and learning that could respond to this challenge. [ABSTRACT FROM AUTHOR]

Sustainable development challenges universities around the world to rethink their missions and to reform their courses and life on campus. ICT professionals and students who are future leaders of the nation are progressively exposed to thinking of sustainability. This paper presents evolution of Green ICT and discusses the barriers in implementation of Green ICT at higher education institutions based on survey conducted in India. An extensive literature review pertaining to Green ICT and sustainable development was carried out and 10 barriers were summarized. Using SPSS tool and Wilcoxon Test, the most important barrier for successful implementation of Green ICT at higher education has been discovered. The survey revealed that lack of motivation and rational for adopting green polices among the implementers is truly hurdle in implementation of Green or sustainable ICT. In nutshell, the paper assists the policy maker in designing green strategies and polices based on barriers. [ABSTRACT FROM AUTHOR]

Integration of sustainable development in education is now being addressed in numerous educational institutions across the globe. Based on different integration approaches, various teaching methods are being developed, applied and evaluated. Efforts are also being made in the direction of strengthening pedagogical approaches as well as educator training to address issues such as, lack of awareness and resources required for a better transfer of sustainable development knowledge from educator to students. There is a strong need for these two approaches (integration & pedagogical) to work in close association for an improved level of integration. Regional collaborations are an effective way to address such issues. They can play a key role in achieving sustainability regionally while being influenced by, and influencing, both local and global communities, and that is the main hypothesis of this paper. The goal of this paper is to present a regionalized educational initiative for integration of sustainable development in higher education made by two universities and five colleges in Quebec (Canada). This project is not only dedicated to teaching or application of approaches but is also expanded to: 1) professors' support using various activities (conferences, workshops and short lectures); 2) program integrations; 3) integration at institutional level (as some institutions have adopted various policies and actions regarding their overall missions of research, community outreach and operations); and, 4) regional collaboration between the seven academic partners, which is a unique characteristic of this project. As a result, this regional collaborative approach helped in building a critical mass of practitioners in the field and launched a community of practice and integrated sustainable development in the member institutions at different levels, strengthening the educator's knowledge on sustainable development pedagogy. Based on the preliminary analysis of surveys taken by students, this integration has helped in developing the understanding of sustainable development by students and has also resulted in a positive attitude towards sustainable development. In addition, the integrations as a result of the collaboration show that integration of sustainable development in higher education is accomplished not only through pedagogical and extracurricular activities but is also embodied in the overall student experience on campus. [ABSTRACT FROM AUTHOR]

During the last two decades, many higher education institutions have become involved in embedding sustainable development into their academic systems. The research for this paper was built upon discussions on declarations, charters, and other initiatives designed to commit their institutions to education for sustainable development. It analyses if such commitment leads to more sustainable development implementation within the academic institution. The research was performed using a survey, based upon a literature review of 60 peer-reviewed papers. The survey was divided into eight categories: background; institutional framework; campus operations; education; research; outreach and collaboration; on-campus experiences; and assessment and reporting. The survey was answered by 84 respondents from 70 institutions, worldwide. The responses were analysed via descriptive analysis, grounded theory, and inferential statistics. The results revealed that there were many examples of sustainable development implementation throughout the system; however, generally the efforts tended to be compartmentalised. The analyses also highlighted strong linkages between the institution's commitment to sustainability, implementation, and signing a declaration, charter, or initiative. The findings suggested that academic leadership's commitment was a leading cause for signing a declaration, charter, or initiative, and implementing sustainable development. The research team provided recommendations for higher educational leaders, including acknowledge that the higher education institution system is comprised of several inter-related elements; commit to sustainability by integrating it into policies and strategies; show the commitment by signing a declaration, charter, or initiative; establish short-, medium-, and long-term plans for its institutionalisation; and ensure that sustainable development is implemented throughout the system. [ABSTRACT FROM AUTHOR]

The implementation of sustainable development in higher education is an important goal, and one which requires much planning. The many recurring problems and barriers that hinder the attainment of sustainable development objectives at universities are either directly or indirectly related to deficiencies in planning which pose a significant barrier to the implementation of sustainable development. There is therefore a perceived need to foster a better understanding of how planning may help higher education institutions to become more successful in implementing sustainable development. Based on this need, this paper describes the role of planning as a tool for improved knowledge and sound decision-making towards a better understanding of sustainability in a science and technology context, and the motivation towards transformation. In particular, it reports on a survey in the context of which some of the major obstacles for planning and implementing sustainable development at universities are outlined. The study identified the fact that many universities are yet to have fully developed plans to take into account matters related to sustainable development, and describes some the elements which could be considered in attempts to give a greater emphasis to sustainability to planning in a higher education context. Image 1 • Planning can assist in the implementation of sustainable development in higher education. • Globally, the development of sustainability initiatives in universities varies among institutions and regions. • Institutional commitment is required, along with transformation of perceptions and use of interrelated perspectives. • It is necessary to foster a better understanding of how planning may help universities to implement sustainability. [ABSTRACT FROM AUTHOR]

• HE-D and DE-D were stable; most regions showed a relatively concurrent development of DE and HE. • D of the two subsystems differed in different regions with "high in the east and low in the west." • CCD fluctuated relatively steadily with differences of "high in the northern and coastal regions". • "HE benefits" and number of academic papers are the primary influencing dimension and factor in HE. • "DE input" and popularity rate of mobiles are the primary influencing dimension and factor in DE. Analyzing the coupling coordination interactions of higher education (HE) and digital economy (DE) to achieve sustainable growth is crucial. Thus, we constructed the coupling coordination interaction mechanism and the comprehensive evaluation system of the two subsystems to measure their coordination interactions; then, we processed the temporal-spatial analysis of the development status and the coupling coordination degree (CCD) in the case of China. Furthermore, we used the gray correlation model to determine the primary influencing factors and proposed differentiated policymaking suggestions. We found that: (1) the development status of higher education (HE-D) was more stable than that of the digital economy (DE-D), which showed a slight upward trend; besides, there were noticeable spatial differences for HE-D and DE-D. (2) The temporal changes of CCD were not noticeable. (3) Expenditure on research activities in HE and the number of patents were the significant factors affecting DE; the popularity rate of mobile phones and the number of employees in the DE industry were the significant factors affecting HE; besides, HE's output benefits and DE's input was more influential in the coordination relations. Furthermore, we also put forward targeted, specific, and differentiated policymaking suggestions, which can guide policymakers to formulate regional sustainable development policies. [ABSTRACT FROM AUTHOR]

Abstract: This paper explores the current and future potential of higher education for sustainable development in the Republic of Serbia drawing upon years of engagement in national sustainable development strategic planning and monitoring activities. Paper is structured as follows: first part is assessing the current developments in theory and practice of higher education for sustainable development, and possible implications on Serbian higher education practice. Following that, the criteria for the assessment of current situation in Serbian higher education space, including weakness and possibilities, are developed in the second part. Criteria are developed based on Copernicus charter. Conclusions and recommendations are drafted in the third part, based on the assessment results. The paper argues that it is appropriate and desirable to accelerate the efforts on internal integration of Serbian Universities, as a precondition for further activities on the introduction of sustainability. Besides that, public sector and academic community must quest for innovative way of connection between higher education institutions and the community, predominantly through modernization of curricula and new research agenda. Education of educators for sustainable development may be the starting point for further steps in Serbia. [Copyright &y& Elsevier]

Abstract: The expectation that management education institutions should be leading thought and action on issues related to corporate responsibility and sustainability has been reinforced in the light of their association with business leaders' failings, including corporate corruption, the financial crisis and various ecological system crises. The United Nations supported Principles for Responsible Management Education (PRME) initiative is an important catalyst for the transformation of management education and a global initiative to change and reform management education in order to meet the increasing societal demands for responsible business. This paper introduces the initiative and illustrates progress made by PRME signatories drawing upon analysis of their self-presentations in their Sharing Information on Progress (SIP) reports. The paper synthesizes the studies' findings and concludes with some thoughts on current and future directions and prospects of the initiative. [Copyright &y& Elsevier]

Abstract: Progression towards more sustainable consumption patterns is a key challenge of the 21st century. Higher education plays a crucial role in this in as much as it significantly contributes to building the capacity of future generations to deal with real-world problems of unsustainable consumption. However, conceptually substantiated approaches to educating for sustainable consumption in universities are still poorly developed. This paper contributes to bridging this gap. It merges two separate fields of scholarship (service learning and incidental learning) and analyses key aspects of a teaching approach to promoting learning for sustainable consumption in higher education. A case example of a series of project-based seminars is presented that illustrates how this conceptual approach can be applied in practice. This paper illustrates how the integration of the concept of transdisciplinarity into service learning can help to further develop the concept to support rich and meaningful learning settings for students. The paper concludes with a critical appraisal of the approach for moving forward the agenda of higher education for sustainable development in the context of consumption and with a call for further research. [Copyright &y& Elsevier]

Abstract: Sustainability is receiving increasing amounts of attention in higher education in terms of how it can best be integrated with university curricula. Sustainability is closely related to complexity, innovation, and interdisciplinarity; therefore, it requires alternative approaches rather than traditional, lecture-based pedagogy. This paper reports an educational initiative and research project based on collaboration between Beijing Normal University, China and Aalborg University, Denmark: developing a sustainability curriculum using the methodology of Problem and Project Based Learning (PBL) in a Chinese context. A theoretical framework is established to understand and analyze the culture's change toward a sustainability curriculum that employs PBL methodology. Empirical work is drawn upon first year results from the implementation of this methodology in an engineering and science curriculum. Data generation is based on multiple collection methods, such as survey of students' feedbacks, interviews with students, and analysis of students' project reports and reflection essays. This paper summarizes that a sustainability curriculum as proposed in this research can attract students' interests in not only mastering relevant knowledge, but also in developing necessary skills and competencies. PBL as a teaching and learning method can successfully facilitate participative learning, critical reflection, systemic thinking, creativity, and cultural awareness, which are the core values of sustainability. However, implementing a new curriculum with new teaching and learning methods can be more complex than expected. Many issues impact the implementation process and are therefore remain challenges to further development; for example, how to change the existing grading system, how to provide both teaching staff and students' with prior knowledge about the new PBL methods, how to gain institutional support, and how to change the broader societal and cultural values. [Copyright &y& Elsevier]

Abstract: There is a need for higher education to cultivate deep knowledge and skills in the ever-evolving area of sustainability. This paper explores one strategy for teaching Product Design Engineering students Design for Environment. A critical aspect is the connection between an industry partner, MicroHeat Technologies, who have developed water and energy efficient point of use water heating technology, and undergraduate students from Swinburne University with competencies in both design and engineering. This paper documents how students can explore Design for Environment strategies in a project based learning environment, verifying and quantifying environmental gains throughout the design process from concept to detailed design proposal. Engineering methods such as whole systems design and life cycle assessment were used to better equip these student designers with the tools to quantify the benefits of proposed designs in relation to sustainability. The student group was introduced to the MicroHeat technology, which has the capacity to be at the forefront of Design for Environment, the authenticity of which was used to enhance student engagement levels. The project successes were demonstrated by exceeding the industry partner expectations in terms of the breadth and high resolution of outcomes, detail for manufacture and usability. The student work revealed how higher education tied to industry innovation could prepare students to contribute to curtailing the ecological crisis when based in industry, in this case by integrating credible technology options with effective Design for Environment methodology into the design process and outcomes. These results strengthen the case for educators in sustainability to explore industry-based partnerships for cross-disciplinary student projects, with the course now running for a fourth successive year. In consultation with students and the industry partner, Swinburne staff members continue to refine the curriculum, to improve outcomes both from a project and pedagogical perspective. [Copyright &y& Elsevier]

Abstract: As major contributors to research, higher education institutions have to tackle scientific questions that arise in connection with the transition of societies around the world towards more sustainable development. But universities are also significant societal actors – they shape their local, regional and national environments and are therefore important drivers for a sustainable future. A new way of cooperation and networking between higher education and regional actors is required in order to take up society-driven challenges for a cooperative solution-finding process. This paper aims at reflecting and analysing the diverse roles of higher education institutions in networking with regional actors. Three cases of networking and capacity building between higher education and regional actors, which were developed in the framework of the European Union project 3-LENSUS (Lifelong Learning Network for Sustainable Development), will be assessed in this paper: the COPERNICUS Alliance, the Database on Learning for Sustainable Development and the Seminar Series for Sustainable Development. The examples are methodologically reflected on the basis of the Graz Model for Integrative Development, as this model not only reflects the actions but in particular the processes behind the cases. [Copyright &y& Elsevier]

Abstract: Universities have been consistently considered significant contributors to the pursuit of regional sustainability initiatives for over two decades. The composite nature of sustainable development (SD) has appointed Universities to critical partners to all relevant efforts, always in firm collaboration with other local actors. An extensive number of articles presenting relevant University experiences has been published in academic journals worldwide. A literature review and critique of such articles, published between the years 2003–2011, after the declaration of the UN Decade of Education for Sustainable Development (DESD), is presented in this paper. Though the paper offers a broader analysis of the relevant literature, it, ipso facto, emphasizes the role and contribution of two leading journals in the field, the Journal of Sustainability in Higher Education and the Journal of Cleaner Production. The paper finds that the published ESD research covers a wide range of regions, topics, methodologies, and findings. The prevailing methodological approaches include theoretical and case-study articles. Yet, the former suffer from a rigorous conceptual framework deficiency while the latter are characterized by their descriptive nature which can be inspiring and encouraging for future peer efforts but of limited added value to theory development. [Copyright &y& Elsevier]

Abstract: In spite of a number of Sustainable Development (SD) initiatives and an increasing number of universities becoming engaged with SD, most higher education institutions (HEIs) continue to be traditional, and rely upon Newtonian and Cartesian reductionist and mechanistic paradigms. As a result many universities are still lagging behind companies in helping societies become more sustainable. This paper analyses the texts of eleven declarations, charters, and partnerships developed for HEIs, which can be considered to represent university leaders’ intentions to help improve the effectiveness of Education for Sustainable Development (ESD). The analysis was done against two sets of criteria: (1) the university system, including curricula, research, physical plant operations, outreach and engagement with stakeholders, and assessment and reporting; and (2) the texts’ complexity, number of bullet points, and number of words. The analysis was done continuously; whenever a new element was found in a text it was added to the university system (first criteria set) and applied to the analysis of the other texts. In this way, the system was augmented with the following elements: collaborating with other universities; fostering transdisciplinarity; making SD an integral part of the institutional framework; creating on-campus life experiences; and ‘Educating-the-Educators’. The authors of the paper propose that for universities to become sustainability leaders and change drivers, they must ensure that the needs of present and future generations be better understood and built upon, so that professionals who are well versed in SD can effectively educate students of ‘all ages’ to help make the transition to ‘sustainable societal patterns’. In order to do so, university leaders and staff must be empowered to catalyse and implement new paradigms, and ensure that SD is the ‘Golden Thread’ throughout the entire university system. [Copyright &y& Elsevier]

Abstract: Historically, universities have played many roles in transforming societies, by educating decision-makers, leaders, entrepreneurs, and academics. However, education and research on sustainability in universities is at an early stage in many institutions. This introduction highlights findings from articles, most of which were presented at the Environmental Management for Sustainable Universities (EMSU) 2010 conference, held at Delft, the Netherlands. The articles contribute to answering the questions: 1. Are universities leading in the development of sustainable development mental models and paradigms and in transferring the related sustainable development memes to their students or are they reacting to stimuli from society and thus the sustainable development memes are being transferred to the universities from the society? 2. What can university leaders and their faculty do to ensure that sustainable development becomes an integral part of the University's culture? The starting point of this special volume is a paper on declarations and initiatives for Education for Sustainable Development which is complemented by a paper on inter-linking the declarations to the university's commitment and policies. Two papers explore campus operations and greenhouse gases, whilst three papers focus on curricula for sustainable development. Then two papers are included, which address multi-stakeholder regional collaboration, via linking the university to small and medium size enterprises through sustainable development initiatives. They are complemented with new perspectives on attitudes and perceptions of students to environmental and sustainability issues. The final two papers focus on transdisciplinary research and on a new metaphor designed to help faculty, students and societal members work is harmony with our eco-system. Collectively, these articles provide an encouraging, holistic and trans-disciplinary perspective on higher education for sustainable development via articles that provide critical reflections on methodological perspectives where ‘the sciences meet the arts’. The articles were selected to encourage educators, globally to engage in sustainable development initiatives within and outside their universities. [Copyright &y& Elsevier]

In recent decades, smart technology has been one of the major thought-provoking research subjects in the quest to meet the needs of society in ways that do not damage or deplete the environment and that conserve natural resources. Augmented reality is an emerging technology that blends three-dimensional virtual objects with reality. Technologies such as Augmented Reality can be useful tools to promote sustainable development in higher education in terms of various economic, social and environmental considerations. This paper aims to investigate faculty members' awareness of the potential benefits of incorporating Augmented Reality technology in Saudi Arabian universities in terms of its economic and environmental sustainability. For this study, quantitative data was collected by means of a survey questionnaire where participants responded to statements on a five-point Likert scale that ranged from "totally agree" to "totally disagree". The study was conducted with a sample comprising 228 academic and e-learning department staff from Saudi universities. The exploratory factor analysis technique was utilised to identify factors related to awareness of advantages of using Augmented Reality in education, particularly in relation to sustainability. Two factors were identified, namely environmental and economic factors. Study findings indicated that academic and e-learning department staff believe that the use of Augmented Reality in higher education has positional environmental and economic sustainability benefits. The findings from this study provide insights that will assist further studies regarding AR in the Gulf Cooperation Council countries. Image 10 [ABSTRACT FROM AUTHOR]

Abstract This paper assesses the sustainability related performance of Indian Higher Education Institutes (HEIs) based on the parameters and indicators listed under the Sustainability Tracking, Assessment and Rating System (STARS), and the University of Indonesia GreenMetric World University Ranking (UI GreenMetric WUR). Qualitative assessment of Indian HEIs based on the two selected frameworks is provided. Data were collected for parameters pertaining to sustainable development (SD) at nine Indian HEIs through surveys, documentation, direct observations, and interviews with professors, research scholars, students, and employees. The study shows that although Indian campuses are implementing SD strategies, the approach is not comprehensive and systematic, as almost 50% of the STARS and UI GreenMetric framework parameters are not currently being complied with. Out of the two selected assessment frameworks, Indian HEIs showed greater compliance with the UI GreenMetric, which can be attributed to its Asian origin. A lack of policies, monitoring and reporting mechanisms were common across all the HEIs. This study highlights the need to report specific rating parameters that are widely present on Indian campuses and those which are not currently being emphasised. The findings contribute to developing a contextualised rating system for assessing Indian HEIs that can help boost SD. This study can further help other developing countries aiming to progress along similar lines. Highlights • The framework used in the study are STARS and UI GreenMetric WUR. • The qualitative compliance of the Indian HEIs to these frameworks is analyzed. • The sustainable development in Indian HEIs is not holistic. • A new or refined rating system needs to be developed for Indian HIEs. [ABSTRACT FROM AUTHOR]

Abstract The objective of this paper is to test a procedure for assessing the adoption of sustainable practices in higher education technological institutions services, known as institutes of technology and polytechnic universities. The model, named Sustainability Assessment for Higher Technological Education (SAHTE), consists of 134 criteria that cover five aspects: 1) Governance/Policies, 2) People, 3) Food, 4) Energy/Water, 5) Waste/Environment. This structure is based on international frameworks and standards as GRI, AISHE, SAQ, GreenMetric, Green Report Card, and Campus Ecology. Seven higher technological education institutions are studied, providing data for testing the SAHTE model, as well as auditing the adoption of sustainability practices. The case studies, besides direct observations and document analysis, collected data from 170 interviews to faculty, staff, and students, and they show the lack of governmental incentives toward sustainability in Higher Education Institutions (HEI). Although, there is no external incentives that contribute for the adoption of best practices as green offices, the studied institutions show isolated initiatives that mostly are related to solid waste management. There is a consensus among the studied HEI directives that their educational programs does not address properly sustainability issues, which create a barrier for the academic community to perceive the importance to develop a sustainability model for managing HEI institutions. Sustainability in these organizations could be approached in the perspective of service operations and connect their contribution to value creation. In turn, that hinders the implementation of selective waste collection, for instance, a basic service operation that is still incipient in at least six of the seven institutions analyzed. In technological education, the correct treatment and disposal of laboratory waste offer a great opportunity to raise awareness among students, collaborators, and the community while preparing students for situations they will possibly face in companies. The results obtained by the SAHTE model may be useful for planning and developing policies concerning sustainable development, especially in service operations at the HEI examined. [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]

Higher education institutes (HEIs) have made a deep commitment to prioritizing sustainable development (SD). Their task is to support practices that improve conditions in societies with respect to ecological, economic, and social issues, e.g., tackling the wicked problems of the world. In this case study, which took place at Feevale University (Feevale), Brazil, and at Häme University of Applied Sciences (HAMK), Finland, the following topics were studied: (1) whether there are international and national SD steering policies that might be relevant to higher education development in these particular universities; (2) whether this steering has impacted HEI's own SD policy and steering; (3) whether such in-house operations are affecting SD content within curricula; and (4) how a pedagogic approach influences the incidence of SD-oriented content at the bachelor's degree level. The analysis of policy level data was based on international and national policy papers recognized separately in both universities. As an indicator of the university's level of commitment to sustainability activities, we measured the incidence level of UNECE's SD themes in the curriculum. A hermeneutical approach was applied to the analysis to demonstrate possible systemic interactions between (inter)national SD policy and SD education at HEIs. At HAMK, some evidence was found of a national level top-down steering process in the university's SD activities. At Feevale, the enhancing of SD education is more of a bottom-up process. International steering appeared to be weak in both universities. The study uses unique quantitative data to show how the incidence of SD content in the curriculum is related to the pedagogical approach in each university [content (Feevale) vs. competence (HAMK)]. It was concluded that differences in national SD steering policy and pedagogical approach in the HEI led to divergent curricula structures in relation to the volume of the SD education between the two HEIs. Regardless of such a divergence, an appropriate balance between epistemic and ethical SD competences should be guaranteed for all bachelors. [ABSTRACT FROM AUTHOR]

The UN Decade of Education for Sustainable Development (DESD, 2005–2014) was an important framework and catalyst for increasing Sustainable Development (SD) efforts within academic institutions, worldwide. Tertiary institutions began to embed sustainability into the curriculum, although the extent has varied within and between institutions with many adopting an ad hoc approach. Previous studies of student learning outcomes were generally limited in scope and reported mixed results. Few studies systematically investigated the influence of sustainability education (SE) on student views, attitudes and behaviour across a range of contexts. This study adds to the field by using a common instrument that explored how SE contributed to student learning across multiple disciplines, institutions and countries. A quasi-experimental approach was adopted with tertiary students in ‘intervention’ and ‘control’ units. Data was collected using an online two-stage pre-post survey and included the Inclusion of Nature in Self (INS) and New Ecological Paradigm (NEP) scales and measures of selfreported behaviour. A series of snapshots of pre-test and post-test perspectives were taken across various terms of study during 2013–2015. Students' initial sustainability perspectives were found to be influenced by personal and educational factors such as gender, age, “culture” and discipline of study. Environmental worldviews were characterised by jointly strong ecocentric and anthropocentric orientations that represented a “utilitarian” view of human-nature relations. After controlling for pre-test scores, SE significantly increased post-test scores for several NEP dimensions compared to the control group however, the effect was weak and moderated by students' personal and educational context. Students exposed to SE also reported a cognitive shift in their attitudes/perceptions to sustainability that was linked to an increased INS score. The ad hoc approach to SE, combined with students' strong utilitarian worldview and mixed effects of SE indicated learning outcomes were far from certain and probably weak. The paper argued for a rethink of current educational approaches towards a more coherent and targeted educational strategy and concluded with recommendations for policy and praxis to enhance student learning for sustainability in higher education. [ABSTRACT FROM AUTHOR]

One of the main challenges for teachers of higher education is to design learning activities that will allow students to effectively acquire sustainability competences. Education therefore needs to be re-oriented to a combination of interdisciplinarity, envisioning, creativity, fun. This paper aims at contributing to this demand by asking students to assess the fostering capacity of alternative learning activities, i.e. a real-world experience and a service learning project. The data was collected through surveys and focus groups. The results demonstrate that students perceived to have developed sustainability competences in each learning activity in somewhat varying levels. To ensure the development of a wide-spectrum of sustainability competences, teachers are advised to combine different learning activities or to include a variety of characteristics to foster as many competences as possible, especially because of the interplay and interactions between the different competences. [ABSTRACT FROM AUTHOR]

In recent years, there have been a considerable number of efforts to integrate sustainability into Higher Education Institutions (HEIs); however, there are still challenges that need to be overcome. A process that has received an increasing attention has been the Organisational Change Management for Sustainability. This article is aimed at reviewing the main drivers of the integration of sustainable practices and the barriers to change slowing or stopping it. A systematic literature review was carried out using Web of Science de Thomson Reuters and in Scopus databases focusing on retrieving all papers on sustainability in HEIs published between 2000 and 2016. The drivers of and barriers found for the integration of sustainability in HEIs were compared to those previously described for companies. The similarities on drivers to change found in HEIs and companies were greater for external ones. A lower number of barriers to change were reported in the literature for HEIs than those reported for corporations, nonetheless, it was found that HEIs and companies have several common barriers to change. The article proposes a list of main drivers of and barriers to change, some general and others context specific. The findings on the drivers of the integration of sustainable practices in HEIs can serve to identify additional good practices at companies and vice versa. The barriers to change detected for the process of integration can help into anticipating, preventing and overcoming them. This knowledge can help institutions better plan and use their resources in working to becoming more sustainable. [ABSTRACT FROM AUTHOR]

This paper explores the link between innovation and sustainability in the context of higher education, with the purpose of investigating the fundamental barriers for innovation and sustainable development in universities around the world. The method used involves both a quantitative and a qualitative approach, gathering the views of 301 experts from 172 universities across all continents. The results show that there are similar barriers across different geographical regions that require greater support from university administrations and management. In particular, the willingness of leaders, policy makers and decision-makers to envisage a sustainable future inside universities is often missing. Yet, without the support of senior management within a university, bottom-up sustainable initiatives seem destined to fail in the longer term due to a lack of investment and administrative support. This study also identifies that in order to yield the anticipated benefits, the challenges listed should be taken seriously. [ABSTRACT FROM AUTHOR]

The transition to sustainability in Latin America and the Caribbean (LAC) is hindered by low demand for environmentally-benign industrial development strategies, and a limited supply of professionals to enact such strategies. The “Pathways to Cleaner Production in the Americas” project was a multinational effort aimed at facilitating the transition to sustainability in the region by addressing both of these concerns. The project incorporated multidisciplinary education in business, engineering, and the environment that enhanced sustainability awareness, technical competence and innovative skills of industry professionals, while exposing micro, small and medium enterprises (MSMEs) to cleaner production (CP) opportunities. In an alliance of nine universities in eight countries, project partners trained 648 university students to assess CP opportunities, while directly benefiting 136 MSMEs. The project developed a unique industry-academic partnership model for experiential learning. Faculty members collaborated with CP industry experts in their respective countries to prepare their students to conduct energy, process and material audits, and develop recommendations for improving financial and environmental performance. The project's CP experts supervised student interns and provided follow-up assistance to the MSMEs to implement the prioritized recommendations. The universities also hosted workshops for industry participants to learn best practices developed through the project and strategies to implement those in their enterprises. In this paper, we share the most valuable lessons from this model, which can be more widely adopted to facilitate industry-academic engagement in the transition to sustainability in LAC and other parts of the world. [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]

This research explores whether university education provides young graduates studying subjects related to the environment with relevant knowledge and strategies for sustainability actions that they can put into practice in the workplace. It also reveals the difficulties and obstacles that graduates encounter in their professional careers to promote pro-environmental strategies in their companies or to maintain sustainable behaviours. Information for the qualitative research was obtained from semi-structured interviews with 70 graduates from eight assorted faculties spread across three campuses at the University of Zaragoza. The paper categorises the most widely detected barriers impeding the application of pro-environmental strategies in the workplace and considers whether these barriers are connected with university education. One of the most relevant conclusions is that a small number of graduates were involved in pro-environmental strategies and only when such strategies were promoted and developed by the firm itself. In these cases the graduates felt that they had been well prepared at the University. However, the majority had not participated in pro-environmental strategies and felt that their university education did not equip them properly for their involvement in environmental projects. This barrier is thus considered a very significant one. A previous research study developed with the same graduates tested a causal model that explained environmental attitudes and their connection with environmental behaviour. In the model, the intention or willingness to act came between attitudes and behaviours. In this work, the unwillingness to act is also shown to be a significant barrier to participating in pro-environmental strategies. As a conclusion, changes are suggested in the curriculum to include core competencies in sustainability in all degrees. It is also proposed that firms and universities establish organisational structures to promote effective sustainability and pro-environmental actions. [ABSTRACT FROM AUTHOR]

Engineers have always had to deal with complex challenges. However, a profound change has occurred over the last two decades with a realization of the need to transition from a focus on technical issues to sustainability problems that require an integrated, adaptive and participatory approach. Such an engineering approach does not only necessitate new methods and tools, but also the consideration of epistemology to deal with different kinds of knowledge and high uncertainties. The concept of paradigms can support the case-specific analysis of concrete solution strategies based upon an understanding of the epistemological dimension of sustainability issues. A systematic and integrated discussion of paradigms and their interactions in engineering practice is currently lacking in the scientific literature. This paper examines the role of paradigms in engineering practice and presents a system science approach for the analysis of paradigms. A case study on sustainable flood management and a literature analysis are provided to show the relevance of multiple paradigms in sustainable development issues. Engineers should be aware of paradigms and their respective application context, as well as the particular role of the “community involvement” paradigm for sustainable development. We propose an iterative learning approach to continuously deepen students' understanding of participatory processes and develop their ability to facilitate stakeholder processes. An overview and some reflections on the experiences of the authors in the teaching of these new paradigms at McGill University, Canada, and the University of Osnabrueck, Germany, are provided. In particular, group model building exercises were found to provide students with important experiences regarding stakeholder interaction in the safe space of the classroom. [ABSTRACT FROM AUTHOR]

Sustainability has received increasing attention in management education over the past ten years. This article reviews a decade's worth of research in a systematic analysis of 63 articles published in international higher education and management education journals between 2003 and 2013. The purpose of this article is to map and review the publications based on the analysis according to the following four categories: (1) Types of papers, (2) Challenges, (3) Teaching techniques, and (4) Curriculum orientation. The scientific value of this article focuses on three main contributions to management education. First, while most articles are descriptive, focusing on specific, unique experiences in a given institution or with a particular teaching method or tool, few situate themselves within the broader philosophy and design of management education. The second contribution is an evaluation of the status of sustainability in management education as a field of study. This systematic review highlights the lack of consistency in the concepts used: no stable categories emerge from these articles and very few studies integrate the three levels of educational philosophy – teaching, program design, and learning. Third, this review highlights future directions for sustainability in management education institution-wide. While all articles highlight the need for curriculum change, very few specify how this change could and would be achieved by course design or explicit educational paradigms. [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]

Abstract: The higher education is experiencing a rapid development in China, with the sharp increase of energy use and the low level of campus facility operation. Meanwhile, with the responsibility for knowledge transformation, sci-tech talents cultivation and technical innovation, universities are of great importance in the development of the sustainable society. The initiative of green campus has attracted great attention from both the society and the universities themselves. Therefore, it is very meaningful to get a full understanding of the current status of green campus development in China, and make the feasibility planning for the next step on this base. In this paper, the progress of green campus development in China is summarized, including all the initiatives to conduct the energy and resource efficient campus, and the current status of upgrading the energy and resource efficient campus to the green campus; the problems occurred during the development are analyzed, and the possible approaches and the action plan are explored accordingly, to promote the green campus development. It is found from the analysis that the development of energy and resource efficient campus has been expanded in a large scale in China, mainly aiming at the energy efficient technology application and campus energy management, and all these initiatives are strongly promoted by the national government with policy support and financial funding. With these great endeavors, an upgrade from the energy and resource efficient campus to the green campus is on progress, which expands its scope to sustainable education and the initiative of low-carbon life on campus. However, many problems also occurred during the progress, such as the lack of a good top-level design among different national ministries and the collaborative innovation among different departments in the university, and the need of a practical propulsion mode and a long-term mechanism to guarantee green campus development. Hence, some suggestions are made in terms of the administrative management, propulsion approach, evaluation standard, and action plan. [Copyright &y& Elsevier]

Abstract: This paper deals with the evolution of teaching, supporting sustainability at VSB – Technical University of Ostrava, Czech Republic (VSB-TUO). The University is a technical and economic institution of higher education, the principal task of which is the provision of higher education based on free and internationally oriented research. In former Czechoslovakia, as one of the socialist countries, environmental protection was not at the top of the agenda. After democratic changes in 1989 the University started to develop a number of environmental study courses, which were consequently followed by preventative and proactive tools for building of the more sustainable development pathways. The text also describes active international cooperation of VSB - TUO within Baltic University Programme as an example of very successful sustainability education in Central and Eastern Europe. The next part is devoted to the comparison of employability of our students versus four comparable Czech public universities. Summary shows the important role of universities in general and underlines the importance of VSB – TUO for regional sustainable development. New orientation of industry in currently highly polluted region must definitely head towards less material and energy intensive, highly innovative production with a strong environmental accent. The students from all our environmentally oriented study branches get a significant deal of sustainability-supporting tools and practices, which can be then implemented in their work in industry, local government administration or consultancy services and, of course, last but not least in their private lives. [Copyright &y& Elsevier]

Abstract: Based on a 10-year experience of embedding the ‘sustainable development’ topic into a newly established programme in Urbanism in Sofia, the paper discusses the influence of context, both geopolitical – Central and Eastern Europe (CEE), and professional-urban and regional planning, on the educational concept and the choices made on the modules' structure, contents and result evaluation. The estimation of the context relevance of the educational process and results addresses three aspects – advanced European practice in higher education for sustainable development, educational needs in the spatial planning field, and CEE regional peculiarities. Through analysing identified contextually rooted challenges and success factors in the educational process, and relating them to the broader global and regional process, the author claims the need for a better focused and contextually sensitive support to the local efforts for integrating the SD topic into the restructuring higher education institutions in the CEE region. [Copyright &y& Elsevier]

Abstract: Rational use of water can be a powerful tool to promote sustainability on university campuses. Other than resource and financial savings, it aims to support technological and behavior innovation towards a more balanced relationship between human activities and nature. This work reports on a water saving program case study, led by a research group at a university in the northeast of Brazil. It describes and discusses methods used and results obtained. From 1999 to 2008 the program reduced per capita water use by half at the university. It has brought significant resource savings to the institution. Internal results foster the implementation of cooperative projects between the university and public and private partners. All these projects involve engineers, social workers and undergraduate students from different courses. However, internal and external results have been insufficient to guarantee the internalization of the program in routine activities of the university. The permanence of the program still depends on the research group that created and manages it. The paper also presents the difficulties faced in sustaining a program like this at a Brazilian university and discusses future action to be taken to achieve the program's goals. [Copyright &y& Elsevier]

Abstract: This paper provides and illustrates a generic framework for deep learning in a Sustainability-based course for higher education instruction. The use of Sustainability Consulting Projects is detailed with potential application to similar programs as part of their Sustainable Education curriculum. Using four disparate institutions of higher learning across the eastern coast of the United States we can complete an exploratory analysis of the framework. This analysis will provide us opportunity to identify and characterize community sustainability projects and their contribution to higher order, integrative and reflective learning. This deep learning framework and model will be helpful to curriculum developers and instructors who wish to introduce these types of projects into their courses and curriculum. These processes and tools may be integrated into current Sustainability Management courses or used as the basis for development of specific courses focused specifically on this topic; e.g., Sustainability Consulting or as a capstone course. Lessons learned and framework design and implementation provide opportunities for further research and development of these courses. [Copyright &y& Elsevier]

Abstract: There has been a rapid increase on the number of engineering schools in higher educational institutions that have incorporated sustainability into their teaching. Nonetheless, curricula reforms are still needed to better educate engineers on the implications that their work has on the environment and societies in this generation and future ones. A step to facilitate this is assessing the contribution of engineering curricula to sustainability. This assessment can provide a starting point on how sustainability is being taught, and how this can be improved. This paper presents the results from the assessment of the sustainability content of the Civil and Environmental Engineering curriculum at the Georgia Institute of Technology using two complementary approaches: the Sustainability Tool for Assessing UNiversity's Curricula Holistically system and two students' perceptions surveys. The results from the curriculum assessment indicated that the courses addressed mainly environmental issues, and that the depth of coverage could be improved. The results from the students' surveys concurred with the curriculum assessment, although there were some differences in regard to social issues. Using both approaches provides a more holistic overview of the contribution of engineering courses and degrees to sustainability, and it allows detecting discrepancies between sustainability content in the syllabus and sustainability teaching in the classroom. The approaches can help to foster educational changes by: guiding university leaders in devising curricula reforms to promote sustainability learning; providing students with opportunities to reflect upon the topic; and bridging the gap between the activities being done at the university to foster sustainability and student perception of what needs to be achieved. [Copyright &y& Elsevier]

Abstract: This paper reflects the philosophy of TERI University of intrinsically building the concept of sustainable development (SD) through higher education and research. This has been illustrated by taking up an example of its flagship postgraduate program in Environmental Studies and Resource Management. The program is built by seamless integration of sustainability concept that incorporates social, cultural, economic, scientific, technological, legal and policy perspectives to address issues related to environment and resource management by laying strong emphasis on experimental/empirical evidence. The pedagogy of the program is based on blended learning using face-to-face interactions, live case studies, field visits, conferences, seminars and active use of information and communication technology. The curriculum has been designed by seamlessly integrating the principles of SD in an interdisciplinary framework. This has resulted in creation of a cadre of motivated and trained students who have taken the initiative for achieving sustainability on the campus through an environmental management plan and policy that focuses on five key environmental aspects – energy, resources, waste (solid and hazardous), ambient/indoor air and landscaping. [Copyright &y& Elsevier]

Abstract: There has been an increasing level of attention to sustainability issues in higher education by academic leaders, students and by policy makers and the public, at large due to significant impacts of university activities have upon society environmentally and socially in the short and long-term. The last decade has witnessed the promotion of “Green University” in China with an aim of fostering sustainable development in higher education. This paper was developed, based upon research designed to investigate the awareness of faculty, alumni and student's parents on sustainable development and their perceptions on the ‘Green University’. A large-scale questionnaire survey was conducted with representatives of each of these three groups of stakeholders in the Shandong University, one of the largest academic institutions in China. The main focus of this study was placed on exploring the most important factors that contribute towards achieving ‘Green University’ goals from different stakeholders' points of view. These factors were broadly grouped into seven categories, i.e. management systems, environmental sustainability, sustainable curricula, research and development, staff development and rewards, student opportunities and social responsibility. This research compared the perceptions of these three stakeholder groups with those of the student's perspectives, which were also researched several months earlier at Shandong University. Implications on the ‘Green University’ development are presented. The research findings provide a useful reference to improve both the sustainability performance in higher education at Shandong University as well as for ‘Green Universities’ more broadly throughout China and other parts of the world. [Copyright &y& Elsevier]

Abstract: In processes of sustainability communication, the communicative interplay between the individual citizen and society, inseparably linked to intermediary levels of mutual mediation and reconciliation, is essential. Since attaining a sustainable society without societal communication about sustainability would seem to be impossible, the design of communicative interfaces between science, politics and the public is of particular significance. As a consequence, this paper aims to highlight meaning, role and interdependencies of sustainability-oriented knowledge communication against the backdrop of universities'' education, research, and innovation activities. These approaches do not only allow for deepened analyses and substantial optimization of stored knowledge but, furthermore, also highlight opportunities for various contexts of sustainability-oriented governance – above and beyond higher education. Subsequently, these approaches are critiqued within the context of knowledge communication and analysed in the light of the contrasting “internal rationalities” of science and politics. In doing so, trends in medialization in both domains are taken as much into account as participative practices for including non-scientific actors in political decision-making. As a result, various dimensions of a dialogically-reflexive communication are proposed against the backdrop of future societal pathways towards sustainability, reflecting the diversity, dynamics and self-organization – all featuring the liaison between science and politics on an organizational basis. [Copyright &y& Elsevier]

Abstract: Universities have a key influence on society in a two-fold manner: they train and educate people and they participate in governance at the national and regional level. This paper focuses on universities and how they function to foster sustainable development. It identifies their actual and potential roles in fulfilling educational, research, governance, and economic development functions, as well as facilitative and mediating functions. A set of seven hypotheses has been derived from the literature and used to develop an analytical framework for considering the three main functions: education, research and governance. The framework distinguishes the individual and the societal educational functions, knowledge creation and knowledge transfer within the research function, and finally the internal and external governance functions. This framework has been applied to a particular case study – the University of Graz, which hosts a Regional Centre of Expertise on Education for Sustainable Development. The case study analysis allowed a first test of the hypotheses. For this specific case a couple of prerequisites were identified as helping universities act as facilitators for sustainable development at the regional level. A diverse institutional set-up, a committed leadership as well as alliances with particular bridging organizations such as the Regional Centres of Expertise on Education for Sustainable Development are only a few of the factors that were found to be facilitative in the case under study. [Copyright &y& Elsevier]

Abstract: University research is pivotal for sustainable development, but to succeed, new ways of conducting research are needed. Only recently has the field of “sustainability and higher education” (SHE) started to deal with the issue. In this paper we define “university research for sustainable development” comprehensively as “all research conducted within the institutional context of a university that contributes to sustainable development”, and propose a set of twenty two preliminary characteristics of this concept. We provide foundational information in particular for various university stakeholders, and those of higher education in general, considering the (re)orientation of research towards sustainable development and offer a beginning of dialogue on the subject, within SHE. [Copyright &y& Elsevier]

Abstract: A large and growing body of research examining sustainability in higher education has emerged in the past decade. This literature is dominated by empirical and descriptive studies of specific approaches and individual initiatives, but lacks a cohesive research agenda and is not yet supported by strong theoretical underpinnings. This paper contributes to the advancement of this emerging field by exploring the theoretical framework of transition management (TM), a multi-scale, multi-actor, process-oriented approach and analytical framework to understand and promote change in social systems. The TM framework provides guidance toward informing and prioritizing future empirical research in this important emerging field. [Copyright &y& Elsevier]

Abstract: Focusing on the sustainability challenge, a growing number of Universities are redefining their core strategies in order to adapt to the real social needs and expectations of their stakeholders. Beyond integrating sustainability into the University''s internal activities (curriculum, research, operations, etc.), the challenge seems to be integrating the University with the sustainable development paths of society. For the last 10 years the Technical University of Catalonia (UPC) has tackled this challenge through an overarching strategic plan. The latest strategy, UPC Sustainable Plan 2015 has adopted a different focus, which was designed through a participatory approach, involving many internal and external stakeholders. This work aims to use a conceptual framework based on systems transitions to assess the systems change potential of a University strategy, in this case, the sustainability strategy of UPC. The main objectives of this paper are: to present the sustainability strategy participatory design process and its outcomes at UPC; to analyse the strategy change potential through a new transition/systems renewal method that is proposed; and to compare it with the UPCs previous environmental strategy; The work concludes that the systems transition potential is currently higher with the new strategy and discusses the elements that explain this finding. [Copyright &y& Elsevier]