Factoring sustainability into the Higher Education product-service system

This paper summarises the findings of the first phase of a major study of the environmental impacts of an important service system - higher education (HE). The study assessed three methods of providing HE: conventional campus-based courses and distance/open learning courses using print-based and electronic delivery, with the following key findings. (1) On average, the distance taught Open University (OU) courses involved 90% less energy and CO2 emissions (per unit of study) than the campus based courses, mainly due to reductions in student travel and housing energy consumption, plus scale economies in campus site utilisation. (2) The OU e-learning course had over 20% higher environmental impacts than the print-based OU course, due to higher use of computing, paper consumption for printing web-based material, and extra home heating during Internet access. Programmes to reduce the environmental impacts of HE should be broadened beyond 'greening' the campus and the curriculum to include the impacts of student travel and housing. The study challenges claims that 'de-materialisation' and using ICT to provide services such as HE necessarily reduces environmental impacts. Service system environmental impacts depend mainly on its requirements for transport and a dedicated infrastructure of buildings and equipment. ICT will only benefit the environment if they reduce the service's requirements for these elements

On the Presence of Green and Sustainable Software Engineering in Higher Education Curricula

Nowadays, software is pervasive in our everyday lives. Its sustainability and environmental impact have become major factors to be considered in the development of software systems. Millennials-the newer generation of university students-are particularly keen to learn about and contribute to a more sustainable and green society. The need for training on green and sustainable topics in software engineering has been reflected in a number of recent studies. The goal of this paper is to get a first understanding of what is the current state of teaching sustainability in the software engineering community, what are the motivations behind the current state of teaching, and what can be done to improve it. To this end, we report the findings from a targeted survey of 33 academics on the presence of green and sustainable software engineering in higher education. The major findings from the collected data suggest that sustainability is under-represented in the curricula, while the current focus of teaching is on energy efficiency delivered through a fact-based approach. The reasons vary from lack of awareness, teaching material and suitable technologies, to the high effort required to teach sustainability. Finally, we provide recommendations for educators willing to teach sustainability in software engineering that can help to suit millennial students needs.Comment: The paper will be presented at the 1st International Workshop on Software Engineering Curricula for Millennials (SECM2017

Embedding sustainability through systems thinking in practice: some experiences from the Open University

One initiative that has emerged during the UN Decade of Education for Sustainable Development (ESD) through the work of the Open University Systems group has been its postgraduate programme in Systems Thinking and Practice (STiP). Built on some forty years’ experience of systems teaching and research at the Open University (OU), this open learning, distance taught programme is designed to develop students’ abilities to tackle complex messy situations, to provide skills to think more holistically and to work more collaboratively to avoid systemic failures. This paper critically reviews the trajectory of this programme –its past, present and future. It discusses the STiP programme’s many boundaries with other programmes and across sectors. Challenges of epistemology, ethics and purpose are explored, in relation to education for sustainability. The programme’s many and varied teaching and learning processes are explicated. The pedagogy of the STiP programme is grounded in a diverse range of students’ experiences and needs that by no means all focus explicitly, or primarily, on sustainability or sustainable development. Many OU students study part-time alongside their other commitments, both work and community-based. STiP students are all interested in systems and learning. But what STiP is a part of for them varies considerably. Students come mainly from the UK and rest of Europe. Many of their interactions are online through several different fora. A diverse, active and critical OU STiP alumni community has developed, initiated by the early graduates of the programme. Academics responsible for the programme also participate in this community’s deliberations, at the invitation of student alumni. In this paper, the authors build on their various experiences of the STiP programme and re-explore its contexts and boundaries from an ESD point of view. They use some of the systems heuristics that they teach, to critically reflect on both what is being achieved through this programme in relation to education for sustainability and what they and some of their past students and associate lecturers think ought to be occurring in this respect as they go forward

Brain Segmentation ? A Case study of Biomedical Cloud Computing for Education and Research

Medical imaging is widely adopted in Hospitals and medical institutes, and new ways to improve existing medical imaging services are regularly exploited. This paper describes the adoption of Cloud Computing is useful for medical education and research, and describes the methodology, results and lesson learned. A working Bioinformatics Cloud platform can demonstrate computation and visualisation of brain imaging. The aim is to study segmentation of brains, which divides the brain into ten major regions. The Cloud platform has these two functions: (i) it can highlight each region for ten different segments; and (ii) it can adjust intensity of segmentation to allow basic study of brain medicine. Two types of benefits are reported as follows. Firstly, all the medical student participants are reported to have 20% improvement in their learning satisfaction. Secondly, 100% of volunteer participants are reported to have positive learning experience

Case study : The University of Strathclyde in Glasgow

Describes the Millennium Student Initiative which equipped students in the business school with laptops. Curricular redesign made these an essential part of the pedagogic proces

An Evaluation of Existing On-Line Learning & Teaching Resources for the Socio-Economic Aspects of Sustainable Design, New Perspectives in Design Education

This paper fits into the topic of eco-design education and explores questions related to the modern student’s perspective on design education and how we should consider the curricula from a future perspective. This paper first confirms the state of the art by reviewing the literature on the socio-centric dimension of sustainable design. This will determine the component sections required of a learning and teaching resource which focuses on the implications of human expectations and aspirations for the development of solutions to sustainable design problems

Fostering improved learning about sustainability

University business graduates must not only understand but also be equipped to apply a sustainable thought process to today's business challenges. However, evidence suggests that standard approaches to teaching business courses have not advanced to reflect changing student needs, especially for NetGen students who have differing expectations than earlier cohorts. The current challenge for instructors concerns the preservation of rigor and integrity in course design, while responding to the needs of a new generation of learners. This article presents a conceptual framework incorporating experiential learning, reflective practice, and the use of metaphor, with application to the teaching of sustainability within a number of business courses

Investment in Sustainable Development: A UK Perspective on the Business and Academic Challenges

There are many legislative, stakeholder and supply chain pressures on business to be more ‘sustainable’. Universities have recognised the need for graduate knowledge and understanding of sustainable development issues. Many businesses and universities have responded and introduced Sustainable Development models into their operations with much of the current effort directed at climate change. However, as the current worldwide financial crisis slowly improves, the expectations upon how businesses operate and behave are changing. It will require improved transparency and relationships with all stakeholders, which is the essence of sustainable development. The challenges and opportunities for both business and universities are to understand the requirements of sustainable development and the transformation that is required. They should ensure that knowledge is embedded within the culture of the organisation and wider society in order to achieve a sustainable future