Sustainable universities – a study of critical success factors for participatory approaches

Participatory approaches can be seen as a requirement, but also as a benefit to the overall paradigm change towards sustainable development and contribute towards the integration of sustainability concept into the university culture. So far, there have been comparatively few research studies on participation within sustainability implementation at university level, and a more differentiated understanding of these processes is still missing, both in the practice of conducting a participatory process and in the sustainability assessment. This paper addresses some of the failures and successes experienced within participatory approaches in campus sustainability initiatives, and deduces a set of critical success factors and emergent clusters that can help to integrate the dimensions of participation more inclusively into sustainability assessment. Following a qualitative approach and inspired by the Delphi-method, semi-structured expert interviews (N = 15) and four focus group discussions (N = 36), with participants coming from twenty different countries in total, were conducted and compared according to qualitative content analysis. Findings give empirical evidence to some of the characteristics related to stakeholder engagement, and associate higher education for sustainable development to empowerment and capacity building, shifting away from a previous focus on environmental sustainability. The success of participatory approaches is interdependent with structural institutional conditions and the persons engaged, highlighting the importance of specific skills and participatory competencies. A better integration of the dimensions of participation into sustainability assessment practices can help in defining and establishing participatory approaches on institutional level and fostering a culture of participation in the transition to sustainable universities

The INDICARE-model - Measuring and caring about participation in higher education's sustainability assessment

© 2015 Elsevier Ltd. All rights reserved.The implementation of sustainability in higher education has been advanced over at least the last two decades and brought sustainability assessment on the research agenda of Education for Sustainable Development (ESD) and sustainability science. Participatory approaches have gained increasing attention in these endeavours, but remain often vague and less addressed in sustainability assessment procedures. To fill in this gap, an indicator-based model, INDICARE, was developed that can assist in assessing participatory processes within higher education's sustainability initiatives. The objective of this paper is to introduce and discuss the model's theoretical background, its structure, applicability, and how it can broaden the perspectives on participation and sustainability assessment in the university context. Embedded in a cross-sectional qualitative research design, the model was developed in iterative stages and was presented and adjusted along six feedback loops, having been presented to 98 persons during conferences, workshops and university meetings. Inspired by biophilic ideas, transformative learning theories and participatory evaluation, INDICARE follows an ecocentric and integrative perspective that places the earth and its community at the centre of attention. A preliminary set of thirty indicators and practices, grouped in three categories of context, process, and transformation, is proposed. The assessment process itself is considered as a thought-provoking exercise rather than as a control tool and emphasizes the interplay of personal reflection and action-oriented outreach. INDICARE intends to invigorate the sustainability debate in higher education, in particular by proposing a more holistic approach to assessment that underlines experiencing the interconnectedness of human-nature relationships, combined with reflective exercises that can respond better to the call for transformation on individual and institutional level

An assessment of the relationships between extreme weather events, vulnerability, and the impacts on human wellbeing in Latin America

Climate change and variability are known to have an influence on human wellbeing in a variety of ways. In Latin America, such forces are especially conspicuous, particularly in respect of extreme climatological, hydrological, and weather events (EWEs) and climate-sensitive disasters (CSDs). Consistent with the need to study further such connections, this paper presents an analysis of some of the vulnerabilities of environmental health issues and climate-related impacts that are focusing on EWEs and CSDs in Latin American countries. The research includes an analysis of the (i) human and socio-economic development; (ii) geographical and socio-economic determinants of vulnerability and adaptability of environmental health issues (exposure, sensitivity, and adaptive capacity); (iii) occurrence of CSDs from 1988 to 2017 and their direct impacts on human wellbeing (Total death and Affected people); (iv) an online survey on the perceptions of the effects of EWEs on human wellbeing in a sample of countries in the region; and (v) discussion of possible solutions. The socio-economic and development indices, and the International Disaster Database (EM-DAT) and Climate-Risk Index (CRI) disaster statistics suggest that the impacts of CSDs are primarily related to socio-economic determinants of human wellbeing and health inequalities. Also, >80% respondents to the survey say that the leading causes of climate-related human impacts are the lack of (i) public awareness; (ii) investment and (iii) preparedness. The paper concludes by adding some suggestions that show how countries in Latin America may better cope with the impacts of Climate-sensitive Disasters

Climate vulnerability, impacts and adaptation in Central and South America coastal areas

© 2019 Elsevier B.V. Low-Elevation Coastal Zones in Central and South America are exposed to climate-related hazards (sea-level rise, climate variability and storms) which threaten the assets (people, resources, ecosystems, infrastructure, and the services they provide), and are expected to increase due to climate change. A non-systematic review is presented focusing on vulnerability elements, impacts, constraints to adaptation, and their possible strategies. The analysis emphasises the Intergovernmental Panel on Climate Change Reasons for Concern (e.g., threatened systems, extreme events, aggregated impacts, and critical thresholds), particularly on sea-level rise, degradation of mangroves, and invasive alien species in Central and South America focusing on case studies from Uruguay and Venezuela. Despite recent advances in coastal adaptation planning in Central and South America, there is an adaptation deficit in the implementation of measures and strategies against climate-related hazards, such as sea-level rise. Adaptation constraints are linked with poverty, resource allocation, lack of political will, and lack of early warning systems for climate-related hazards. Non-structural adaptation measures such as community-based adaptation and ecosystem-based adaptation are not fully mainstreamed into national plans yet. Government-level initiatives (e.g. National Adaptation Programmes of Action) are being developed, but a few are already implemented. In addition to specific thematic measures, the implementation of non-structural approaches, National Adaptation Programmes of Action and early warning systems, based on the reasons for concern, should foster adaptive capacity in coastal areas

Climate change and health: An analysis of causal relations on the spread of vector-borne diseases in Brazil

The increases in greenhouse gas concentrations caused by anthropogenic activities such as industrial emissions, transport and burning of forests and other resources, recorded over the past decades, are known to have an impact on the global environment. In particular, this paper reviews the evidence that climate change has an impact on human health as a whole and on the spread of vector-borne diseases in particular. It offers an analysis of previous research on the connections between climate change and health, with a case study from Brazil, and lists some areas which may guide future policy-making

Sustainable Development Goals and sustainability teaching at universities: falling behind or getting ahead of the pack?

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 effectiveness of e-Learning on biosecurity practice to slow the spread of invasive alien species

Online e-Learning is increasingly being used to provide environmental training. Prevention measures including biosecurity are essential to reducing the introduction and spread of invasive alien species (IAS) and are central to international and national IAS policy. This paper is the first to evaluate the effectiveness of e-Learning as a tool to increase awareness, risk perception and biosecurity behaviour in relation to IAS among individuals conducting work activities or research (fieldwork) in the field. We surveyed participants (a mixture of students and professionals) before, and 6 months after undertaking an e-Learning course on IAS and biosecurity practices. Awareness of IAS and self-reported biosecurity behaviour increased after e-Learning among students and professionals. Students had a lower awareness of IAS than professionals before training (20% of students vs 60% of professionals), but after training students showed a greater increase in awareness which led to similar levels of awareness post-training (81%). Prior to training, risk perception was also lower amongst students than professionals (33% of students and 59% of professionals were aware of the risk that their activities posed to the accidental spread of IAS). There was no change in risk perception amongst professionals after training, however training led to a doubling of risk perception in students. E-Learning also led to an increase in reported biosecurity behaviour and cleaning practices and there were higher levels of biosecurity cleaning amongst professionals. The higher awareness and better biosecurity amongst professionals is likely to reflect their familiarity with the issues of IAS and day-to-day activities in the field. Our results suggest that e-Learning is an effective tool to raise awareness and encourage behaviour change among field workers and researchers in an attempt to reduce the risk of accidental introduction and spread of IAS

Handbook of theory and practice of sustainable development in higher education

This Handbook approaches sustainable development in higher education from an integrated perspective, addressing the dearth of publications on the subject. It offers a unique overview of what universities around the world are doing to implement sustainable development (i.e. via curriculum innovation, research, activities, or practical projects) and how their efforts relate to education for sustainable development at the university level. The Handbook gathers a wealth of information, ideas, best practices and lessons learned in the context of executing concrete projects, and assesses methodological approaches to integrating the topic of sustainable development in university curricula. Lastly, it documents and disseminates the veritable treasure trove of practical experience currently available on sustainability in higher education.info:eu-repo/semantics/publishedVersio