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

Reinvigorating the sustainable development research agenda: the role of the sustainable development goals (SDG)

© 2017 Informa UK Limited, trading as Taylor & Francis Group. The United Nations Sustainable Development Goals (UN SDGs) contain a set of 17 measures to foster sustainable development across many areas. It offers a good opportunity to reinvigorate sustainable development research for two main reasons. First, it comprises many areas of SD research, which have become mainstream thanks to the UN SDGs. Second, the fact that the UN and its member countries have committed to attaining SDGs by 2030 has added a sense of urgency to the need to perform quality research on SD on the one hand, and reiterates the need to use the results of this research on the other. Even though the basic concept of sustainability goes back many centuries, it has only recently appeared on the international political agenda. This is partly due to an awakening of the fact that the human ecological pressure on the planet is still much larger than what nature can renew or compensate for. Based on this state of affairs, this paper presents an outline of the process leading to the agreement on the UN SDGs, and looks at some of the ecological aspects as a result of continued pressure of human activities on natural resources. Furthermore, a set of research needs is proposed–also based holistically on updated research trends–discussing the degree of urgency of some measures and explaining why the UN SDGs need to be accorded greater priority in international sustainable development research efforts

Sustainability curriculum in UK university sustainability reports

One of the major barriers to incorporating sustainability in the HE curriculum is its absence from the university sustainability strategy, the annual reflection of which is the annual sustainability report. While strategies specify targets, reports record what has already been achieved. In that respect, reports function as internally created reviews of universities’ sustainability activity. Various reviews of sustainability teaching activity have taken place in the UK HE sector. The current study attempts to explore formal sustainability teaching provision exclusively through HEIs’ annual sustainability reports. The sample consists of the most recent, whole-institution sustainability reports issued by UK HEIs from 2016 to 2018. An exploratory content analysis identifies sustainability curriculum coverage patterns, using a coding frame based on the STARS framework. Findings suggest that of the 167 UK HEIs 4% report on their sustainability curriculum provision comprehensively. The findings might be of interest to sustainability professionals in the reporting or the curriculum provision end. The study hopes to encourage wider coverage of sustainability curriculum provision in HE sustainability reports

High-frequency impact ionization and nonlinearity of photocurrent induced by intense terahertz radiation in HgTe-based quantum well structures

We report on a strong nonlinear behavior of the photogalvanics and photoconductivity under excitation of HgTe quantum wells (QWs) by intense terahertz (THz) radiation. The increasing radiation intensity causes an inversion of the sign of the photocurrent and transition to its superlinear dependence on the intensity. The photoconductivity also shows a superlinear raise with the intensity. We show that the observed photoresponse nonlinearities are caused by the band-to-band light impact ionization under conditions of a photon energy less than the forbidden gap. The signature of this kind of impact ionization is that the angular radiation frequency omega = 2 pi f is much higher than the reciprocal momentum relaxation time. Thus the impact ionization takes place solely because of collisions in the presence of a high-frequency electric field. The effect has been measured on narrow HgTe/CdTe QWs of 5.7 nm width; the nonlinearity is detected for linearly and circularly polarized THz radiation with different frequencies ranging from f = 0.6 to 1.07 THz and intensities up to hundreds of kW/cm(2). We demonstrate that the probability of the impact ionization is proportional to the exponential function, exp(-E-0(2)/E-2), of the radiation electric field amplitude E and the characteristic field parameter E-0. The effect is observable in a wide temperature range from 4.2 to 90 K, with the characteristic field increasing with rising temperature

Governance and sustainable development at higher education institutions

© 2020, Springer Nature B.V. Governance issues, here interpreted as the provisions of adequate policy frameworks characterized by reliability and accountability, coupled with resources to support their implementation, are known to be the basis for the implementation of sustainable development measures. This paper discusses the influence of governance in the ways sustainability is perceived and practiced in a higher education context. Apart from due considerations to the role of governance as the basis for regulation and institutional actions and management decisions, this paper reports on an empirical study undertaken in a sample of higher education institutions. This study entailed an analysis of sustainable development policies, certification, organizational structure, budget, reports, team for sustainability, staff training, and challenges for the integration of sustainability and governance. The results suggest that even though there are different opinions and attitudes on the role of governance, it is regarded as an important component in supporting efforts by higher education institutions to include considerations on sustainable development as part of their strategies