Innovative policy practices to advance building energy efficiency and retrofitting: Approaches, impacts and challenges in ten C40 cities

This study examines ten programmes to advance energy efficiency and retrofitting of existing, private sector buildings in C40 cities in Asia-Pacific and USA. We set out to identify differing policy approaches, together with potential impacts and implementation challenges for each. Findings unearthed six policy models – both mandatory and voluntary – with unique impacts and challenges. We demonstrate that innovation occurs without new policy inventions and largely by necessity, as new features are added and generic models are adapted to local circumstances. Our sample demonstrated experimentation with benchmarking in the USA, comprehensive regulation in Asia, and voluntary approaches in Australia. Overall, environmental impacts are particularly slow to emerge and plagued with attribution challenges. We found limited evidence of benchmarking programme effectiveness in reducing energy consumption in the short-term, but some indication of mid-term outcomes. Driven by unique local circumstances, the cap-and-trade model stood out by fostering large, sustained and attributable GHG emission reductions and retrofitting. Market and social impacts are highly significant across all programmes, highlighting needs to consider non-environmental impacts in policy evaluation. We emphasise the complementary potential of voluntary and regulatory approaches to advancing energy efficiency and climate resilience. We also underscore the potential for reporting or benchmarking programmes to later transition to models mandating performance improvements, such as cap-and-trade

Implementing sustainability co-creation between universities and society: A typology-based understanding

Universities are under mounting pressure to partner with societal stakeholders and organizations to collaboratively create and implement sustainability-advancing knowledge, tools, and societal transformations. Simultaneously, an increasing number of societal organizations are reaching out to partner with universities to achieve organizational objectives and increase the effectiveness of strategies to further societal sustainability. Using a conceptual framework of "sustainability co-creation", this study empirically examines the historical and ongoing experiences of five organizations in Japan that actively partner with universities to enhance sustainability activities and strategies to transform society. We examine motivations for partnering with universities, innovative models of practice, factors hampering the co-creative potential of the university, and desired changes to overcome these. Our empirical study leads to the proposal of a typology that might assist in categorizing and understanding key attributes of differing types of sustainability co-creation. We build our typology from two perspectives: First, in terms of the primary objective of the co-creation (ranging from knowledge production to the transformation of society), and second, in terms of the approach taken (ranging from either socially or technologically-centered). We then reflect on the organizations' experiences to offer several strategies that could increase the effectiveness of the university when partnering with stakeholders in sustainability co-creation. We also highlight several factors effecting the university's capacity to move beyond knowledge production towards implementation measures to transform society with external stakeholders

Future sustainability scenarios for universities: moving beyond the United Nations Decade of Education for Sustainable Development

As achievements of the completed United Nations Decade (2005–2014) of Education for Sustainable Development are contemplated globally, along with potential steps forward for the future, Member States have urged that this decade continue after 2014 through “The Future We Want”; the outcome document of the 2012 United Nations Conference on Sustainable Development. More recently, commitments to furthering the advancement of sustainable development through education have also been re-enforced in the recently adopted post-2015 Sustainable Development Goals. This study systematically analyzed the implications of sustainable development trends and future directions universities might take under a potential second decade (2015–2024). For this purpose, a model for generating “trend-based scenarios” is proposed, based upon a combination of various futures studies methods. Results suggest that the advancement of sustainability through societal collaboration and various functions such as education, research and outreach will increasingly constitute a core mission for universities. Projecting this trend out into the following decade, the authors frame possible future orientations through three unique scenarios; namely, a socially-, environmentally- and economically-oriented university. Pursuit of sustainable development through each of these would see unique and fundamental changes. These would affect the principle university mission, focus areas, emphasized disciplines, view of Education for Sustainable Development, core external partners, projects and outputs with external stakeholders, geographical focus, and main functions involved. The authors then examine how one or more of these scenarios might be actualized through various external and internal policy and incentive measures. The depiction of these three scenarios, along with potential measures to guide universities to either of these, provides scholars, university leaders and government policy makers with some conceptual and practical instruments to consider strategically how any of these futures might be realized

Sustainable Development Policies as Indicators and Pre-Conditions for Sustainability Efforts at Universities: fact or fiction?

Purpose - There is a widely held belief that Sustainable Development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper examines the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa, United Kingdom (UK) and United States of America (USA) to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach –The study involved 35 universities in these seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings – Although only 60% of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40% are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Originality/value – Our findings provide some valuable insights about the connections between SD policies on the one hand, and the practice of SD in higher education institutions on the other

Utilizing international networks for accelerating research and learning in transformational sustainability science

A promising approach for addressing sustainability problems is to recognize the unique conditions of a particular place, such as problem features and solution capabilities, and adopt and adapt solutions developed at other places around the world. Therefore, research and teaching in international networks becomes critical, as it allows for accelerating learning by sharing problem understandings, successful solutions, and important contextual considerations. This article identifies eight distinct types of research and teaching collaborations in international networks that can support such accelerated learning. The four research types are, with increasing intensity of collaboration: (1) solution adoption; (2) solution consultation; (3) joint research on different problems; and (4) joint research on similar problems. The four teaching types are, with increasing intensity of collaboration: (1) adopted course; (2) course with visiting faculty; (3) joint course with traveling faculty; and (4) joint course with traveling students. The typology is illustrated by extending existing research and teaching projects on urban sustainability in the International Network of Programs in Sustainability, with partner universities from Europe, North America, Asia, and Africa. The article concludes with challenges and strategies for extending individual projects into collaborations in international networks.Postprint (author's final draft

Co-creation workshops for work life oriented ICT education

ICT Companies in Finland today are facing problems in recruiting the right skilled workforce to meet their needs [1]. There is particular shortage of application developers, application designers, web professionals and coders in the South Ostrobothnia area of Finland [2]. Typical degree courses offered by universities would not work because there is a mismatch between the university degrees offered and the needs of these companies. There is a need to develop a new approach to address this shortage. In response to this, local University of Applied Sciences has developed a new ICT education programme using co-creation methods. The new approach is based on the concepts of co-creation of value from service science. This paper discusses the importance of this new approach in education and how it can be implemented. Empirical data is gathered through observation of and reflection on the development of the ICT programme which follows the principles of co-creation

The Expanding Business of the Entrepreneurial University: Job Creation

This chapter explores the role of universities in job creation. It does this by taking two approaches. The first is to look at how the university sees its role as expanding from traditional first and second mission activities to encompass third mission activities including industry engagement and how this supports job creation and economic development. The second approach is to examine how new jobs are created in a geographic region or country, and the role that the university can play in support of this. Typical third mission activities such as incubators, technology transfer, and science parks are also examined; including the role of government support and incentives

Towards a Learning System for University Campuses as Living Labs for Sustainability

Universities, due to their sizeable estates and populations of staff and students, as well as their connections with, and impact within, their local and wider communities, have significant environmental, social and economic impacts. There is a strong movement for universities to become leaders in driving society towards a more sustainable future, through improving the sustainability of the built environment and the universities’ practices and operations, and through their educational, research and wider community engagement missions. Around the globe the concept of ‘Living Labs’ has emerged as an instrument to integrate these different aspects to deliver sustainability improvements, through engaging multiple stakeholders in all of these areas, and through the co-creation of projects to improve the sustainability of the campus environment and operations, and to link these to the education, research, and wider community missions of the institution. This chapter describes a living, shared framework and methodology, the ‘Campus as Living Lab’ learning system, created through global participatory workshops and Living Lab literature, aimed at supporting universities and their Sustainability (Coordinating) Offices in the development and monitoring of Living Lab projects. The framework includes seven categories of supportive data collection and three levels of details to meet different requirements of potential users. The Living Lab framework presented in this chapter, aims to create value and help universities maximise the benefit of Living Lab projects within an institution, support monitoring, reflection and learning from projects, and facilitate communication with stakeholders, and the sharing of practices and learning between peers across the globe. As a living shared, framework and learning system, the framework will adapt and develop over time and within different contexts. To provide feedback and fast (practical) learning from users, the system will be further developed to facilitate transparent peer reviewing

Transformative capacity and local action for urban sustainability.

There is a consensus about the strategic importance of cities and urban areas for achieving a global transformation towards sustainability. While there is mounting interest in the types of qualities that increase the capacity of urban systems to attain deep transformations, empirical evidence about the extent to which existing institutional and material systems exhibit transformative capacity is lacking. This paper thereby seeks to determine the extent to which sustainability initiatives led by local governments and their partners reflect the various components that the literature claims can influence the emergence of transformative capacity as a systemic property of urban settings. Using an evaluative framework consisting of ten components of transformative capacity and associated indicators, the specific objective is to identify patterns in these initiatives regarding the presence of individual components of transformative capacity and their interrelations with other components. The analysis of 400 sustainability initiatives reveals thin evidence of transformative capacity. When detected, evidence of transformative capacity tended to emerge in relation to wider processes of institutional- and social-learning and initiatives that linked outcomes to a city-wide vision of planning and development. However, instances of such initiatives were rare. This widespread lack of evidence for transformative capacity raises concerns that this set of attributes normalised in the literature is in fact rarely found in sustainability action on the ground

Co-creation with Companies: A Means to Enhance Societal Impact of University Researchers?

In this chapter, we explore co-creation as a form of societal interaction of science. We approach co-creation as a goal-oriented form of dynamic interaction aiming at mutual benefit of all parties. As such, we exclude technology transfer and other linear societal interaction forms that follow a closed-model innovation format. We argue that focusing solely on tapping the needs of researchers and ‘pure’ science would lead to ignoring the broader context in which researchers work. An excessive focus on meeting the needs of external stakeholders could jeopardize the preconditions of science. Hence, this chapter explores how researcher-company co-creation can be nurtured in a heavily institutionalized setting, where established rules govern the process of knowledge production and protect research integrity. The co-creation process is analyzed by combining Nonaka’s SECI model and Strober’s interdisciplinary interaction model for knowledge creation. We find that the core of this process lies facilitated dialogue, which is seen as open knowledge sharing between equal participants