Integrative Approaches to Sustainable Development at University Level: Making the Links

720 Pages·2015·12.526 MB·English

by  Walter Leal Filho, Luciana Brandli, Olga Kuznetsova, Arminda Maria Finisterra do Paço (eds.)

World Sustainability Series
Walter Leal Filho
Luciana Brandli
Olga Kuznetsova
Arminda Maria Finisterra do Paço
Editors
Integrative
Approaches
to Sustainable
Development at
University Level
Making the Links
World Sustainability Series
Series editor
Walter Leal Filho, Hamburg, Germany
More information about this series at http://www.springer.com/series/13384
Walter Leal Filho Luciana Brandli
(cid:129)
Olga Kuznetsova
(cid:129)
Arminda Maria Finisterra do Pac¸o
Editors
Integrative Approaches
to Sustainable
Development at
University Level
Making the Links
123
Editors
Walter Leal Filho Olga Kuznetsova
HAW Hamburg BusinessSchool
Hamburg Manchester Metropolitan University
Germany Manchester
UK
and
Arminda Maria FinisterradoPaço
Manchester Metropolitan University
Department of Businessand Economics
Manchester
Universityof Beira Interior
UK Covilhã
Portugal
Luciana Brandli
Faculty ofEngineering andArchitecture
Universityof Passo Fundo
Passo Fundo
Rio Grande doSul
Brazil
ISSN 2199-7373 ISSN 2199-7381 (electronic)
ISBN 978-3-319-10689-2 ISBN 978-3-319-10690-8 (eBook)
DOI 10.1007/978-3-319-10690-8
LibraryofCongressControlNumber:2014951054
SpringerChamHeidelbergNewYorkDordrechtLondon
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Preface
Due to its scope and spectrum, sustainable development is a theme which is both
interdisciplinaryinnature,andflexibleinrespectofitsusefulnessandapplications.
Anintegrativeapproachtosustainability,i.e.,anapproachthatcombinesaspectsof
several schools of thought, several methods and tools, is therefore very useful not
only in respect of teaching but also in research as well, yielding results that
monolitical approaches could not possibly achieve. The potential of integrative
approaches is threefold:
(cid:129) First, it caters for a wide range of techniques which foster learning, not only in
respect of environmental elements, but also in terms of social issues, economic
matters and political influences, which are known to permeat the sustainability
debate.
(cid:129) Second, integrative approaches entail the use of various techniques, from usual
classroom discussions, but also fieldwork and the use of e-learning, hence fos-
tering a broaders understanding of what sustainable development is and means.
(cid:129) Third,integrativeapproachestakeintoconsiderationtheneedsandrequirements
ofvariousstakeholders,beinginapositiontoleadtoactionwhichdonotignore
people’s backgrounds, abilities and needs.
But even though integrative approaches to sustainability are characterized by a
wide range of applications, their use is at present is rather limited. Part of the
problemliesonthefactthatmostpublicationsonsustainabilitytendtohaveafocus
on individual matters (e.g. curriculum improvements, campus greening, etc.) and
lessoncross-cuttingissues.Therefore,thispublicationhasbeenconceived.Itisan
attempttoaddressagapintheliterature,atthesamethatthatitshows,inpractice,
how integrative approaches work.
The book “Integrative Approaches to Sustainable Development at University
Level: Making the Links” showcases different means, tools and initiatives, which
illustrate how integrative approaches to sustainable development may help to
bring the main messages across. Consisting of case studies, descriptions of
practical experiences and empirical analyses, the book demonstrates how efficient
integrative approaches to sustainability can be, at the same time that it docu-
ments and promotes some of the excellent work being undertaken, around
the world, on this emerging area. The book is structured around two main parts:
v
vi Preface
Part I is about Contextualising Integration, which includes teaching and learning
approaches aimed at the successful integration of sustainability issues in higher
education systems, referring to the use of e-learning, campus engagement, sus-
tainabilitydeliveryandreporting.Italso includesmattersrelatedtoindicators,and
elements of transition and curriculum integration.
Part II of the book refers to Convergent Approaches, outlining examples of
training programme, curriculum innovation and organisational changes, and
including simulations and appraisals of problems and barriers, with examples of
good practice.
This book is a further volume of the new “World Sustainable Development
BookSeries”andcontainssomeofthepaperspresentedatthe“WorldSymposium
on Sustainability in Higher Education” (WSSD-U-2014) held in Manchester, UK,
on3–5September2014.Wewanttothanktheauthorsforsharingtheirwork,their
know-howandtheirexpertisetoaworldaudience,andhopethemanyexperiences
amassed in this book will help to support the work of sustainability lecturers,
researchers and students working in this very important field.
Autumn 2014 Walter Leal Filho
Luciana Brandli
Olga Kuznetsova
Arminda Maria Finisterra do Paço
Contents
Part I Contextualising Integration
Digital Learning for Sustainability: An Interactive Magazine
for Students, Academics and Expert Practitioners. . . . . . . . . . . . . . . . 3
Antonius Raghubansie, Wendy Corbett, Katy Boom
and Lorraine Weaver
The Relevance of Transdisciplinary Teaching and Learning
for the Successful Integration of Sustainability Issues into
Higher Education Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Johannes Merck and Marina Beermann
Making Sustainability Part of Every Student’s Curriculum. . . . . . . . . 27
Alison J. Greig
Ecological Footprinting as a Top-Down and Bottom-Up Approach
to Complete Campus Engagement and Transformation Towards
the One Planet Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Sara Rickards, Richie Howitt and Sandie Suchet-Pearson
An Analysis of the Sustainability of Different Methods
of Delivering Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Jonathan Davies
Social and Environmental Reporting in the Italian Higher
Education System: Evidence from Two Best Practices. . . . . . . . . . . . . 81
Sara Moggi, Chiara Leardini and Bettina Campedelli
vii
viii Contents
How Do Limbo Dancing, Landlords and Students’ Energy
Habits Link to EfSD? A Student Green Fund Case Study. . . . . . . . . . 97
Peng Li, Katy Boom and Paul Davis
Implementing Sustainability and Social Responsibility Initiatives
in the Higher Education System: Evidence from Spain . . . . . . . . . . . . 113
Manuel Larrán and Francisco Javier Andrades
Enhancing Knowledge and Learning in Sustainable Developments
at Universities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Lim Lan Yuan
Student Attitudes to Sustainability and Employability Skills:
Expectations from the University Curriculum. . . . . . . . . . . . . . . . . . . 143
Julian Priddle, Alison J. Greig and Ella Wiles
The Application of Ecological Footprint Analysis to Distance
Learning University Contexts: A Case Study of the College
of Education, University of South Africa. . . . . . . . . . . . . . . . . . . . . . . 155
Maicom Sergio Brandão, Patricia C. Silva Leme, Callie Loubser,
Johann Dreyer, Soul Shava and Welington Braz Carvalho Delitti
Indicator-Based Analysis of the Process Towards a University
in Sustainable Development: A Case Study of the University
of Tübingen (Germany). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Simon Meisch, Nikolas Hagemann, Johannes Geibel,
Elisabeth Gebhard and Moritz A. Drupp
Carbon Stored in a Sustainable University Building:
Bringing Education to Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Bruno V. Kobiski, Eloy F. Casagrande and Gabriel Pendleton
Developing and Managing Integrated
[Interdisciplinary/Transdisciplinary] Graduate
Programs in Environmental Science and Management
in a Collaborative Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Michal Bardecki
Reinforcing Sustainable Development in Schools in Malta:
A Potential Approach by the University of Malta
to Meet the Country’s Sustainable Development Challenges. . . . . . . . . 211
Cynthia Caruana and Mark Mifsud
Contents ix
Commitments of University Leaders to the Talloires Declaration:
Are They Evidenced in Industrial Design Teaching and Learning? . . . 225
Mariano Ramirez Jr
From Consumer to Citizen: Engaging Students with Participative
Methods in Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Antony Johnston
Integral Theory: An Expanded and Holistic Framework
for Sustainability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Robert M. Fleming
Interdisciplinary Environmental and Sustainability Education
and Research: Institutes and Centers at U.S. Research Universities . . . 275
Shirley Vincent, Antje Danielson and B.S. Rica Santos
Transition Towards Sustainable Development: The Role
of Universities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Angelo Riccaboni and Francesca Trovarelli
Integrating Sustainability into the Curriculum of Adult
Education Studies: A Journey Across Disciplines . . . . . . . . . . . . . . . . 307
Violeta Orlovic Lovren
The Impact of Withdrawing a Structured Initiative Aimed
at Engaging Departments in Sustainable Activities,
at a UK University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
Sally R. Lampkin
Students’ Vision on Integrating Sustainable Development
at Tallinn University of Technology . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Marija Klõga and Alvina Reihan
Sustainable Development as a Framework for Ethics
and Skills in Higher Education Computing Courses . . . . . . . . . . . . . . 345
Neil Gordon
Action Research from a Critical Perspective: Analysis
of an Environmental Education Program for Employees
at a Brazilian Public University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Daniela Cassia Sudan and Vânia Gomes Zuin