Educating the Sustainability Leaders of the Future

Inhaltsverzeichnis

1. Leadership Through Operations, Engagement and Partnerships

   1. Frontmatter

   2. The Role of Higher Education Institutions in the Promotion of Collaborative Community Partnerships and Engagement: The Case of Federal Institute of Santa Catarina, Brazil

      Paulo Guilherme Fuchs, Ana Regina de Aguiar Dutra, Michael Dillon Scalia, José Baltazar Salgueirinho Osório de Andrade Guerra

      Abstract

      The promotion of community partnerships by Higher Education Institutions (HEIs) represents the possibility of achieving sustainable development (SD), through the engagement and increment of actions to be produced by the HEIs and your students, local government, and stakeholders all together. This paper explores initiatives to promote SD carried out in the context of university outreach at the Federal Institute of Santa Catarina. Two programs established in collaboration with external partners and the community were explored, where students are active participants and protagonists of actions aimed at SD. In this sense, the objective of this paper is to identify and characterize two outreach programs, intending to disseminate and explain approaches aimed at training students as representative agents of education for sustainability, based on community partnerships established with the support of programs of this nature. Two programs were chosen to be discussed: the YES Women Program and the Island Mariculture Program. This choice results from the option for actions that have mechanisms for empowerment, engagement, autonomy, and inclusion of the community, where students become agents of intervention in local sustainability and possibly leaders for a sustainable future. As a result, the proposed actions proved to be effective in terms of SD, as several of its objectives are contemplated in both programs and students learn lessons for a sustainable future. This article is important because of the necessity to develop actions that promote and disseminate local engagement for sustainability through the HEIs, their students, and the outreach programs, as in the programs addressed. Collaborative community partnerships arising from HEIs and your students are seen as drivers of new methodologies, approaches, and ways of understanding and intervening in all the issues and the search for involved solutions for a more sustainable future.

   3. Contextualized Sustainable Development: How Global University Systems Educate Sustainability Leaders and Impact Local Communities in Central Asia and East Africa

      Fayyaz Vellani, Naveed Nanjee

      Abstract

      Sustainability has been identified as a foundational principle for universities globally. Various institutions have prioritized sustainability in different ways, in terms of their policies, actions, and intended educational outcomes. This chapter examines The Aga Khan University (AKU) and University of Central Asia (UCA), two transnational university systems operating in remote regions of the world, both within the ambit of the Aga Khan Development Network (AKDN). Using material from interviews with stakeholders and documentary analysis, the chapter indicates how environmental stewardship has been central to the missions of both AKU and UCA since their inception, from designing buildings in harmony with their surrounding environments to instilling students with a sense of responsibility for the well-being of the earth and its inhabitants. The chapter illustrates how transnational universities can foster socially and environmentally sustainable engagement with local communities and will be of interest to readers interested in the third mission. A key finding is that institutions need to expand their understanding and application of sustainability in order to influence future prospects of sustainability education.

   4. GreenBuild and Energy+: Integrative Design of Affordable Sustainable Housing in Education

      Lisa D. Iulo, Sarah Klinetob Lowe

      Abstract

      The primary objective of U.N. Sustainable Development Goal #11—Sustainable cities and human settlements—is to “make cities and human settlements inclusive, safe, resilient and sustainable”. “Providing adequate shelter for all” is the first objective of Chap. 7 of Agenda 21. Localization, defined in paragraph 89 of the 2030 agenda, is linked to the experience and leadership of a “wide range of stakeholders” and “inclusive processes”. Through this “bottom-up” approach local needs and methods for realizing sustainable affordable housing can be accomplished. Integrative and regenerative design frameworks are applied to simultaneously address holistic housing design and leadership skills necessary to contribute to sustainable development projects. This paper presents an iterative university-community partnership for housing, new and retrofit, that is responsible to the residents and the community. It brings together two university-based research centers, three entities responsible for providing affordable housing in a community underserved in this market, and students from multiple disciplines across the university. The U.S. Department of Energy Solar Decathlon Design Challenge, an annual intercollegiate competition dedicated to “build[ing] a global community of current and future professionals,” attracts continuous student engagement. The collaboration and partnerships forged ensure local impact. Multidisciplinary, cross-college curricular and extra-curricular initiatives engaging students with project clients and professionals to gain experience in integrative regenerative design practices are described. Students are central to capacity building and longevity of the program and partnerships. This chapter highlights the mutually beneficial teaching and learning opportunities that real-world relationships bring to educating the Sustainability Leaders of the Future.

   5. College-Community Environmental Collaborations: Guidance for Successful Community-Based Projects and Research

      Richard D. Bowden, Kerstin Ams, Terry Bensel, Matthew Bethurem, Kelly Boulton, Laura Branby, Casey Bradshaw-Wilson, Delia Byrnes, Ian Carbone, Beth Choate, Lee “Mick” Demi, Wendy Kedzierski, Eric Pallant, Kelly Pearce, Chris Shaffer, Jesse Swann-Quinn

      Abstract

      Allegheny’s ESS department engages with community partners to provide meaningful learning experiences and provide beneficial outcomes to the community. Higher education excels in identifying and analyzing problems, but is weaker in assessing solutions and engaging students in hands-on activities that enable them to learn about and gain actual experience and confidence in solving problems. To build the next generation of environmental problem-solvers, our program teaches essential and basic environmental concepts, and links those concepts and knowledge with real-world experiences to make classroom-based learning come alive. Projects have been conducted with local, regional, and international partners, with governmental and non-profit organizations, and along a diversity of projects. For example, local projects have dealt with hospital waste reductions, homeowner energy savings, forest and stream quality assessments, and climate action plans. Regionally, courses have addressed forest conservation and environmental education, and internationally, students have partnered to assess mining impacts, bird populations, and reduce water consumption. Professors do find a need for additional time in project preparation and follow-up, and students often have some discomfort with a “messy” course that does not follow prescribed daily plans. However, professors have ready means to link theory and practice, and students value course assignments that have real-world value.

   6. The Role of Outreach Programs at HEIs: Promoting Sustainability Training Among Future Leaders Through Design Thinking

      Mariana Alvarenga, Felipe Fernandez, Ricardo Lemos Thomé, Ana Regina de Aguiar Dutra, Ivone Junges, Nei Antonio Nunes, José Baltazar Salgueirinho Osório de Andrade Guerra

      Abstract

      The purpose of this article is to discuss how HEIs outreach programs can promote the teaching of specific competences to future sustainability leaders through the use of design thinking tools. The methodological approach used is based on a literature review and a document analysis of an outreach project linked to a Brazilian HEI. The results showed that the design thinking methodology, due to its flexibility and ability to promote the integration of different stakeholders, can help the teaching of specific skills related to the development of future sustainability leaders. The documentary analysis showed that the methodological phases proposed by design thinking develop among students the practical and emotional skills required for future leaders, in addition to promoting direct contact with the community in search of an innovative solution for difficult problems. This article may be useful to educators and students interested in training future sustainability leaders in HEIs.

   7. Healthful, Sustainable Design in Community-Engaged Architecture Education

      Clarissa F. Albrecht, Lisa D. Iulo

      Abstract

      Chronic diseases are the number one cause of death and disability; becoming increasingly prevalent across all ages and demographics. However, they are often preventable, in part through lifestyle management. Community and building design have a role to play in allowing for lifestyle choices that can improve human health, including physical environments that encourage regular exercise or improved nutrition. Moreover, according to the World Health Organization, climate change affects the social and environmental determinants of health—clean air, safe drinking water, sufficient food, and secure shelter among other factors. Therefore, reducing emissions of greenhouse gases through better transport, food and energy-use choices can result in improved health, particularly through reduced air pollution. These principles are closely linked to the United Nations Sustainable Development Goals. In this context, sustainable development criteria—including USGBC LEED, ILFI Living Building Challenge, and WELL Building Standard, present educational tools through which students can begin to understand and address these goals. Adding to that, meaningful learning happens though thoughtful application of concepts driven by real-world issues faced by communities and community members. Here, three classes and partnerships are presented to illustrate the tools and approaches applied in an architectural design education for sustainability and resilience at a major US university. Emphasis in the class is placed on developing a holistic architecture—recognizing interconnected and life-sustaining relationships between food, energy, and water, people, and their environment.

   8. Academic and Non-profit Environmental Organization Collaboration: A Case Study on Forest Conservation with Allegheny College and the Foundation for Sustainable Forests

      Richard D. Bowden, Terrence Bensel, Guy Dunkle, Bailey Kozalla, Annie Maloney

      Abstract

      Academic environmental courses frequently seek to link theory real-world, hands-on experiences that help train students as problem-solvers. Non-profit environmental organizations, especially those that are small and work locally or regionally, often fulfill critical conservation and environmental sustainability needs. However, they typically face limitations in financial and human resources that hinder the scope of their efforts. Hence, linking the needs of environmental organizations with desires of college professors can make for mutually beneficial educational partnerships. The purpose of this paper is to describe an on-going collaboration between Allegheny College (PA) and the Foundation for Sustainable Forests (FSF), illustrating institutional benefits to the college and practical advantages for the organization. FSF, located in, in northwestern PA, has engaged in numerous collaborative projects with Allegheny College. Projects include land histories of FSF properties, a GIS story map describing FSF lands, development of information to market the organization, assistance with annual conferences, research on horse logging and tree canopy openings, invasive plant species assessments, and internships geared toward communications. Collaborative projects have provided enthused and purpose-driven students who further FSF’s goals while simultaneously engaging students in real-life applications that showcase classroom theory and knowledge. Despite these benefits, challenges must also exist. Organizations, despite welcoming the assistance, are usually resource-limited, need to avoid mission creep, and must be selective in choosing partnerships. Additionally, students may need substantial training to participate meaningfully. Organization timelines and opportunities may not align with academic calendars, and student anticipations may exceed organization abilities. We have found that success is optimized when communications and expectations are made very clear by both organization and academic partners.

   9. Sustainability in Higher Education Procurement: The Role of Employee Paper Purchasing Decisions

      Nathaniel Elser, Judd Michael

      Abstract

      Purchasing decisions can greatly influence the sustainability performance of organizations. Large organizations, including many Higher Education Institutions (HEIs), have decentralized purchasing systems in which purchasing authority is widely distributed among many employees. Managing sustainability of procurement activities in these contexts is challenging since the outcome is dependent on the purchasing behaviors of many individuals. This study sought to explain the roles of behavioral attitudes and social norms in employee purchasing decisions for copy paper products. Employees at a major US university who purchased paper products were selected to participate in the study by completing an online questionnaire. Within the sustainable supply chain management and procurement fields of study, little research has been published on the impact of minor procurement on the sustainability performance of organizations. Likewise, little research has been dedicated to the purchasing decisions of staff level employees, with the bulk instead focused on senior level organizational buyers and supply managers. This research highlights the roles of administrative support employees and minor procurement decisions in sustainable supply chain management strategies of large organizations.

   10. Growing A Resilient Campus Forest: Opportunities, Barriers, Solutions

       Jesse Swann-Quinn, Eric Pallant, Kelly Boulton, Joe Michael, Sebastian McRae, Richard D. Bowden

       Abstract

       Campus forests are highly managed landscapes that provide ecological services and social benefits to actively enhance our spaces of higher education. Managing these forests, however, is challenging due to multiple and at times conflicting perspectives, including aesthetics, maintenance, ecological consideration, recreation, function, and institutional continuity. Ongoing efforts to study and shape Allegheny College’s campus forest through student research, campus initiatives, and institutional efforts demonstrate how campus landscapes offer opportunities to provide educational activities and work toward more sustainable communities. Current efforts include courses developing policy and management directions for a climate resilient forest that includes agroforestry. This paper presents recent efforts by Allegheny’s Environmental Science and Sustainability department to consider the past, present, and future of its campus forest through lenses of resiliency, productivity, and history. The paper explores challenges to maintaining a sustainable campus forest, including the need to undertake a full inventory of campus forests, centralizing decision-making while remaining inclusive of varied stakeholders, and developing community relationships through those forest activities. We also outline possible solutions to these challenges, leveraging the many assets of a campus community to pursue the goal of more resilient campus forests.

   11. Impacts of Fourth Industrial Revolution on Education for Sustainable Development in Higher Education Institutions

       Gabriélli do Livramento Gonçalves, André Borchat Deggau, Raissa Mariana Rita, Robert Samuel Birch, José Baltazar Salgueirinho Osório de Andrade Guerra

       Abstract

       As the 21st Century begins, the world is experiencing a Fourth Industrial Revolution (Industry 4.0). The three previous industrial revolutions shaped significant social and educational transformations, and Industry 4.0 is expected to do the same. It is expected that every area of society and economy will be affected, including education in higher education institutions. Using a scoping literature review comprising five stages this article aims to analyse the impacts of Industry 4.0 on education for sustainable development (ESD) in higher education institutions. It is observed that Industry 4.0 is driven by nine technological categories of advancement. Seven specific areas of technology were identified in the literature as being influencers on ESD. This article provides a starting point for further studies on the application of Industry 4.0 technologies for ESD.

   12. The Pennsylvania Environmental Resource Consortium: A State-Wide Collaborative Network for Sustainable Outreach, Education, and Action

       Peter Buck, Shaunna Barnhart, Richard D. Bowden, Ben Culbertson, Josh Hooper, Michael Mumper, Dominic Scicchitano, Ken Shultes, Tom Simpson

       Abstract

       This paper explores the organizational theory, programs, and concomitant challenges faced by a state-level higher education consortium for sustainability in the United States, the Pennsylvania Environmental Resource Consortium (PERC). We provide insights for other institutions of higher education that may want to form consortia or consider changes to existing consortia. PERC members collaborate to advance sustainability on member campuses, in local communities, and across the Commonwealth. PERC envisions thriving, just communities on a healthy planet, and seeks to inspire higher education communities throughout the Commonwealth to lead transformational sustainability efforts through example, expertise, and collaboration. This chapter provides a brief theoretical background in PERC as a collaborative. It shares history and context for PERC’s mission and activities as well as an overview of its programs. It includes reflections on challenges to collaboration and coordination, including from COVID-19, changing digital technology, disparities among PERC institutions, accelerating sustainability challenges in the Anthropocene, anti-intellectualism and hyperpartisanship in the Commonwealth and the United States, and PERC’s own staffing, volunteerism, participation, and funding challenges. The chapter closes by revisiting the organization’s 2021–2025 Strategic Plan as an invitation to consider how cooperation, coordination, and collaboration among higher education institutions can positively impact sustainability across sectors.

   13. University Green Offices at the Intersection of Movement, Network, Market, and Hierarchy: A Case Study on the Production of Knowledge on ‘Sustainability’ as the Generation of Compromises at an Organizational Level

       Julia Elven

       Abstract

       This article empirically examines university Green Offices as a site of intersection of differing organizational conceptions of sustainability and, at the same time, as a context for the socialization of future leaders. It proceeds from reflection on the diversity of orders of knowledge around sustainability within the academic field, which are also associated with differing priorities of action, coordination, and justification. The concept of ‘economics of convention’ (économie des conventions; EC), as developed by French economists and sociologists, provides us with an analytical framework that, taking regimes of coordination and justification into consideration, can structure this diversity. Based on an ongoing qualitative case study, the paper details the various logics of coordination and narratives of justification encountered in the work of the university Green Office. The findings of the case study indicate that these logics have differing advantages and drawbacks, meaning that work toward a mutually beneficial compromise is preferable to the suppression of particular logics. I proceed from the fundamental assumption that the ability to identify and understand these logics, which on occasion conflict substantively, offers a major advantage for future leadership and decision-making.

   14. Development of a Network of Peruvian and Latin American Universities Committed to Risk Management and Adaptation to Climate Change

       J. Espinoza-Molina, M. Silva-Cornejo, S. Quispe-Prieto, K. Acosta-Caipa, E. Chambe-Vega, E. Osco-Mamani, A. Paucar-Cáceres, Toni Burrowes-Cromwell

       Abstract

       Latin America is affected by frequent floods and landslides, with widespread implications for the well-being of vulnerable communities. Since 2016, several Peruvian and Latin American universities have been actively participating in the development of a network as a multidisciplinary centre, where they promote (through discussion forums) the incorporation of relevant material to understand the complexity of the Integral Risk Management of Disasters and Adaptation to Climate Change’ in university programs. A run of four network forums culminated with the establishment of a network comprising: Higher Education Institutions of Latin America and the Caribbean (Ries GIRD-LAC) and the Peruvian Network of Universities committed to managing risk and adapting to climate change. The Rectors of the universities signed full agreements to implement actions that promote the network action plan. The network was known as: ‘NETWORK OF PERUVIAN AND LATIN AMERICAN UNIVERSITIES COMMITTED TO RISK MANAGEMENT AND ADAPTATION TO CLIMATE CHANGE’. We will use the mnemonic GIRD-ACC when referring to the network. As a result of this initiative, the Jorge Basadre Grohmann University (UNJBG) in Tacna, Peru, co-founder of the aforementioned networks, has carried out pilot projects to implement the GIRD-ACC framework through: (a) workshops to build awareness on risk management and climate change aimed at the university community; and (b) incorporating elements of IDRM-ACC in content units of architecture, communication and veterinary programs, living projects supported by disaster management protocols, risk reduction and, with the active participation of students and communities. This article reports on the results of the implementation management process of the network during the last 5 years. We discuss the relevance of the actions proposed by the networks and the progress of their results in the pioneering public universities of southern Peru. In addition, we suggest ways in which these actions can contribute to the achievement of SDGs such as: resilient cities SDG 11, Climate action SDG 13 and SDG-17 Alliance. Finally, we reflect on the current problems and the barriers that impede the development and implementation of network actions. This study contributes to filling a gap by describing the process of creation and implementation of a Peruvian and Latin American Network for risk management and adaptation to climate change. It will be of interest to anyone who wants to be involved in risk management, particularly in Higher Education.

   15. Collective Leadership Toward Sustainability Innovations: An Organizational Education Professionalization Approach

       Marc-André Heidelmann, Susanne Maria Weber, Tobias Klös

       Abstract

       The transition toward circular economies and regionally interconnected sustainability innovations requires leaders who are able to initiate and facilitate collective regional transformation processes. An increasing number of studies highlights the need to professionalize leaders for sustainability, but primarily refer to corporate leadership and strategic management in the private sector. Moreover, the term “sustainability” often is used in a micro-economical perspective, describing a company’s continued existence and market share. How can a SDG based transdisciplinary and transprofessional curriculum support professionalizing regional professionals as well as students in Higher Education toward collective leadership? From an organizational education perspective and based on a discourse oriented trans-epistemic design research approach, the paper introduces the theoretical, didactic and methodological foundations of an academic program for collective leadership toward sustainability innovations for circular economies. The approach presented starts from the challenges of governance dilemmas in collective leadership and discusses the potentials of trans-disciplinary experience based, design based and image based innovation learning, which bring forth the university as a “living lab” for sustainable development.

   16. Rainwater Management in a Context of Sustainable Cities: Six Possible Roles of the University in Building Water Sensitive Communities

       Jiří Preis, Jan Kopp, Dita Hommerová, Alexander Herzner, Christiane Hellbach

       Abstract

       The development of sustainable and climate resilient cities is inclusive of building water sensitive communities. Addressing rainwater management and blue-green infrastructure as part of the SDGs (Sustainable Development Goals) requires an interdisciplinary approach and the involvement of a broad coalition of partners at the city level. There are six significant roles that universities in collaboration with municipalities, water management companies, enterprises, NGOs and public community could fulfill. Within the research area are three of the roles: research into the needs of city development; providing expert activities; and collaborative creation of innovation approaches to the field of rainwater management. Within the field of education and awareness are two additional roles: universities can guarantee specialized education; and universities could also be a partner in the lifelong learning and green marketing of the city. The final role would involve the advancement of university campuses as hotspots for the development of the city's blue-green infrastructure. These six roles will be presented through using the example of the University of West Bohemia's partnership with the city of Pilsen (Czechia) for building a water sensitive community.

   17. Participatory Action Research in the Implementation of a Green Office: The Experience of a Brazilian University

       Amanda Lange Salvia, Janaina Mazutti, Giovana Reginatto, Luciana Londero Brandli, Eliara Riasyk Porto

       Abstract

       The core component of the international project Transforming Universities for a Changing Climate (Climate-U) encompasses the development of Participatory Action Research (PAR) to connect members of the university and the local community to work collaboratively and develop interventions to respond to climate change. The University of Passo Fundo (UPF), in the south of Brazil, is one of the Climate-U partners where a case study following the PAR approach is being implemented as a Green Office—the first one in South America following the Green Office Model. The implementation of sustainability offices is among the strategies used by higher education institutions to promote academic engagement and awareness-raising and empower students to act towards sustainable development. At UPF, the implementation of the Green Office UPF followed the Green Office approach—with the office being led by students and staff—but with the participatory methodology, representing the important additional component of participation of key stakeholders in the decision and action processes. This paper presents the process of implementation of the Green Office UPF and the first cycle of the Participatory Action Research, with challenges and lessons on the procedures of engaging university students and calling them for action, in matters related to sustainability and climate change.

   18. Sustainability Leaders’ Perspectives on the Potential of Innovation Labs: Toward Collective Regional Leadership

       Tobias Klös, Marc-André Heidelmann

       Abstract

       Partnerships such as Multi-stakeholder collaborations are critical to achieving the Sustainable Development Goals (SDGs), as they are essential for regional circular economies, which are particularly important for sustainable development. Multi-stakeholder cooperation requires collective leadership, for which stakeholders often are not trained. Against this background, this article explores how innovation labs can support collective leadership for these partnerships. This subject is examined from a strategy-as-practice (SAP) perspective, which means that instead of theoretically exploring the potential collective leadership opportunities offered by innovation labs, the labs are examined from the perspective of a regional actor. A series of image-based interviews with regional stakeholders has been realized as part of a longitudinal study within the context of a higher education program that involved regional stakeholders in student-facilitated innovation labs working toward regional circular economies. Based on an image-based metaphor-analysis approach, the perspectives of a regional sustainability leader have been reconstructed. Finally, these findings are discussed regarding the potential of innovation labs as new methodological strategies for establishing alternative practices in self-organizing for collective leadership.

   19. Towards a Greater Engagement of Students in Sustainability Efforts

       Walter Leal Filho

       Abstract

       This final chapter describes some of the issues related to the involvement of students in matters related to sustainable development in higher education and lists some of the measures which may be deployed to foster a greater engagement.