Universities, Sustainability and Society: Supporting the Implementation of the Sustainable Development Goals

Inhaltsverzeichnis

1. Frontmatter

2. Sustainability-Based Approach and Methods

   1. Frontmatter

   2. Moving Towards Sustainable Agriculture Through Higher Education

      Jessica Zahra, Mark C. Mifsud

      Abstract

      Farming is an integral part of sustainability. The agricultural products farmers grow help to maintain an ever increasing world population. Nonetheless, over the past years, farmers may have adopted some unsustainable practices, which have helped increase their yield and guaranteed better income. But at what cost? This paper presents a local analysis of farming and sustainability in Malta by gathering farmers’ knowledge of their agricultural practices through their life experiences. Additionally, through university outreach it tries to understand farmers’ perceptions on sustainable development and to seek the most viable means of moving towards more sustainable agricultural practices. A particular focus of the research is to explores the farmers’ attitudes in view of sustainable development and whether they are willing to implement sustainable strategies and the role of universities in achieving this. Through the research findings, a number of recommendations are suggested to aid farming practices become more sustainable. The results from this research and the university outreach activities will also help policy makers in the agricultural sector to seek the best means to collaborate with farmers and to give them the opportunity to voice their opinions and to help in the designing of a training programme for farmers. This paper will be useful to anyone interested in how university research can be successfully applied to increase the sustainability of conventional farming across communities.

   3. Balancing Sustainable Livelihoods and Conservation in the Marine Environment

      Mark C. Mifsud

      Abstract

      Marine protected areas (MPAs) are now a widely used tool for marine conservation and fisheries management. MPAs are an important management tool that can either help or hurt local livelihoods, depending on how they are developed, designed, and implemented. It is not unusual that fishermen resist the establishment or expansion of MPAs. This is usually done because fishermen may fear a reduction in their livelihood and also a decrease in their ability to access to their fisheries. The establishment of MPAs may therefore result in conflicts between fishers and state agencies. A further issue is that there may be increased conflicts between fishers and the tourism sector. This paper presents a qualitative analysis of stakeholders involved in the fisheries sector and the extent to which marine conservation impacts on their livelihoods. Extended interviews were undertaken with 26 stakeholders including fishermen, divers and dive centres. The study tried to address the issues through a communication and educational campaign drafted through higher education institutions. Research generally points towards the effective importance of incorporating stakeholders in meaningful participation for effective marine conservation planning and management. In actual fact MPAs are more likely to meet their biological and social goals if the human dimensions is integrated into the MPA design and evaluation process. This paper discusses a number of recommendations that increase communication channels between the authorities and the main stakeholders and the possible role of higher education institutions in mediating these channels through applied research.

   4. Linking Biodiversity and Human Health to Achieve Sustainability

      Deborah A. Gatt, Mark C. Mifsud

      Abstract

      In recent years, several trends have emerged that impact human lives in Malta. Some of these trends include an increase in construction activity and a heightened incidence of health conditions or illnesses, such as asthma. These trends may be justified through a multitude of reasons, but a number of factors that contribute to these trends have been identified. These factors mainly involve the weakening of the human-nature connection and illustrate how humans are becoming increasingly isolated from nature and biodiversity. This paper presents a local analysis of the abundance and unique biodiversity present on the Maltese islands and the extent to which the local adult population regard local biodiversity as integral to their health and personal well-being. Additionally, the study aims to identify gaps in knowledge and to address these gaps through transformative educational campaigns. Finally, the paper also discusses the role of higher education institutions in achieving these changes. Through the research findings, a number of recommendations are suggested to increase awareness on the links between human health and biodiversity. The results of this research will also help policy makers in the health and environmental sectors to ensure the effectiveness of efforts to increase awareness through a variety of ways including educational campaigns. This paper will be useful to anyone interested in making the link between human health and biodiversity more apparent through the application of research by Higher Education Institutions whilst fostering a transformative approach.

   5. Understanding Scale in Wicked Problems of Sustainable Development: Who Needs Dedicated Courses in Higher Education?

      Sven Linow

      Abstract

      Many universities have developed and established systems to teach engineers about societal aspects of their work. Such approaches should be mandated as it enables engineers to contribute to any transdisciplinary challenge faced by humanity. These major problems human society faces can be addressed by using the frame of the Sustainable Development Goals. Achieving these goals depends on humanity’s ability to manage our self-inflicted interconnected climate- and biodiversity-loss-crisis. Public discourse, discussions at university, or student’s work-assignments often lack an understanding of the scale of specific tasks and technical approaches needed. Scale is understood as any physical dimension involved in a human activity, or the implementation of a technical solution for aforementioned problems regionally or globally; examples of such physical dimensions are mass of resources used, amount of energy invested, or Ricardian land covered. This dearth of understanding usually results in a disregard for the environmental impact or an overestimation of benefits, it hinders realistic approaches, and can lead to irresponsible discounting of the human future. This paper addresses the interrelated questions of how to teach relevant competences and methods at university, specifically: What are the major hindrances to grasping scale in a meaningful way? Are there significant differences between students of technical and non-technical studies in understanding scale? Who would gain from learning such skills? What could be the content of a meaningful course? The paper draws on student’s assignments from engineering and from interdisciplinary courses addressing SDGs. All these courses tend to demand from the students the inclusion of comparable concepts with respect to scale. The paper will include actual arguments and considerations from Hochschule Darmstadt on implementing dedicated technology and natural-science courses for the social sciences.

   6. Presenting an Interdisciplinary Teaching Approach to Involve University Students in Issues of Sustainable Development

      Franziska Körner, Henning Strubelt, Hartwig Haase

      Abstract

      This paper presents an interdisciplinary course for university students. In its conceptualization, lecturers from different scientific fields collaborated to develop a pedagogical-didactic curriculum which offers students the opportunity to learn about climate change adaptation, deepen their understanding of the political system in their federal state (in this case Saxony-Anhalt) and exchange ideas on an interdisciplinary basis. According to the authors, the idea of this course is particularly interesting for teachers in higher education addressing sustainable development, as it is adaptable to other interdisciplinary topics and is particularly suited to discuss current social issues from different perspectives. The course is carried out as a political simulation game. On a state level, students take on the role of ministers and government officials and develop climate change adaptation bills in small interdisciplinary groups. To foster students’ knowledge on this topic and provide insight into recent developments, experts are invited for workshops covering different aspects of climate change adaptation. Towards the end of the course, a change of roles takes place as students change from ministers and government officials to members of parliament to discuss and vote on the proposed bills. The course ends with a “press conference” where the developed laws are presented to the public.

   7. Methods of Transdisciplinary Collaboration Within Sustainable Research and Development Projects

      Andrea Heilmann, Hardy Pundt

      Abstract

      Sustainable solutions for the implementation of the SDG (Sustainable Development Goals) can only be achieved through the cooperation of actors from different scientific disciplines and practitioners from various sectors. The involvement of stakeholders in sustainable decision making has become increasingly important. This leads to scientific requirements, which are part of the “Mode 2 science” concept. This concept, already introduced in the 1990s, provides a context-dependent, participatory, inter- or transdisciplinary perspective on problems and research topics. This joint work of scientists and practitioners on real life problems is also referred to as transdisciplinary research (TDR). The paper presents and compares the methodological approaches Citizen Science, Living Labs and Third Mission. It also assesses them in relation to the requirements for transdisciplinary cooperation in a way that decision-making is supported. The methods that lead to such a decision-making support are applied to specific case studies in the field of climate protection and climate adaptation. Finally, recommendations regarding more effective and innovative methods, future transdisciplinary and sustainable projects are derived.

   8. Universities as ‘Global Citizens’: Reflections and Learning from a Project on Female Leadership for Sustainable Development of Fishing Communities in Colombia

      Valeria Ruiz Vargas, Alicia Prowse, Lina Maria Barrios

      Abstract

      Research funding for projects in countries that are on the list of Official Development Assistance (ODA)—which is a measure of flows of international aid - has increased over the years. Universities have been working on projects through these funding streams that focus on sustainable development. Therefore, there has been an increase in funded research on sustainable development. However, sustainable development research in the Global South funded by international aid can be seen as paternalistic and neocolonial. Using Brookfield’s lenses, this paper presents the reflections of the researcher/educators on a research project in one of the ODA countries: Colombia. The project focused on female leadership for sustainable development in a rural fishing community and was funded by the QR Global Challenges Research fund. The paper explores the learning related to symmetrical and asymmetrical power relations, agency and identity as perceived by three researcher/educators. Finally, it examines the potential of these types of projects for universities’ critical global citizenship.

   9. Geography of Food Summer School: International Exchange for Sustainable Food Value Chains

      Isabel Jaisli, Roman Grüter, Bernadette Oehen, Marina Pintar, Umesh Kontrakere Basegowda

      Abstract

      Providing regular access to sufficient, safe and nutritious food for a growing population without depleting natural resources is one of the key challenges of the twenty-first century. Universities can play an important role in educating future decisions-makers to be able to design sustainable food value chains (FVCs) that contribute to the achievement of the Sustainable Development Goals (SDGs) of the UN Agenda 2030. We present the ‘Geography of Food’ educational programme as an example for sustainability education through intercultural exchange. The programme not only focusses on knowledge transfer and participatory problem-solving approaches, but also acknowledges the importance of international exchange to facilitate joint learning and experience capitalization. For this purpose, the programme has been realized as a blended learning course including e-learning, individual case studies and an international summer school. Each year, the summer school took place at one of the three participating universities in India, Slovenia and Switzerland and was dedicated to one specific SDG with special relevance to the food system. From 2017 to 2019, a total of 87 students from 20 different countries participated in the programme. The evaluation showed that participants highly appreciated the e-learning course and the programme of the study period. The opportunity for international and intercultural exchange during the study week period was especially highlighted. The blended learning course design therefore proved to be very suitable. However, room for improvement could still be identified. Opportunities may arise from (i) a better integration of students’ backgrounds into the programme to benefit more from their interdisciplinarity, (ii) more directly addressing cultural differences to improve cross-cultural education and (iii) a more methodological problem-solving approach to find more creative and elaborated solutions.

   10. The Role of Higher Education Stakeholder Networks for Sustainable Development: A Systems Perspective

       Valeria Ruiz Vargas, Alberto Paucar-Caceres, David Haley

       Abstract

       Can stakeholder organisations support and put pressure on organisational change at universities to implement sustainable development? In recent years, universities across the world have made progress in both promoting and implementing sustainable development (SD). However, despite the fact that the United Nations message that stakeholder participation is crucial for the implementation of sustainable development (in particular SDG 17: Partnerships for the goals), research on the role of higher education stakeholder networks in the context of organisational change towards sustainable development remains underdeveloped. First, the paper discusses state of the art literature on the role of stakeholder networks for the implementation of sustainable development in higher education. Secondly, using a systemic approach the paper explores some potential steps for addressing the practical and policy challenges required to support the implementation of sustainable development through the role of stakeholder networks. The paper then critiques the present and future prospects of such relationships. This paper will present a systemic perspective of how universities can be more attuned and adapt to continue the promotion of sustainable development goals amongst their community of influence. It will also be useful for practitioners and policy makers working to address sustainable development implementation challenges in higher education.

   11. Corporate Sustainability Benchmarking in Academia: Green Campus, Living Labs, Socioeconomic and Socioenvironmental Initiatives in Brazil

       Mario Corrêa de Sá e Benevides, José Baltazar Salgueirinho Osório de Andrade Guerra, Robert Samuel Birch, André Borchardt Deggau

       Abstract

       This study explores benchmarking as a means to promote and exploit good practice for sustainability in higher education institutions. This paper presents an evaluation of a sample group of universities located in different regions of Brazil’s southern state of Santa Catarina with respect to three parameters, namely, their implementation of policies and strategies in relation to the initiatives of Green Campuses, Living Labs and the improvement of socioeconomic and socioenvironmental sustainability. Applying these parameters, the paper compares the Brazilian HEIs with similar ones in Europe and the United States of America in order to reveal best practices in sustainability.

   12. What About the Human Side of Climate-Induced Migration? The Role of Universities in Improving Refugees’ Wellbeing by Implementing the Sustainable Development Goals

       Issa Ibrahim Berchin, João Marcelo Pereira Ribeiro, Brenda Caroline Geraldo Castro, Jonas Moraes-Filho, José Baltazar Salgueirinho Osório de Andrade Guerra

       Abstract

       The world is facing large scale involuntary migration as never before; however, these refugees are treated as numbers, not as human beings. Refugees frequently migrate to cities, staying in less developed zones, or in refugee camps. In both situations, migrants are exposed to countless threats like zoonotic diseases, diseases caused by poor sanitation, violence, hunger and malnutrition. By ignoring the human side of migrants, governments and civil society are condemning entire generations of people to a life of misery, segregation, emotional imbalances and lack of possibilities for the future. International networks and universities are key elements to increase these people’s protection, safety and wellbeing. They promote international assistance and support through procedures, such as basic aid (food, health and housing), education, social inclusion and sanitation. Therefore, this study aims to analyze how universities can contribute towards improving refugees’ wellbeing by implementing the Sustainable Development Goals. To reach this goal, a qualitative approach was used to collect and analyze the necessary data, followed by interviews with seven university managers. Universities have the knowledge and the resources to promote education and capacity building, to teach the local language, and technically and culturally prepare these refugees to fit in the host country. Universities can engage refugees in their campuses and events, also promoting assistance to improve the sanitation and hygiene on refugee camps to improve health and wellbeing.

   13. Critical Thinking, Moral Courage, and Sustainable Development Goals. Universities as a Driving Force for Societal Change

       Daniela Dumitru

       Abstract

       This essay proposes that the university is the starting point of change and the point zero for the implementation of the UN’s Sustainable Development Goals (SDGs). It is argued that the university should reassume its moral ground, a teleological humanistic role, in which sustainability is the prime principle. To engage in critical thinking (CT) learning activities is also to develop courage, grit, and determination. Quality higher education involves critical thinking development because it should develop the personality for future work, as the World Economic Forum (2018), declared, identifying critical thinking as the third, in order of importance, among the required skills for twenty-first century jobs. However, if we also consider the SDGs, and in particular Goal 4, we realize that there must be another key ingredient to a successful education for the future, viz. moral and argumentative courage. Critical thinking is more than argumentation skills; it is a complex psychological reality (Dumitru in Proc Soc Behav Sci 33:143–147, 2012) comprising also dispositions for critical thinking (Facione in Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. The California Academic Press, Millbrae, 1990). Through developing these personality features, which requires a long period of time, another personality trait will emerge, namely courage, a virtue which is essential in tackling inequalities, achieving peace, and progressing toward building better institutions. Educating for CT in higher education means building the mental infrastructure which will allow the growth of character and values, including the courage and fortitude necessary to pursue the fulfillment of the SDGs. Only the brave can live authentically.

   14. Sustainable Development: An Analysis Based on Conference Papers

       Carlos Rogério Montenegro de Lima, André Borchardt Deggau, Gisele Mazon, Thiago Coelho Soares, José Baltazar Salgueirinho Osório de Andrade Guerra

       Abstract

       This paper analyzes the significance of international conferences for higher education institutions’ (HEIs) promotion of sustainability by examining their published papers. This study not only allows the understanding of the state of the art but also, based on the identified gaps, sheds light and gives a north for future studies of Sustainable Development. The citations of works published from 2015 to 2019 were analyzed in a sample of 489 articles published in international periodicals included in the Web of Science database related to the subject of sustainable development in higher education. Classic text statistics, similarity analysis and word cloud are used to analyze the articles published on the World Sustainability Symposium, Bridge International Conference 2019 exploring its results and contributions to promote sustainability. The findings suggest that in addition to cooperation, participation and collaboration between institutions, international conferences sponsored or organized by HEIs have the potential to promulgate interdisciplinary and multidisciplinary approaches to addressing global sustainability challenges. In the international conferences analyzed the diverse array of disciplines and research teams illustrate this point. International conferences may be used for communicating the scientific results to stakeholders and send strong messages on sustainability-related issues.

   15. Strategic Planning for a Sustainable Development Centre Using the Balanced Scorecard

       Mauricio de Andrade Lima, Gisele Mazon, Brenda Caroline Geraldo Castro, Stephane Louise BocaSanta, José Baltazar Salgueirinho Osório de Andrade Guerra

       Abstract

       The aim of this study was to present the results of the strategic planning process and the use of the Balanced Scorecard as a strategy management system for the Center for Sustainable Development/Research Group on Energy Efficiency and Sustainability (Greens), University of Southern Santa Catarina (Unisul). Data collection technique, interviews, unsystematic observation, documentary and bibliographic research were used. As for the data analysis technique, content analysis and triangulation were used. As a result of the Strategic Planning and through the process of adapting the Balanced ScoreCard tool (BSC), it was possible to unfold the strategy in more objective terms at the individual level of each member, since everyone, now, could “see each other” where each one contributed to the process and what were its objectives and goals. In conclusion, it is understood that it is possible to incorporate the use of new administrative tools to develop excellence in research, contributing to the academic debate and allowing this action to be replicated in countless other universities and research groups in the world.

   16. Drawing Sustainability: Helping Students to Know What They Know

       Kay Emblen-Perry

       Abstract

       Traditionally individuals’ recognition of learning within education for sustainability has relied on tutors’ feedback and assignment grades. However, with the growing need for work-ready sustainability graduates within the business community, which is increasingly adopting the Sustainable Development Goals as the framework for a sustainable business future, calls for more innovative learning approaches that encourage students’ reflection and self-analysis to know what they know are emerging. In response a reflective and self-analytical learning activity has been implemented: drawing sustainability. The paper presents findings from a three-year study into the effectiveness of engaging students in drawing sustainability. The study finds drawing sustainability has three potential outcomes. Firstly, it can encourage students to know what they know, which in turn can increase confidence and higher cognitive skills; both contribute to development of work-ready sustainability graduates. Secondly it can benchmark students’ learning, and thirdly it can encourage students to form an image of sustainability to reflect upon and relate personal sustainability practices to society and the environment. This paper will be of interest to educators seeking reflective and self-analytical learning activities within Education for Sustainability that can encourage students to know what they know and use this knowledge to contribute to a sustainable future.

   17. We Can Only Do It Together: Addressing Global Sustainability Challenges Through a Collaborative Paradigm

       Helen Avery, Birgitta Nordén

       Abstract

       Urgent structural change is required in higher education to allow collaboration both within and across universities so that achieving a rapid sustainability transition can become the overarching and main purpose of education, research and work in society. A review of the literature reveals that fragmentation, caused by traditional hierarchical faculty and disciplinary organisation, is a major obstacle to such goals. Additionally, universities today operate under a competitive paradigm that prevents the transfer and application of available knowledge, thereby blocking the development of new knowledge and coherent future-oriented approaches. Fragmentation and competition prevent universities from pooling resources, understanding major challenges holistically and using systemic approaches to address them. Political agendas, funding priorities and existing mechanisms of dissemination and evaluation of academic activity contribute to inertia. Rather than applying fragmented sustainability goals within rigid silo structures, action for sustainability needs to be coordinated among academic actors both horizontally and diagonally. This requires spaces for strategic thinking, concertation, open discussion and knowledge sharing. The insights achieved in strong sustainability research environments need to direct efforts towards achieving a rapid sustainability transition, and priority must be given to structures, networks and research that already enable concertation and collaboration.

   18. Change Project Approach for Reorienting University Teaching Towards the Implementation of Sustainability Principles

       Oleksandra Khalaim, Tatjana Tambovceva, Lovísa Eiríksdóttir, Shepherd Urenje

       Abstract

       The role of universities in shaping the future of society cannot be underestimated, as current students could become the potential leaders of tomorrow. Therefore, universities should serve as a basis for preparing future socio-ecological skills and values essential for a sustainable living, by reorienting current unsustainable ways of thinking and doing. This paper discusses the critical role that the Change Project Approach plays in creating the social transformation processes and actions required to reach the ambitions of the Sustainable Development Goals, enabling sustainable development in interdisciplinary university teaching. The Change Project Approach intervention has been highlighted in the university cases from the Baltic Sea region that have demonstrated important efforts to reorient university curricula. Through the Education for Sustainable Development course for teachers of Baltic University Programme, the purpose of the intervention is to stimulate the integration of sustainability education approaches into university teaching and learning. It demonstrates how sustainability competences may be acquired through learning initiatives, feasible to replicate within and across university departments and university institutions.