International Journal of Sustainability in Higher Education

Xie, Xiaohuan; Qin, Shiyu; Gou, Zhonghua; Yi, Ming

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-06-2020-0200

Aiming to find out how to incorporate green building into the architectural curriculum, this study aims to explore the psychological path for cultivating architectural students’ awareness and motivation to learn the green design concepts and related technologies.Design/methodology/approachBased on a global review of relevant architectural courses in universities, a set of green building learning behaviors was proposed and a survey was conducted in architectural schools in South China to verify the “value-belief-norm” theory through the lens of green building learning behaviors. The psychological path that affects students’ green building learning behaviors was analyzed using structural equation modeling.FindingsThe results showed that biospheric and altruistic values could directly affect students’ motivation to learn green building, while personal norms served as the mediating condition for personal values and beliefs, and ultimately improved motivation.Practical implicationsThe study suggests that the cultivation of environmental awareness and a sense of the ecological crisis should be developed through foundation courses, by establishing an ecological architecture curriculum, to more effectively guide students to learn and practice green building.Originality/valueThis study, for the first time, applied the “value-belief-norm” theory, which was developed to explain the psychological path for pro-environmental behaviors, to green building learning behaviors of architectural students.

Brunstein, Janette; Walvoord, Mark Edward; Cunliff, Ed

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-05-2020-0141

The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS).Design/methodology/approachA document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes.FindingsOf 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory.Research limitations/implicationsThis research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ.Practical implicationsThe research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues.Originality/valueThere is limited research and analysis of the identification and implications of using PP pedagogy.

Levesque, Vanessa R.; Wake, Cameron P.

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-09-2019-0285

The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution.Design/methodology/approachThis paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified.FindingsVery few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies.Originality/valueThis paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education.

Eugenio-Gozalbo, Marcia; Ramos-Truchero, Guadalupe; Suárez-López, Rafael

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-06-2020-0208

Gardens are being used at all educational stages, because they provide with a real-world context for active and experiential learning. In Spain, there exists a movement in favor of their incorporation to higher education for a variety of purposes but prevalently as an innovative resource to teach sciences to pre-service teachers. The purpose of this study is assessing the impacts of such pedagogical practice on university students’ learning and behavioral changes in the areas of environmental and food citizenship, two key dimensions of contemporary citizenship that are essential to achieve sustainable societies.Design/methodology/approachData was collected by means of an electronic, open-ended question survey completed by 170 students from 6 different universities where gardens are used. Answers were qualitatively analyzed using MAXQDA software to develop a system of content categories and subcategories in relation to reported learning and behavioral changes.FindingsWidespread among universities was learning on organic agriculture practices, greater appreciation of agricultural labor, greater willingness to cultivate, higher awareness of environmental impacts of agriculture, improved behaviors regarding waste separation and enhanced fruit and vegetable consumption.Originality/valueThis work delves into how university gardens act as a vehicle through which students integrate knowledge and reflect on their environmental, food and consumption behaviors. Thus, it supports on evidences, the use of gardens at higher education to nurture two dimensions of contemporary citizenship essential to achieve sustainability.

Konrad, Theres; Wiek, Arnim; Barth, Matthias

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-07-2020-0231

For professional sustainability work, graduates need to be able to work in teams and collaborate with stakeholders; in other words, they need to have developed interpersonal competence. There is growing evidence that project-based sustainability courses facilitate interpersonal competence development. However, research so far has focused on single case studies and on assessing learning outcomes. The purpose of this study is to deepen the understanding of how graduate students learn interpersonal competence in project-based sustainability courses.Design/methodology/approachThis study adopts a multi-case study approach triangulating observations, semi-structured interviews and focus groups supported by Photovoice method. A comparison of three project-based sustainability courses in graduate programs at universities in the USA, Germany, Switzerland and Spain is conducted to gain generalizable insights on how interpersonal competence can be developed through project-based sustainability courses.FindingsReceiving inputs, experiencing, reflecting and experimenting are four learning processes supportive of interpersonal competence development. Interpersonal attitudes seem to be mostly learned through a combination of experiencing and reflecting, followed by experimenting; not surprisingly, interpersonal knowledge is mostly developed through a combination of receiving inputs, experiencing and (collective) reflection; and interpersonal skills seem to be mostly learned through a combination of receiving inputs and experimenting, or, more directly, experiencing and experimenting.Practical implicationsThese findings support the unique learning opportunities offered through project-based sustainability courses and can help instructors to better facilitate students’ development of interpersonal competence.Originality/valueThe value of this study is three-fold: (i) it provides a comprehensive picture of interpersonal competence, including attitudes, knowledge, and skills; (ii) it spells out specific teaching and learning processes; and (iii) it links these to specific interpersonal competence facets and components.

Dahlawi, Saad; El Sharkawy, Mahmoud F.

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-05-2020-0183

Municipal solid waste (MSW) consists mainly of several recyclable materials such as paper and cardboard. Inside the educational institutes, especially universities, MSW is generated from several facilities including offices and cafeterias. Without an effective management program, solid waste can have detrimental impacts on the environment. This paper aims to assess the solid waste management practices followed at the main campus of Imam Abdulrahman Bin Faisal University (IAU), Dammam – Saudi Arabia.Design/methodology/approachThe MSW samples were collected from different sources inside the IAU campus such as the college buildings (such as the teaching rooms and staff offices), the administrative buildings and services buildings (e.g. the main library, the photocopying center, the restaurant and cafeteria) at least one time per week during a full academic term (January–May) of the academic year 2017–2018. The collected MSW samples were segregated into seven categories, and the net amount of each category and the overall weight of the MSW were determined once every week. The MSW samples were characterized for physical and chemical properties including moisture, carbon and ash contents. Food product waste (FPW) of the main university restaurant was studied separately.FindingsData on the composition of MSW samples revealed that 80% of wastes were recyclable, 19% as compostable materials, while only 1% of the materials were a non-recyclable waste. More than 73% of the recyclable materials include paper and plastic warranting dire need of an effective solid waste management program. The highest value of FPW was recorded for the breakfast meal.Originality/valueMost of the waste generated from the university campus was recyclable type that needs to be handled carefully to avoid its mixing with other types of the waste stream. Waste characterization is an important tool that helps in understanding the amount and pattern of waste generation. It can be used as a decision-making tool for implementing sustainable waste management programs for universities.

Arefin, Md. Arman; Nabi, Md. Nurun; Sadeque, Saalem; Gudimetla, Prasad

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-07-2020-0271

Literature limited in scope regarding the incorporation of sustainability into engineering curriculum encouraged authors to look at the current approaches of universities to the integration of sustainability into university curricula. The purpose of this study is to evaluate the literature published and analyse the university secondary data (information published on the university websites and magazines and programme catalogues) to understand the current status of Australian universities regarding the integration of sustainability in engineering.Design/methodology/approachArticles and reports from different trustworthy sources have been analysed in this study. A text mining methodology was used to gather information from websites, magazines and programme catalogues.FindingsObtained information and data indicate that the universities are considering sustainability seriously with both internal and external stakeholders of universities working towards embedding sustainability in engineering curricula. Most of the Australian universities have successfully implemented sustainable engineering education and the rest are focussing on integrating sustainability into their engineering education curriculum.Originality/valueThis is the first review, which focusses on incorporating sustainability into the engineering education of Australian universities. However, considering current progress and also some drawbacks of the universities regarding the integration of sustainability into engineering curriculum, 15 future research questions have been developed, which should be considered to make the integration process more efficient and equip engineers who would be able to engage and tackle the environmental, personal, social and economic challenges of the twenty-first century.

Fernández-Vázquez, José-Santiago

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-07-2020-0248

This paper aims to explore the current state of website environmental communications in Latin American universities through a benchmarking operational tool. The study considers how these universities communicate their environmental policies as an act of corporate social responsibility and to improve their public image.Design/methodology/approachA sample of 80 top-ranked Latin American universities was considered. Environmental websites were evaluated in terms of information quality, multimodal design and stakeholder engagement. The research method follows the theoretical foundations of critical discourse analysis, multimodal studies and ecolinguistics.FindingsA total of 59% of the universities have opened environmental websites. However, many of them have poor content and interactivity. Latin American universities obtain low scores in several objective criteria which measure the efficiency of website environmental communications.Practical implicationsThe findings can help university administrators to improve the quality and effectiveness of online environmental communications. Some practical recommendations are given and examples of good practice can be emulated.Originality/valueTo the best of the author’s knowledge, this is the first study that analyses the situation of website environmental communications in a large sample of Latin American universities. The development of an operational benchmarking tool invites further comparative studies, which may contribute to a wider picture of environmental communications.

Kudo, Shogo; Omi, Kanako; Florentin, Kevin; Allasiw, Doreen Ingosan

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-05-2020-0185

This paper aims to describe how a sustainability-focused program in higher education can provide training and key experiences for implementing transdisciplinary approaches. The case is a fieldwork-based training course called the Global Field Exercise (GFE) at the Graduate Program in Sustainability Science, The University of Tokyo. The GFE is a methodological training course that emphasizes generating locally relevant research questions on sustainability.Design/methodology/approachThis research is a case study regarding how a sustainability science program can offer a fieldwork-based training course that focuses on a transdisciplinary approach. Five students from diverse academic disciplines and cultural backgrounds participated in the GFE in QwaQwa where they conducted semi-structured interviews with six local entrepreneurs to identify the challenges and opportunities of entrepreneurship. The authors investigated the learning process and outcomes of the students through participatory observation in preparatory meetings, daily reflection sessions during fieldwork and a content analysis of feedback reports.FindingsFour learning outcomes of the students were suggested: the reexamination of assumptions, managing misunderstanding and miscommunication, mutual learning and being empathic toward the local people.Research limitations/implicationsThis paper suggests three key opportunistic experiences for the transdisciplinary approach: discuss the normative dimension of sustainability; build intersubjectivity among team members and adopt methodological pluralism; and become empathetic to diverse stakeholder groups to facilitate the cogeneration of knowledge.Originality/valueHow to design training on a transdisciplinary approach in educational programs remains an area for further exploration. This study addresses this knowledge gap by establishing a link between sustainability education and sustainability in practice.

Molderez, Ingrid

2021 International Journal of Sustainability in Higher Education

doi: 10.1108/ijshe-05-2020-0174

There is a growing call for novel approaches in education with respect to sustainable development. Transformative learning lacks empirical research. This paper responds to that gap and aims at analysing how transformative learning nurtures ecological thinking.Design/methodology/approachThe Students Swap Stuff sustainability project is the result of a transformative and action-oriented learning process within the course Corporate Social Responsibility of the Master Environmental, Health and Safety Management, Faculty of Economics and Business at KU Leuven, Brussels, Belgium. Framed by the appreciative inquiry method, students set up a swapping system to limit overconsumption, waste and spillage caused by students’ stay in Brussels for a semester or longer. The paper is focusing on participatory action research, using semi-structured interviews with twenty-two participating students exploring whether their assumptions regarding the dominant paradigms in management have been transformed. Forty-nine participants in the closet swap completed a questionnaire related to their motivations.FindingsThe project was helpful in rethinking the traditional economic system and in decentering the economic element allowing for a different way of thinking, integrating trust and restoring the value of just giving. Four insights from the Students Swap Stuff project are relevant for other action-oriented learning approaches: start from a specific framework to guide the action; give enough time to dream what might be, but always link it to delivering what will be; insert sufficient moments of reflection; and give the students ample opportunities to express their feelings during the project.Research limitations/implicationsFirst, the research focused on one case, the Students Swap Stuff, with a limited number of students participating in the project. The aim of action-oriented learning, however, was not mere action, but the action had to lead to insights that are helpful for other cases and situations. Second, the interviews were set up between peers. Information about their background, such as families, preferred activities during leisure time, attitudes in favor of the environment, were not directly integrated in the semi-structured questions. This could be part of follow-up research emphasizing aspects of environmental psychology.Practical implicationsThis study reveals that transformative and action-oriented learning demand a lot from students and lecturers. To avoid confusion on the concept “action,” praxis could be used to emphasize that thinking and doing exist simultaneously. Students learn in a natural way, but do not always see the effects immediately. Lecturers have to respond to this in a constructive way and have to include reflection moments on a regular basis.Originality/valueApart from the dominant research on students as objects, there is little research with students. This paper goes further by combining two stances: students as co-creators of knowledge; and students as participants in action research.