How can universities contribute to achieving the 17 UN Sustainable Development Goals? From research to mitigate the climate crisis and environmental damage to teaching through an SDG lens and creating more sustainable campuses, academics share strategies to tackle the most pressing global challenges of our time and build a sustainable future.&nbsp;

Sustainable Development Goals

Business graduates are increasingly applying their knowledge to serve communities, as well as companies.&nbsp;Forward-thinking businesses and business schools have a wider focus than just financial performance, balancing profitability with long-term needs for sustainability and environmental and societal impact, while harnessing the positive benefits of new technologies such as artificial intelligence (AI).Business schools, therefore, must adapt and evolve their value propositions as business leaders’ responsibilities change if we are to prepare graduates for the new world of work.&nbsp;Senior leaders at business schools should recurrently review programme portfolios, teaching practices and methods of assessment to identify areas for growth and improvement. These efforts must be rooted in a clear mission and purpose to create socially, environmentally, economically and ethically conscious citizens who can have a lasting positive impact on the world. Let’s not forget that the long term always starts now. And the pace of change has hastened the arrival of the long term to closer to the near term. Here are four ways business schools can ensure they are applying this mission statement to their courses.Create multidisciplinary learning experiencesMultidisciplinary collaboration and learning are crucial because most business problems and many of the world’s most urgent challenges are complex and cannot be solved by a single-discipline or functional approach alone.To facilitate multidisciplinary learning, business schools that sit within wider universities must explore opportunities to collaborate with schools of science and technology, as well as social sciences, arts, design and humanities to form joint or combined programmes. Collaboration should not be limited to our own institutions and should include organisations, universities and businesses nationally and internationally that focus on relevant areas of expertise.But, how can we visualise these collaborations?Creating joint and combined degree programmes is one possible option. Courses that bring business, management and sciences or the arts together may initially be more difficult to arrange and cost a little more to deliver, but they also create more value for future graduates and enable them to thrive in their future careers. Courses in international business also offer natural opportunities to be combined with subjects like modern foreign languages, offering a deeper understanding of how cultural factors interact with business.&nbsp;The inclusion of collaborative online international learning (COIL) within courses can also be suitable to enhance the breadth of knowledge for single-discipline courses.Resource collection:&nbsp;Universities’ role in the climate change battleEase students’ climate anxiety by encouraging climate actionTHE podcast: universities aren’t too small to lead the climate crisis fightAllow opportunities for students to apply theoryLearning business and management subjects and requiring students to apply their knowledge in a simulated environment does not always foster deep learning. Applying theory through experiential learning enables students to observe the application of theory in a variety of business contexts. So, how can this work in practice?Placement opportunities enable students to interact with a range of operational and decision-making experiences, including with senior decision-makers, allowing them to observe different approaches to management and leadership, while also providing valuable networking opportunities. While placements form the backbone of experiential learning – at Nottingham Business School (NBS), internships are also part of all undergraduate programmes.&nbsp;We also facilitate collaborations between all our students and businesses where knowledge flows both ways through student consultancy projects that allow students to interact with local businesses. These organisations set challenges calling for solutions based on data from a variety of sources. Students then analyse problems and synthesise possible scenarios.&nbsp;For example, a group of NBS undergraduates from across accounting and finance, economics, marketing and management programmes participated in a carbon management consultancy advising a local engineering firm on how to further cut their carbon footprint. The company had already taken steps such as swapping PC towers for laptops that used less energy but found it challenging to find the next significant step in their sustainability actions. The students offered several recommendations, such as replacing energy-intensive lightbulbs and implementing facility improvements to reduce energy waste which could lower electricity-related carbon emissions by about 7 per cent and reduce costs. After implementing this recommendation, the company noted a 20 per cent saving in its monthly electricity bills.&nbsp;Opportunities for experiential learning like this are crucial if we want to produce graduates with the desire and competency to serve local and global communities. It is important to encourage students to interact with these communities as soon as they start their studies at the undergraduate and postgraduate levels.Tailor learning to individual studentsShaping students into leaders who will invest time and resources into bettering communities requires us to demonstrate that we as business schools are invested in them as individuals. This can be achieved in a number of ways, but a face-to-face approach should be the basis of any student support strategy. For example, this could involve assigning a course tutor or academic mentor to each student to identify key strengths, goals and areas for development. These mentors can assist students in identifying option modules that would benefit them most and internships or extracurricular opportunities that equip them with skills and experiences that will help them achieve their ambitions.Tutors should also use technology in this process. Student-related analytics and AI provide ways to analyse how quickly students are progressing towards their desired outcomes. For instance, AI tools can generate quizzes and track students’ performance. Based on the analytics the AI creates, tutors can tailor support and guide students who may be struggling academically or in their personal lives to access extra support.This ensures that students learn content relevant to their ambitions at a speed that suits them. These are important steps for business schools to take if we are to help students maximise their potential as individuals in the age of AI and digitalisation.&nbsp;To do the above at any scale requires an organised framework, and investment in technology, people and processes.&nbsp;Baback Yazdani is the executive dean of Nottingham Business School (NBS), part of Nottingham Trent University.&nbsp;

Three ways to ensure you are teaching for societal impact

Multidisciplinary courses, applied learning and personalisation will all help business schools prepare graduates to serve the needs of the global community. Baback Yazdani explains how to make them work

Three ways to ensure you are teaching for lasting societal impact

There is a growing need to integrate sustainability into financial and actuarial mathematics (Fam) curricula. To meet this demand, at Xi’an Jiaotong-Liverpool University, we collaborated with an insurance consultant to deliver a guest lecture series. We combined this with a project-based learning (PBL) assessment for our final-year students.&nbsp;We began by conducting a pre-lecture survey that revealed students’ perceived lack of knowledge of sustainability and desire for a systematic learning approach. In response, we designed a series of lectures to build a comprehensive knowledge framework covering four themes:Theme 1: introduction to sustainability concepts and background to provide foundational theory and introduce industry sustainability application&nbsp;Theme 2: sustainability investment systems for insurance institutions, focusing on green financial instrumentsTheme 3: sustainability risk management, analysing climate risks and their impacts on the insurance industryTheme 4: green insurance and product innovation, including case studies.This systematic and progressive design not only deepened students’ understanding of sustainability concepts but also enhanced the relevance and effectiveness of their application in real-world projects.Structuring practice-oriented Q&amp;A sessions&nbsp;We encouraged student engagement in each two-hour guest lecture by incorporating 15- to 20-minute Q&amp;A sessions after the first hour. We noted that during open-ended Q&amp;A sessions, students often remained quiet. However, when we shifted the focus to the challenges that they encountered during the application of the concepts relevant to each theme, engagement increased significantly. For instance, during a lecture on risk assessment, we encouraged students to share relevant practical difficulties they faced. One group raised the question: “How do emerging climate risks specifically impact the design and pricing of existing insurance products?”, which led to a fruitful discussion.How can universities contribute to achieving the 17 UN Sustainable Development Goals?Embedding sustainability accounting into the curriculumSustainability education needs to go beyond the SDGsImplementing PBL assessmentsWe introduced PBL assessments to deepen students’ understanding of the concepts introduced in the guest lectures. Students had to complete a coursework project focused on designing sustainability-related insurance products that addressed unmet market needs.The assessment criteria emphasised both theoretical understanding (50 per cent) and practical feasibility (50 per cent).Theoretical understanding criteria:Demonstrate an in-depth grasp of sustainability principles and their relevance to insurance designCritically analyse literature to justify the use of Fam models and methodologiesCalculate premiums and justify their suitability by applying appropriate statistical and actuarial methods, such as generalised linear models (GLMs).Practical feasibility criteria:Evaluate potential market demand, including target market analysis and scalabilityExplain how the product aligns with sustainability objectives and fills market gapsAssess financial and environmental impacts comprehensively and realistically.For example, students designed an insurance product for businesses affected by high temperatures and applied GLMs to calculate premiums. The assessment focused on the justification of the model choice and analysis of market demand when assessing how businesses are impacted by extreme heat and climate-related risks. This strategy fostered a balance between theory and practice, equipping students with the skills to tackle real-world sustainability challenges.Measuring students’ knowledge of sustainability before and afterWe used a performance survey to compare students’ pre-existing knowledge of sustainability with new knowledge gained from the guest lectures. It included questions aligned with the United Nations’ Sustainable Development Goals (SDGs), and we measured responses on a scale ranging from “not at all” to “very much”. Sample questions included:&nbsp;1. “To what extent have you acquired knowledge of combating climate change (relevant to SDG 13)?”&nbsp;2. “To what extent have you learned to promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all (relevant to SDG 8)?”&nbsp;3. “To what extent have you acquired knowledge of promoting peaceful and inclusive societies for sustainable development; providing access to justice for all and building effective, accountable and inclusive institutions at all levels (relevant to SDG 16)?”We have created a dynamic and interactive learning environment that bridges academic concepts with industry practices as a result of these efforts. Post-lecture survey results showed significant improvements in students’ ability to apply sustainability principles to real-world challenges, with one remarking, “Through the lectures and project, I now see how businesses, governments and insurance products can collaborate for effective environmental governance.”&nbsp;This advice is based on a project supported by Xi’an Jiaotong-Liverpool University’s Teaching Development Fund.Zhiying Huang is a senior teaching fellow at the International Business School Suzhou (IBSS); Zhehao Zhang and Xiaojun Zhu are associate professors in the School of Mathematics and Physics; and Rebecca Wakelin is director of the Educational Development Unit. All authors are at Xi’an Jiaotong-Liverpool University.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.&nbsp;

How to integrate sustainability into a finance course

Advice on delivering sustainability-focused guest lectures in collaboration with industry experts and reinforcing learning with project-based assessments

Integrating sustainability into a financial and actuarial mathematics course

Imagine a future where universities are not just places for young adults but inclusive spaces that foster lifelong learning opportunities for individuals at any stage of life. This vision is achievable, yet the Australian higher education sector lacks a widespread commitment to creating change to support learners, staff and community members of all ages. The University of Queensland (UQ) was the first Australian university affiliated with the&nbsp;Age Friendly University – Global Network (AFU-GN). UQ’s&nbsp;age friendly steering committee is&nbsp;led by co-author Nancy A. Pachana, who also chairs the AFU-GN Oceania regional committee. The absence of broader strategies and age-focused initiatives across the sector, and failure to embrace the AFU movement (in existence since 2012 and part of the World Health Organization&nbsp;Age Friendly World initiative) reflect a missed opportunity to embrace the age diversity within our university communities.Older students are an increasingly significant part of the university community, but their outcomes often remain unequal. They face lower graduation rates and limited career opportunities compared with their younger peers. Similarly, older staff members frequently encounter barriers to career development and assumptions about their technology skills, while younger staff may face similar biases regarding their knowledge or commitment to the institution. These gaps highlight the need for Australian universities to take proactive steps to create more inclusive and accessible environments that support the diverse needs of all learners, staff and community members. Addressing these issues is not only essential for building a stronger higher education sector but also presents an opportunity for Australia to become a global leader in promoting lifelong learning and inclusivity, as outlined in the United Nations’ Sustainable Development Goal 4: quality education for all, SDG 8: decent work and economic growth, and SDG 10: reduced inequalities.Supporting mature students into creative careersUniversities need to prepare for the mature student onslaughtLifelong learning needs a reboot – here’s how to do itAustralia’s recent&nbsp;Universities Accord supports this mission with a commitment to increasing the proportion of students aged 25 to 34 years old (mature-aged) by 10 per cent, as well as a call for mature-aged students to be explicitly included in student charters in meaningful ways to promote lifelong learning. However, it falls short of labelling this cohort as a target group. This reflects wider views from the sector, where our interviews with 66 stakeholders in higher education about disability and age inclusion found most respondents did not engage with age as a diversity area, while others dismissed the importance, citing age diversity of academic staff. Others only mentioned mature-aged students, while only two showed a commitment to the area.Our further research into 134 plans and policies revealed a glaring disparity: only one strategic plan solely focused on age was identified across Australian universities. While age was mentioned in five other general diversity and inclusion plans, these references were often cursory, lacking substantial emphasis or actionable strategies. Age was typically included as part of a list of characteristics, without dedicated initiatives or accountability measures. In stark contrast, areas such as disability and gender equity have significantly more dedicated plans – 28 and 19, respectively – and are also more prominently featured in broader equity, diversity and inclusion (EDI) plans. Furthermore, references to age primarily addressed the needs of mature-aged students, with little to no consideration for the experiences of staff, save for one exception.&nbsp;Age inclusivity can intersect with a wider range of initiatives across communities, the healthcare sector and encompassing research – an age-friendly ecosystem. This imbalance indicates that Australian universities are not equally serving their communities at the strategic level in terms of their mission across research, teaching and engagement.The lack of age-inclusive strategies, including comprehensive committees and targeted policies, means Australian universities are missing a crucial opportunity to align more closely with global goals. With an ageing population and a growing demand for lifelong learning, it is vital for institutions to adopt a strategic approach. This could include forming dedicated age-friendly committees, integrating lifelong learning strategies into institutional policies, and adopting AFU frameworks to ensure that all community members have equitable access to opportunities.&nbsp;More universities could join the AFU-GN. Cross-cutting stakeholder engagement and intergenerational learning initiatives in this space could reap benefits, including in such national priority areas as&nbsp;aged care. Such efforts would enhance educational access for all ages, contribute significantly to global education goals, and position Australian universities as leaders in creating inclusive, age-friendly environments.While international universities are increasingly adopting AFU frameworks to support mature-aged students and staff, Australia lags behind, with only two institutions becoming members of the AFU network (the universities of Queensland and the Sunshine Coast). This gap is more than a missed opportunity; it disadvantages mature-aged students juggling study, work and caregiving responsibilities, as well as staff navigating age-related biases in their careers. It decreases the potential impact of research on age inclusivity – everything from nursing home design and end-of-life care to public health and human resources practices. By integrating AFU principles, Australian universities can better serve a diverse student and staff body, fostering both educational and professional inclusivity, and better engagement with critical stakeholders.The time for action is now. Australian universities can take a leadership role by adopting comprehensive strategies that support learners and staff of all ages and ensure age inclusion permeates both the mission and their day-to-day operations. By forming dedicated committees, creating targeted action plans, and integrating lifelong learning principles into their policies, universities can make a profound impact on their communities. These efforts will not only improve the experiences and outcomes for mature-aged students and staff but also contribute to broader goals of equitable, fulfilling and impactful education and workforce participation. Aligning with the SDGs, particularly 4, ensures that Australian universities remain globally relevant and socially responsible institutions that value diversity and inclusion at every level.Paul Harpur is an&nbsp;ARC future fellow in the TC Beirne School of Law at the University of Queensland,&nbsp;an&nbsp;associate&nbsp;with the Harvard Law School Project on Disability and an international distinguished fellow with the&nbsp;Burton Blatt Institute&nbsp;in the College of Law at Syracuse University.&nbsp;Brooke Szücs is research assistant in the TC Beirne School of Law and co-chair of the disability subcommittee and the UQ Disability Inclusion Advocacy Network.&nbsp;Nancy A. Pachana is a clinical geropsychologist, neuropsychologist and professor of clinical geropsychology in the School of Psychology at the University of Queensland.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Age inclusion should be part of universities’ mission, as well as their day-to-day operations. To not support staff and students at all stages of their academic life is an opportunity missed

Imagine an age-inclusive university sector

Music classrooms are not usually places where people propose new taxes. But when I asked my students to think about the carbon footprint of the music industry last year, the discussion took an interesting turn. Taylor Swift’s private jets are hardly a secret, but I didn’t expect a group of students to propose an ecological excise tax on the global pop star. An equally large group of students (let’s call them the Swifties) were horrified. One reminded the group that “the adults” had recently locked up young people for two years to protect more vulnerable older generations from a global pandemic. The only thing that has sustained them through the lockdowns was Taylor Swift, streamed into their bedrooms via carbon-intensive server farms.&nbsp;Sort out your own unsustainability first, they told me. Taylor Swift is not the problem.Colleagues reported similar experiences. Undergraduate modules in music therapy, community music and music education are more popular than ever. Music students want to help others in a world overshadowed by warnings about stark inequality, imminent ecological collapse, political polarisation and the spread of war and violence. Our master’s courses in music management and music education are also booming, thanks primarily to students from China keen to make a positive difference in their home country’s enormous creative sector.&nbsp;Today’s music students, wherever they are from, are digital natives, even if some of them arrive at university loaded up with their parents’ (or grandparents’) vinyl record collections. They come to us with production skills that a generation ago would have been the province of a select technological elite. We work hard to keep pace, and to provide them with the classroom experiences they need to employ these tools creatively. When they hear about the carbon footprint of musical technology, including most recently energy- and water-gobbling generative AI applications, they want to know more. They want to be part of the solution.We need to bang the drum for music degreesPlay on: how to build community on campus through musicIncome should not determine outcomes for young musiciansSo we redesigned our curriculum, with wind in our sails from university-wide initiatives in sustainability education. From 2026-27, all single-honours music students at Southampton will take a compulsory module that will address a new programme learning outcome (PLO) drawing directly on the language of the UN Sustainable Development Goals: “understanding the role of music as a key resource for sustaining health and well-being, decent work, cultural diversity, gender equality, liveable cities and communities, responsible consumption and production and reducing inequalities”. The new PLOs of our master’s courses in music education, music business, performance, composition and musicology also mention the goals.&nbsp;We have hired two new members of staff in sustainable music business and music production and social justice to support our commitment to sustainability. But it is important that everyone in the department feels their skills are relevant. We want to push back against the kind of “zero-sum” thinking that often bedevils major curriculum reform. Investment in a new area is often framed as disinvesting in an old one. “Southampton drops Beethoven in favour of teaching music students about Taylor Swift’s private jets” is a headline we want to avoid.Take the example of the music history classroom. It is easy – and eye-opening – to think about music in early modern Europe in the context of the global pandemics of the time. And recently my students and I looked at Antonín Dvořák’s visit to the US in 1893-94, which resulted in such classics as his Symphony No. 9 “From the New World”. Dvořák, a man of rural origins, found himself living and working in lower Manhattan, in one of the world’s most energy-hungry cities, surrounded by the noise of coal-powered elevated trains and lit all night, all fuelled by exponential growth in the extraction of fossil energy sources. In the din, the Bohemian composer was drawn to “native” American materials such as the music of only recently enslaved people of African descent and rapidly disappearing Indigenous cultures. Is it any wonder that a contemporary critic wondered if he had come to the United States to “mine our native ore”?There is much more to do, not only in the classroom. The recent inauguration of the Southampton Centre for Music Education and Social Justice in our department offers a platform for research and public engagement that intersects directly with the SDGs, particularly those that address gender equality, cultural diversity and reducing inequality. In its first year, the centre won major funding from the Arts and Humanities Research Council to coordinate a national Hub for Public Engagement with Music Research, co-directed by a music historian and a composer. The way forward is collective action. Music, a collaborative human activity if ever there was one, could be a powerful tool in the struggle for sustainable futures.Thomas Irvine is professor and head of music at the University of Southampton. He is co-writing (with Christopher J. Smith of Texas Tech University) a history of music from 1500 CE told through the lenses of labour, energy and data.If you would like advice and insight from academics and university staff delivered directly to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Is sustainability a ‘blank space’ in professional music education? Not exactly. Music students want to make an impact and some music academics are embedding the UN Sustainable Development Goals in the curriculum

Tax Taylor Swift

Higher education institutions play a key role in fostering a sustainable culture and future. Using socially and environmentally relevant research, the sector can educate professionals and leaders on the importance of holistic perspectives and practices, as well as on relationships with the natural, human and technological worlds. Instead of promoting individual success and competition that leads to short-term goals in the workplace, a sustainability-oriented university adopts a humanistic perspective, emphasising collaboration, cooperation and long-term relational goals.In universities, strategic sustainability is a humanistic perspective that&nbsp;prioritises human and environmental regeneration, well-being and growth. Similar to any kind of strategic resource, it is built and maintained through specific processes. Here I’ll outline some of them:Use SDGs to understand social trendsThe UN’s Sustainable Development Goals reflect global aspirations and values that manifest how individuals and communities want to live, and prioritise well-being and development. Sustainability is not only a responsibility or a response to climate crisis. It is a decision about the way of living and the future, and universities can use it for developing innovative programmes or services.Integrate sustainability into decision-making processes&nbsp;Universities can move beyond offering a few elective courses on sustainability and integrate sustainability principles into all aspects of their management, communication and curricula. This will require rethinking traditional models and incorporating new concepts into core processes and courses.Promote transparency and accountability&nbsp;Institutions need to adopt transparent reporting practices that honestly assess their sustainability performance, including successes and failures. This transparency would allow stakeholders to hold institutions accountable for their commitments and to track their progress over time. Taking accountability avoids the risk of greenwashing – a practice where organisations highlight their sustainability efforts while continuing to engage in unsustainable practices and mindsets. This can involve exaggerating their environmental achievements, making misleading claims or focusing on superficial changes that do not address the underlying systemic issues.Listen and engage with diverse stakeholdersInnovation is not a solo enterprise but, particularly in universities, a community effort for improving the current situation and adapting institutions to change. Universities would be more innovative if they engaged in meaningful dialogue with a wide range of stakeholders, including students, faculty, staff, alumni, local communities and environmental organisations. In this process, listening is as important as speaking. This participatory approach would ensure that strategic sustainability efforts and resources are responsive to the needs and perspectives of different groups, and avoids top-down initiatives that may not be effective or equitable.Shift the focus from stakeholders to relation-holdersHigher education institutions can promote a relation-holder-centric approach (proposed by IESE professor Domenec Melé in The Humanistic Person-Centred Company). A humanistic perspective in management and communication considers the interests of all those impacted by organisational decisions, and recognises that interacting with the other human beings and nature is the basis of creativity, innovation and development. Going beyond a narrow focus on profit maximisation is not enough. A focus on long-lasting relationships would foster value co-creation, especially in educational settings.Embed values at all levels&nbsp;Universities can integrate relation-holder values into the management processes and curricula. This would encourage staff, faculty and students to consider the ethical implications of their actions and to develop a sense of purpose that extends beyond reputation or prestige.Although strategic sustainability would seem an idealistic proposal, some internationally known scholars, such as Philip Kotler, are proposing practical frameworks to inspire and guide sustainable innovations. Kotler’s human-to-human model proposes that we use a person-centred and sustainable approach when designing value proposition. Based on this,&nbsp;an interdisciplinary team at Universidad Austral, made up of alumni and faculty, designed a new marketing degree with sustainability and social impact at its core.&nbsp;The curriculum was developed after a process of social listening and dialogue with the industry, and includes courses on social marketing, sustainable fashion and branding, strategic and sustainable design, sustainable products innovation, among others. We embedded a participatory culture within the degree, including relational experiences of co-creation with students and corporations.&nbsp;The humanistic framework recognises that students and alumni are not consumers. They are actors who participate in a reflexive, relational process that seeks to engage with them in a way that is authentic, empathetic and respectful.Strategic sustainability and humanistic models have a positive impact on enrolment. Our proposal doubled the number of students on similar degrees in the first year, and improved on the same benchmarks by three times in its second year.&nbsp;Ultimately, sustainability is not a policy or a practice: it is an innovation strategy for transforming and regenerating higher education, particularly in &nbsp;competitive and uncertain contexts.&nbsp;Reynaldo Rivera is head of marketing and professor of marketing at Universidad Austral.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

How strategic sustainability can foster innovation

Sustainability is much more than a set of policies or practices. Here’s how it can be a transformational strategy for achieving a university’s mission  

Universities must advocate not only for the technical training of their students but for their personal development. In this context, promoting environmental stewardship and progressive care for our surroundings is essential for shaping professionals who will play a transformative role in society. One key area that requires attention is waste management – particularly recyclables, because they are directly connected to the supply chain. By focusing on the end-of-life stage of materials, we can implement a variety of actions.Waste on a university campus can be classified into several categories:Household-like wasteElectronic waste (WEEE)Pathological waste (biological, chemical, etc)We know that the largest percentage of waste is household-like, including paper, cardboard, metal, glass, plastic and electronic waste from unused devices. Here, I’ll outline some of the actions to reduce waste carried out by the university to and the goals we are pursuing. We are an institution committed to caring for the planet, but sustainability efforts require constant attention – people tend to choose convenience and use disposable products, leading to a continuous flow of waste.Practical strategies for greener transportation on your university campusGreening your university is not optional; it’s urgentHow can we improve the sustainability of labs?Ways to reduce waste on campus1. Eliminating the availability of plastic cups at water dispensers.&nbsp;2. Promoting the use of reusable water bottles among students and staff, as well as encouraging the use of personal mugs. At the university, we have placed signage next to the water dispensers and do not provide disposable cups. Additionally, reusable university-branded bottles are available for purchase.3. Establishing waste segregation stations for recyclables and non-recyclables. Recyclable waste is delivered to a recycling cooperative.4. Organising workshops and electronic waste recycling campaigns for students, as well as donating obsolete materials to recycling companies and robotics schools, which give a second life to electronic items. For example, during the workshop, two formats were developed to address electronic waste management. The students worked on a proposal to implement in their communities, because they come from various neighbourhoods and locations. They&nbsp;formed groups to collect and compile electronic items and identified a cooperative near their homes to collaborate with for proper disposal or recycling.5. Encouraging the recycling of study materials so that students, by course and subject, can reuse others’ notes, as well as promoting the reuse of paper for class attendance.How to make sustainability goals a reality?The sustainability management team, along with a working group, is responsible for:Establishing strategic alliances and commitments. We have commitments, for example, with the United Nations, regarding decarbonisation and the race to net zero by universities. We also formed alliances with the Laudato Si Platform, which also sets goals, and with the global agenda for Green and Healthy Hospitals.Delivering plans and indicators, measuring the carbon footprint, and the decarbonisation of the institution.Creating the necessary pathways for the management and improvement of waste handling within the institution.Communication campaigns are key to:Raising awareness of the importance of giving waste a second life.Promoting proper segregation of waste.Waste management is supported by:Efficient operations in every area of the campus.Measurement of indicators that allow us to assess progress and effectiveness in waste management.&nbsp;The indicators we use to measure the efficiency of the campus are related to energy, waste, greenhouse gas emissions, refrigerants and transportation. To do this, we measure scope 1, 2 and 3 carbon emissions.We know that the best waste is waste that isn’t generated, which is why we believe one of the key approaches is incorporating sustainability criteria in procurement. However, proper waste management is also fundamental. The goal is to minimise consumption, segregate responsibly and work with local resources to ensure all waste can be given a second life.Verónica Torres is sustainability manager at Universidad Austral.If you’d like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

How to encourage reuse and recycling on campus

Universities generate a significant amount of waste. Here’s how to encourage students and staff to reuse and recycle

Despite 30 years of international climate negotiations, climate destabilisation is threatening the livelihoods of billions of people, and dangerous climate disruptions are becoming more frequent and extreme all around the world. The COP-29 meeting in Azerbaijan demonstrates yet again the ineffectiveness of our collective efforts to respond to the devastating injustices of the climate crisis. Another year, another COP where those profiting from fossil fuels continue to prevent transformative change.&nbsp;Although the science is clear that fossil fuel phaseout is the number one thing that is urgently needed, powerful fossil fuel interests have successfully captured the policy agenda. The fossil fuel industry is making higher profits than ever before and, rather than being phased out, global fossil fuel extraction is expanding.&nbsp;Greening your university is not optional; it’s urgentBridging the SDG awareness gapEngaging staff to drive sustainable changeWithin higher education, many of us are asking ourselves what is our role in and responsibility for the ineffectiveness of society’s attempts to confront the climate crisis? Have our universities’ efforts on climate and energy been sufficient?&nbsp; Given how fossil fuel interests have been strategically investing in higher education for decades, has academic research and teaching been reinforcing and strengthening the climate obstruction agenda of fossil fuel interests, rather than resisting or weakening it? Many are also asking whether higher education institutions are effectively creating and disseminating knowledge on alternative regenerative economic and social systems, available to replace the extractive and exploitative systems that are causing so much devastating ecological harm, human suffering and climate injustice?&nbsp;In considering these questions, some may say that universities are part of the problem. Most universities are failing to prepare students for the disruptive future ahead, and many students complete their degrees without learning anything about the incompatibility between basic assumptions of economic growth and the Earth’s planetary boundaries. By continuing with business as usual, higher education institutions could be accused of normalising complacency about the rapidly deteriorating health of the Earth’s system, on which all of humanity depends. While many universities provide courses and institutional initiatives related to climate and sustainability, they’re increasingly being accused of greenwashing, as their efforts are rarely transformative. University research on climate and energy suffers from “academic capture” by industry interests, which partner and fund universities to legitimise and advance their profit-seeking agenda.&nbsp;But others are increasingly viewing universities as powerful institutions to be leveraged for the transformative shift toward a more stable and healthy climate-just future. New global networks of academics, dedicated to knowledge dissemination and co-creation for the public good, are resisting academic capture by industry and reclaiming their universities’ impact agenda for the public good. Expanded interest in a diversity of economic frameworks, including ecological economics, feminist economics, doughnut economics and post-growth economics, are broadening policy discourse beyond the narrow neoliberal market fundamentalism that has dominated and constrained academic analysis to inform pathways toward more just and stable futures.&nbsp; Recognising higher education as critical social infrastructure, university professors, administrators and staff are increasingly leveraging their collective power to encourage and support transformative thinking, research and learning toward climate justice.&nbsp;As a transdisciplinary academic working on climate, energy and environmental justice, I have been engaging with the potential of higher education to advance a more healthy, equitable, climate-stable future for over three decades. In my new book, Climate Justice and the University: Shaping a Hopeful Future for All (Johns Hopkins University Press, 2024), I explore an alternative reimagined vision of higher education as a societal resource for&nbsp;the transformative changes that are urgently needed to reduce human suffering and restore ecological health.&nbsp;In the book, I propose climate justice as a paradigm shift, one that sees the climate crisis not as an isolated problem that needs to be “solved”, but as a worsening symptom of a deeper systemic issue of the extractive and exploitative structures currently dominating human societies. Imagining a new model of “climate justice universities” encourages us to open up our collective thinking to reconceptualise how higher education could be restructured to advance the public good and a better future for all.&nbsp;To allow higher education to reclaim its public-good mission and more effectively address the rapidly changing needs of vulnerable communities, climate justice universities would be publicly funded and geographically distributed. Instead of universities functioning as financial enterprises reinforcing individualism, commercialisation and the corporatisation of higher education, climate justice universities would prioritise access for all, collective action, civic engagement and ecological health. They would encourage local action and global solidarity.&nbsp;During this disruptive and destabilising time, efforts to reclaim and restructure higher education are gaining traction. As academic freedom is being increasingly threatened by the power and influence of wealthy donors, influential politicians and corporate interests in higher education institutions around the world, those of us working within universities need to become more actively involved in protecting the public-good mission of higher education; by, for example, joining the Climate Justice Universities Union – a new international collective advancing transformative change in higher education.&nbsp;It is increasingly clear that universities are an underleveraged resource with untapped potential to contribute to a more just, healthy and climate-stable future.&nbsp;Expanding our collective thinking about a shift toward climate justice universities is one way to stimulate new ideas and catalyse different conversations about the powerful ways that higher education can shape a hopeful future for all.&nbsp;Jennie C. Stephens is professor of climate justice at Maynooth University in Ireland and professor of sustainability science and policy at Northeastern University in the US, and author of Climate Justice and the University: Shaping a Hopeful Future for All.

On climate change, are universities part of the problem?

As the effects of climate change become increasingly more extreme, fossil fuel interests are preventing transformative change. Where do universities stand?

On climate change, are universities part of the problem or part of the solution?

As universities work to lower their carbon footprint, transportation offers a big opportunity for improvement. Universities can, for example, switch to greener options such as electric vehicles (EVs) or optimise battery performance. However, the effectiveness of these solutions, and efforts to encourage sustainable habits, depends on how they’re operated and the technology used.&nbsp;From a pilot study at Aditya University, which focused on a 10-seater EV with lead-acid batteries, I share practical tips to help universities make their transportation systems more efficient and eco-friendly.Campus podcast: educating our way out of the climate crisisResource collection: a greener future for higher educationStrategies to move universities to net zero1. Improve electric vehicle performance with lead-acid batteriesEVs can be a key part of greener campus transportation, but their benefits can drop if the fleet is not properly managed. In our 12-day pilot study, we tested a 10-seater EV with a three-year-old lead-acid battery. Lead-acid batteries are common&nbsp;in some regions and specific applications due to their lower upfront costs,&nbsp;but they have less energy and shorter lifespans compared with newer technologies such as lithium-ion batteries.For campuses using lead-acid batteries, here are three important ways to boost sustainability.Monitor battery performance&nbsp;We tracked key data points – such as distance, battery usage and energy output – daily. Regular monitoring helps find issues early, regardless of vehicle size. Universities should check battery performance every day after vehicle use to keep them running smoothly and avoid future failure.&nbsp;The approach of monitoring battery performance is applicable to a wide range of EVs, including smaller vehicles such as cars. This practice ensures smoother operation and reduces the likelihood of unexpected battery failure, making it an effective measure for both larger and smaller EVs.Adjust driving and load management&nbsp;We found that driving habits affected how quickly the battery discharges. Universities should encourage consistent driving speeds and reduce idling time (during running) to&nbsp;mitigate rapid battery depletion. Also, optimising the load carried by the vehicle can extend battery life while keeping performance steady.Improve charging methods&nbsp;Our study showed the need to match charging cycles with EV use. A nine-hour charge at 20 amps and 48 volts worked best for our battery. Universities should make sure charging suits their daily demand to avoid overcharging or undercharging.&nbsp;Overcharging a lead-acid battery can increase heat generation, which may damage the battery and reduce its lifespan. It can also result in electrolyte loss through evaporation, leading to a condition known as sulphation, where lead sulphate crystals form and can hinder the battery’s performance. Undercharging, on the other hand, can cause the battery to become sulphated, reducing its capacity and efficiency over time.2. Exploring advanced battery solutions to future-proof EV fleets&nbsp;While lead-acid batteries are common due to lower costs, our study highlighted their limitations, such as lower energy density and faster depletion under heavier loads. To future-proof campus EV fleets, universities should explore sustainable alternatives like lithium-ion batteries.&nbsp;These are generally more expensive upfront compared with lead-acid batteries. However, their higher energy density, longer lifespan and reduced maintenance costs can make them more cost-effective over time.Collaborate for advanced materials:&nbsp;Universities can partner with research institutions to explore advanced materials for improving lead-acid batteries. Integrating new materials could enhance energy density and extend battery life, increasing sustainability.Transition to lithium-ion or other alternatives: While costlier initially, lithium-ion batteries offer longer lifespans and greater energy efficiency. Campuses should consider a gradual transition to these or other advanced battery technologies (such as&nbsp;solid-state batteries, which offer improved safety and energy density, or sodium-ion batteries) to achieve long-term sustainability.3. Broader implications for greener campus solutionsSustainability on campuses goes beyond transportation. The same principles of optimisation and efficiency can be applied to energy management, waste reduction and renewable energy integration in other areas such as student housing.Develop integrated green infrastructure: Installing EV charging stations powered by renewable energy, such as solar panels, can further support campus sustainability. Integrating renewable energy for transport and accommodation will significantly reduce the campus’ environmental impact.Encourage campus-wide behavioural change: Promoting sustainable transport options, such as using campus-provided EVs, carpooling or cycling, can reduce emissions. Encouraging energy-efficient practices in accommodation can also foster a responsible campus culture.Universities can play a vital role in global sustainability efforts by optimising campus transport systems. Our study on lead-acid battery performance in EVs provides a solid foundation for improving green transport solutions.&nbsp;While it was centred within the department of mining engineering, it offers interdisciplinary relevance, especially in fields such as energy optimisation and sustainable transportation. Abhishek Kumar Tripathi is an assistant professor&nbsp;in the department of mining engineering at Aditya University, Surampalem, India.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Tips for greener transport on your university campus

Focusing on electric vehicle use and optimising lead-acid batteries, Kumar Tripathi shares practical tips for improving campus sustainability through greener transport, based on a pilot study

Practical strategies for greener transportation on your university campus

In many disciplines in higher education, the essay has long been the place where students show what they have learned by describing, substantiating and synthesising the content of their lectures and reading lists. At the same time, we have also long recognised, in student learning, the importance of moving beyond a focus on content and articulating more precisely what our students will be learning.In rapidly changing societies experiencing continuous technological innovation, we should focus on developing the skills and attitudes that prepare our students to be effective citizens, and flexible and adaptable enough to enter a changing world of work. Of course, content remains important – it’s what makes a disciplinary focus – but how to access it, engage with it and use it needs more emphasis in curricula.AI as a catalyst for assessment innovationTen tips when instigating an assessment transformation programmeApply the principles of critical pedagogy to GenAIThis is not a new challenge, but AI tools are prompting those of us who work in higher education to revisit foundational questions, such as: what is good education? How can we design approaches to teaching, learning and assessment to ensure we are educating our students to be ethical and effective members of society with disciplinary and interdisciplinary expertise, and the appropriate mix of knowledge, skills and attitudes? How can we partner with students in this endeavour? What is the purpose of the essay?&nbsp;Exploring the essayThe idea of the essay dates to at least Montaigne’s&nbsp;Essais, published in 1580. The roots of different forms of argumentation and reflective writing stretch back further. In higher education, the essay increasingly became the norm in the UK and US during the 19th&nbsp;and 20th&nbsp;century.&nbsp;The idea of an “attempt” or “testing” of a thought &nbsp;is etymologically embedded in the word itself. Yet, too often we lose sight of this when using essays as assessments.&nbsp;Today, the essay and other long form writing are still considered intrinsic to the pedagogy of certain disciplines. But the essay has become a problem as well as an opportunity for academia.So, in June 2024, a group of academics from King’s College London, the London School of Economics and Political Science, the University of Sydney and Richmond American University came together to explore the future of the essay in the age of AI and devise principles for its continued role in learning and assessment – a&nbsp;manifesto, if you will.Problems and opportunitiesThere are several problems with the essay.&nbsp;First, the shiny essay, the product itself, becomes a proxy for the learning. We too easily value the edifice over the process of producing it. We have neglected to reflect on the purpose of setting essays, instead going through the motions of measuring the presence of the “right” amount of information and a “sufficient” amount of scholarship.&nbsp;We ostensibly define these things in guidelines and marking criteria, but these can simultaneously (and perhaps even contradictorily) reduce the essay to an expected formula. If we genuinely value the processes and learning involved, shouldn’t we be elevating and assessing the essay-writing process as much as, or alongside, the final product?Second, the essay as a concept is notoriously&nbsp;hard to define, and is often&nbsp;discipline-specific.&nbsp;The understanding of what makes a good essay is too often simply expected of students, privileging those who have certain forms of&nbsp;cultural capital&nbsp;and have been educated within a culture with the same tacit understanding of an essay. Those without this assumed knowledge are often left to catch up and fill in the gaps themselves.Despite these issues and, indeed, with explicit consideration of them, the essay can remain a critical component in education. The essay is highly valued for good reason – it’s an opportunity to develop critical skills intrinsic to the core identity of certain disciplines. The expression of critical thought, the exploration of a single idea, the synthesis of others, the weaving together of multiple perspectives on a single idea or a point, the summation of different thinking through scholarship and reading around the subject, and the building of an argument. How to share that value? Even pre-ChatGPT, one of the reasons we had such a problem with essay mills in the sector is that we did too little work on these cognitive and metacognitive aspects of essay writing.If large language models can, with iteration and the right prompts, produce a&nbsp;passable essay&nbsp;(and they will inevitably get better at doing this), we need to reappraise the essay. Clearly, any teacher who, with a single ChatGPT prompt, can generate an essay that would achieve an acceptable pass on an undergraduate assessment, needs to look at how they have framed their question as well as the design of the assessment. Ideally, they would do some of this in partnership with their students – in the&nbsp;manifesto,&nbsp;we encourage open discussions between students and educators about the purpose of essays and AI integration.Rejuvenating the essaySo how do we revitalise the essay? A renaissance of the essay requires a focus on the processes of reflection, research and writing, emphasising the different elements that make up the essay as much as the output. This approach sees assessment not as the final evaluation or testing of learning, but an integral part of the learning process itself. Any renaissance of the essay necessitates acceptance that, just as in other forms of academic writing, the essay is something that iterates over time and is something that improves with feedback from peers and reviewers. The most important learning often comes from the mistakes we make along the way – something we, as teachers and students alike, should learn to value.While valuing both the process and product of essay writing, we should also ask ourselves whether we really need as much writing as many of us have in our current assessment diets. Some educational cultures, such as&nbsp;Germany&nbsp;and&nbsp;Norway, and certain disciplines, such as&nbsp;medicine&nbsp;and&nbsp;the arts, embrace and even privilege&nbsp;oral methods of assessment. The revitalisation of the essay calls on us to define exactly what disciplinary or interdisciplinary skills and attitudes we expect our students to develop. Then we need to consider the essay alongside other methods of assessment, which are potentially more innovative and creative, involve multimedia and are not simply taken as a given, born out of tradition.Generative AI is disruptive, complex, controversial and in so many ways unknowable. While we must take it seriously, we also have a responsibility to support our students (and colleagues) to become adept at using these tools. As they evolve, human/AI hybrid writing seems an inevitable consequence in many disciplines and professional roles. Making opportunities to support students in effective, critical and ethical use of these tools will support their wider information, digital and AI critical literacies.We offer this&nbsp;manifesto&nbsp;as a provocation for debate and discussion; as a set of principles to use as a starting point for the review of assessment on your modules and programmes; and to enable you, your peers and your students to reconsider the place of the essay and other long-form writing in learning and assessment in your discipline. The essay’s true value lies not in its final form, but in the critical thinking journey it represents.An earlier version of this piece was published on the LSE Impact of Social Sciences Blog and the LSE Higher Education Blog.Claire Gordon is director of the Eden Centre for Education Enhancement at the London School of Economics and Political Science and Martin Compton leads on AI and innovation in education at King’s College London.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

The renaissance of the essay starts here

In the age of AI, has long-form writing in higher education reached a dead end? Martin Compton and Claire Gordon discuss the unique aspects of the essay and introduce a manifesto to revitalise it

The area around Ōtautahi | Christchurch supported an abundance of birdlife when the area was settled by the British in 1850. Swamp drainage for city building, and the introduction of predatory mammals, has, however, resulted in a drastic decline of many indigenous species, including the iridescent honey-eating tuī (above). Since the 1990s, Christchurch City Council, the University of Canterbury (UC) and community groups have worked hard to re-establish these populations through habitat restoration and predator control.&nbsp;The university’s Biodiversity Plan 2022-2025 established targets to enhance biodiversity including to increase native bird populations on campus. Alongside actions such as increased native plantings, sowing a wildflower meadow to boost insect diversity and “low mow” zones to provide habitat for invertebrates, a critical component of the plan is reducing introduced predators.&nbsp;THE podcast: educating our way out of the climate crisisTeaming up with students to design sustainability educationBringing in alumni as guest tutors to teach and inspire studentsHere’s how UC has engaged with conservation and community groups to reduce predators and provide students with diverse opportunities to develop skills and improve their well-being in the process.Predator control work beginsSurveying for pests on campus confirmed a mix of predators – rats, mice, hedgehogs and possums. A trapline was planned, which aligned with the Department of Conservation’s humane predator control protocols for Aotearoa New Zealand. Around the same time,&nbsp;students approached the Sustainability Office with a request to begin trapping predators, so the timing was perfect.&nbsp;UC’s Sustainability Office partnered with the Riccarton chapter of Predator Free New Zealand (PFR) and the Environmental Science Society student club, EnviroSoc, and in 2023, 34 trained students formed a weekly roster to maintain and clear the trapline.&nbsp;By 2024, more than 45 students were participating enthusiastically, with all three waterways on campus now serviced by traplines.&nbsp;Fewer rats, possums, hedgehogs and miceBird nests (see below) have been monitored on campus for many years, providing good baseline data. With no other interventions taking place, since the predator trapping programme has been established, the nest survival rate on campus has shown a significant increase. In two years, 747 pests have been trapped on campus and in the local Riccarton area: 514 rats, 26 possums, 52 hedgehogs and 167 mice. Native bird nests’ survival rate has leapt, from 6 to 22 per cent prior to trapping to 63 per cent, a trend that is continuing.

  
      
  
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The predator control team at UC dream of the iconic native tuī returning to Christchurch. Photo courtesy of the University of Canterbury Sustainability Office

&nbsp;Why do students participate?&nbsp;While many of the volunteers study biological or environmental sciences, students from geology, geography, sustainability, psychology, engineering and law also participate. They are all keen to take action to improve the environment and undo degradation. Trapping provides an option that they can conveniently join on campus. In addition, they learn valuable skills, such as best practices for trapping, health and safety procedures, and Department of Conservation (DOC) techniques for monitoring pest species.&nbsp;An unexpected bonus is the&nbsp;opportunities for students to connect with like-minded peers through working in small groups, which provides a welcoming space for those with social anxieties. Spending time on the beautiful UC campus observing the plant and birdlife is also great for well-being.&nbsp;

  
      
  
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Biodiversity coordinator Seamus Moran (left) checking traps with student volunteer Sho Mathieson. Photo courtesy of the University of Canterbury Sustainability Office

&nbsp;Resourcing considerations&nbsp;Inductions, including health and safety, and training, takes 1.5 hours, with groups of two to six students. Some students have experience with trapping, while others are completely new and need to be placed with more experienced trappers until they build their confidence and skills.Recruiting students has not been difficult and has been largely carried out by EnviroSoc. Meetings with the team are monthly owing to students’ study commitments, field trips and exams, with communications mostly on email and social media. The students, under the guidance of Hannah Whittall, a environmental science major with honours, organise themselves to maintain and clear the traplines, have shown a real professionalism in the way they have performed, and have been crucial to the success of this project.The total cost to establish the programme has been about NZ$6,000 (£2,745), funded through the Sustainability Office’s annual budget. The cost to continue the programme is NZ$1,200 annually.PFR build trapping boxes at community workshops to promote and advocate for “backyard trapping”, and sell these to interested parties, including UC, to cover costs.&nbsp; &nbsp;Collaboration is keyThe UC biodiversity advisory committee oversees and guides this project and is composed of academic and professional staff and one student representative. Several academic staff have provided further guidance and supervised a public workshop in their specialty fields. Engagement with other institutions to share results and lessons has been managed by PFR lead Jade Humphrey, a geology PhD candidate.Dreaming of tuīIn late 2023, a Trapping, Tracking and Triumphs hui was held on campus, as a collaborative event between UC, EnviroSoc and PFR. The gathering brought together more than 60 community members: UC students, staff, primary- and secondary-school students, teachers and others involved in predator control and other biodiversity programmes. This was an opportunity to connect, reflect and celebrate together. The school students were particularly proud to share why they were getting involved in predator control and what outcomes they hoped to achieve. Many dreamed of seeing the native tuī return to Christchurch; the native bird was lost to the area decades ago through habitat loss and introduced predators. By continuing to trap invasive predators and restore native habitats at UC and across the city, such dreams can become reality.Seamus Moran is biodiversity coordinator at the University of Canterbury.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Collaboration between community groups, local government and university students has improved bird nest survival rates exponentially as part of a broader biodiversity plan. Here is how one university is bringing native fauna back to campus

Dreaming of tuī returning to campus

Responding to staff and student pressure, many UK universities have agreed to pursue an accelerated decarbonisation timetable, well ahead of the UK government’s overall 2050 target for net zero. Some argue that these university-level targets – which in some cases are less than six years away – are too ambitious to be achieved and university administrators should never have agreed to them. That’s wrong. Responding to staff and student expectations is something that universities should do more of, not less.University of the Arts London (UAL), where I work as director of the Social Purpose Lab, set net-zero targets in 2019, seeking to achieve net-zero energy use on campus by 2030 (known as Scopes 1 and 2 in the jargon) and for all emissions we cause by 2040 (Scope 3).&nbsp;Having made these commitments, we are having to face up to uncomfortable questions about what it will take to achieve such stretching goals. To hit our Scope 1 and 2 goals requires us to do considerable work on a multi-site campus with multiple buildings of variable heritage – a challenge shared by most universities. It is increasingly apparent that, when we made the initial commitment, we didn’t know enough about what it would take to achieve this goal.&nbsp;What is the right way to respond?As my colleague Polly Mackenzie and I argued in a recent essay for the UPP Foundation, “a university is a community, not a corporation”. A university draws its identity and purpose from the people who study and research within it rather than from the interests of distant shareholders or the vision of a chief executive. Confronting complexity and enabling productive debate is something universities naturally excel at. If a university community collectively decides on a target, it should collectively form agreement around the key choices involved in achieving it.Resource collection: a greener future for higher educationHow can we improve the sustainability of labs?THE podcast: universities aren’t too small to lead the climate crisis fightTo do so elevates the task from a purely operational one – how to replace old gas boilers and seal up leaky buildings – to one that confronts the intricate dilemmas that will be a feature of the decarbonisation agenda everywhere. If we are in a climate emergency, as many universities have declared, then many will argue that we should act with the urgent and extensive measures that such a situation calls for. Does that mean campuses should close for a time to allow refits, as they did in the Covid emergency? Should money be diverted from improving the student experience or pursuing impactful research towards upgrading lightbulbs and buying carbon offsets?These trade-offs cannot be resolved by estates departments alone. Universities should face down the difficult decisions using their defining asset: the diverse and independent thinkers who form a university community.That requires difficult discussions. Disagreement is inevitable, and not all of it will be productive. In some ways, we are well set up for this at UAL. As a university that promotes and celebrates the value of creativity, imaginative problem-solving comes naturally to many in our community. And many of our disciplines have tools to aid this thinking, such as the participatory decision-making approaches that are an important feature of modern design practice.One of our tasks in the Social Purpose Lab is to help our community through these discussions. A perfect consensus will almost certainly be out of reach. A decision will still need to be made, and we have formal governance structures that enable that. But we believe the conversations that we expect to facilitate over the coming months and years will deepen our staff and students’ appreciation of the difficult decisions we face. Staying true to our own values while continuing to operate in a relentlessly carbon-intensive economy is a challenge we all need to overcome together.My own hope is that the process of conducting such discussions, as well as the decisions that eventually get made, enable universities to model the wider debate that society needs to have as the climate crisis worsens over the coming decades. Universities’ pursuit of early targets will enable all the tricky trade-offs and difficult compromises that a just transition requires to play out in microcosm on campus. This will be a dress rehearsal for the same debates that are going to take place in the broader political arena, as entire societies attempt decarbonisation in the coming decades.&nbsp;It is universities’ duty to show the way.Nigel Ball is director of the Social Purpose Lab at the University of the Arts London.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Productive disagreement is how we tackle the climate crisis

As complex communities with a social purpose, universities are ideal places to foster and model difficult discussions around prioritising investment and effort towards net zero goals, writes Nigel Ball 

Productive disagreement is our best hope of tackling the climate crisis 

An ancient proverb states that “time and tide wait for no one”. It is usually interpreted as meaning that if something needs doing, do it. Many elements of modern society warrant such sentiments. But when it comes to our climate, the quest for net zero – and a reduction in greenhouse gas emissions – would top many a priority list. Amid global efforts to reduce humans’ impact on the planet, those who conceived the proverb almost 800 years ago inadvertently offered a call to action and a solution.&nbsp;For millennia, society has sought ways to harness the ocean’s power. But in recent decades, considerable work has been done towards a revolution that would create both environmental and economic benefits for communities and the planet as a whole. Realising the full potential of offshore renewable energy (ORE), however, is not as easy as flicking a switch.THE Awards 2024 spotlight: learn from the best in UK and Irish higher educationTHE podcast: educating our way out of the climate crisisEquipping university students to be leaders in addressing climate changeThe global demand for energy is going in one direction: up. The world is using power in greater quantities and to support new and emerging sectors, such as the electrification of transport. In the UK, our electricity demand is set to double by 2050. Growing awareness of the climate crisis is sparking commitments around clean energy generation. As we progress towards 2030, the date so many of our climate targets are pinned on, the ocean is increasingly a source of hope – and solutions.Since the 1970s, wave energy has been recognised as a sustainable and clean way of powering homes, industries and communities. But the journey of development when it comes to ORE technologies has not been a smooth one. Innovations are being engineered at universities across the UK, but ensuring that they reach the commercial sector and are deployed at scale remains a challenge. However, if the world is to meet its net-zero targets, it needs to find a way of navigating that path more efficiently and effectively.An island nation, the UK has about 14.7GW of offshore wind capacity – but, based on current projections, by 2050 it will need seven times that. And we are not simply talking about more of the same. Meeting the 2050 targets is based in large part on major advances in new floating offshore wind (FLOW) solutions, with the Crown Estate engaging major developers wanting to develop sites in new areas such as the Celtic Sea. Enlarging that sector will take time, effort and investment.

  
      
  
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Facilities on the University of Plymouth campus linked to offshore renewable energy. Photo: Lloyd Russell/University of Plymouth

&nbsp;In other ORE fields, there are no commercial-scale wave-energy installations, but 6.4GW could be deployed by 2050. The first commercial tidal power projects are only now coming on stream, but by 2050 the UK could deploy 6.2GW.Considering the pace of development so far, reaching these ambitious targets in just over 25 years will require a seismic and societal shift. However, the Supergen ORE consortium’s recently published ORE Outlook 2040 report emphasises how universities can be front and centre of that process. They can generate the research and innovation needed, train the future workforce and work with industry and government to plot a route for a safe, secure and sustainable future. The report also identifies four key actions that could help make such shifts a reality:Radical changes are required to expand and upskill workforces and raise productivity. Based on projections, the UK needs six times as many people working in the sector in 2040 as there are today.Planning and consenting processes must be made faster and more holistic, harnessing new technology and adaptive management. For example, it takes around 15 years from a seabed lease being awarded to a project reaching full operation.Rapid action is needed to reconfigure our ORE infrastructure and energy grid system. As things stand, the UK’s backlog for grid connections is the longest in Europe and addressing that will ensure that additional energy generated can be stored and used.Investment in research and innovation is needed to transform ORE technologies and supply chain competitiveness. For offshore wind alone, we need an estimated 5,000 new turbines, 3,000 km of mooring lines, 8,000 km of electrical cables, and 10,000 anchors, not to mention the hundreds of additional vessels needed to support installation, operation and maintenance.Achieving some of these numbers may seem like a series of insurmountable challenges stacked on top of one another. But, from my perspective, doing so is both achievable and essential. In addition to having the natural resources, our science and engineering expertise means we possess the ambition and expertise to harness them. Taking a whole-system approach to reach our ORE goals while protecting nature and communities will be a global win-win, enabling the planet to enjoy a safe and prosperous future, and society to reap all manner of economic and environmental benefits.As with all our global challenges, the success and growth of ORE will rely on goodwill and collaboration at local and global scales. It will also depend on increasing levels of research, innovation, collaboration and investment. But society has a track record of setting itself ambitious targets and working collectively to achieve them, and this is no exception.When it comes to ORE, any option of sitting back and simply waiting for the tide has passed. It’s now time to turn it and create an environment where we power ahead with change. Universities must play a pivotal role in inspiring the next generation, from uniting researchers with business to translating innovation into practice, to growing the future workforce. If the HE sector can drive that transformation, it will create multidisciplinary environments through which we can collaborate and take a whole-system approach, and deliver transformative benefits to individuals, institutions, nations and the planet as a whole.Deborah Greaves is professor of ocean engineering and director of the&nbsp;Centre for Decarbonisation and Offshore Renewable Energy at the University of Plymouth and director of the&nbsp;Supergen ORE Hub.The University of Plymouth was shortlisted in the Outstanding Contribution to Environmental Leadership category in the&nbsp;2024&nbsp;THE&nbsp;Awards. A full list of nominees can be found&nbsp;here.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Universities have a pivotal role to play in inspiring the next generation to find sustainable energy solutions, from uniting researchers with business to translating innovation into practice to growing the future workforce, writes Deborah Greaves

It’s time to turn the tide on our clean energy ambitions

Universities are uniquely positioned to lead the charge towards a net zero future, not only through research and teaching but also by transforming their own estates and infrastructure.Reducing carbon emissions and creating low-carbon infrastructure is not just about future-proofing campuses. We must put our research into practice and match our actions to our teaching. At a time when sustainability has become a defining issue, higher education institutions must adopt comprehensive, scalable strategies that align with their academic missions and financial realities.Developing scalable frameworks for low-carbon infrastructureAt the core of the University of Edinburgh’s strategy is a comprehensive energy master plan designed to coordinate long-term investment in sustainable and resilient low-carbon buildings. With 550 buildings within our estate, this plan is both ambitious and essential. Achieving net zero is not just about retrofitting existing infrastructure but also ensuring that all new developments meet the highest standards of sustainability.This master plan hinges on initiatives that are scalable and replicable, balancing affordability with the pace of delivery. In a higher education context, where budgets are stretched and funding for large capital projects can be competitive, finding this equilibrium has been critical.Energy reduction as a cornerstone of a climate strategyEnergy reduction is a fundamental component of any university’s path to net zero. It directly addresses both carbon emissions and operational costs, enabling institutions to achieve financial savings while meeting sustainability goals. The University of Edinburgh has embedded energy reduction at the heart of its climate strategy, launching a £17&nbsp;million, multi-year energy efficiency programme. This programme will prioritise the following areas for action: LED lighting and control upgrades, laboratory ventilation optimisation, building services insulation upgrades, Heating, Ventilation and Air Conditioning (HVAC) optimisation measures, laboratory equipment upgrades, wastewater heat recovery and building fabric draughtproofing.We are also exploring innovative ways to reduce energy demand through better insulation, upgraded ventilation systems and improved pipework insulation. The emphasis is not only on improving operational efficiency but also on reducing carbon at every stage of building design, from construction to long-term use.“We now look differently at how we build and what we build,” explains Grant Ferguson, a leader within the university’s estates team. “It’s no longer just about the operational carbon performance of the building but also the materials used and the lifecycle impacts.” This holistic approach ensures that new developments contribute positively to the university’s carbon targets from the outset.Resource collection: A greener future for higher educationGreening your university is not optional; it’s urgentBuilding a sustainable future on campusWhat we’ve learnedOur work in this area has clarified for us the importance of taking a wider look at greenhouse gas emissions, not just electricity and gas in operation, as well as at sustainability – not just climate change, but also biodiversity, water and pollutants.In addition, like many of our peers in city centre locations, our electricity is delivered to us through a constrained local grid. Recognising that those in the energy sector are working at speed and scale to address this known issue and increase the capacity of local electricity grids, we choose not to be a passive recipient, but recognise we also have a role to play. The more we can reduce unnecessary electricity waste, the sooner there’ll be enough electricity for the needs of our whole community, as we collectively electrify heat and transport and decarbonise our lifestyles.A collaborative approach to achieving net zeroAchieving net zero requires internal coordination and collaboration across academic disciplines and professional services. For example, the University of Edinburgh’s estates department works closely with university researchers to integrate sustainability into its operational projects. There are multiple ways in which this takes place, including researchers acting in advisory roles on design teams, but also through a small internal fund that supports researchers to develop their proposals to have their technology or approach trialled on campus. This partnership allows for the continuous development of knowledge and innovation, making the campus itself a site of experimentation and discovery in the pursuit of a net zero future.Rethinking space utilisationEffective space management is another key lever for universities aiming to reduce their carbon footprints. By rethinking how spaces are used, universities can reduce energy consumption and optimise resources.Some departments within the university are operating hot-desking at a ratio of one desk to four staff members. Others have refurbished their building to remove personal offices, including for the directors or senior members of the team, to free up space for more meeting rooms.Leading the way to a sustainable futureOur university is updating its current climate strategy, aiming for greater ambition in both scope and scale. The focus will explore expanding from climate to biodiversity and the wider environmental polycrisis, setting science-aligned targets across all emissions and enhancing our impact through learning and teaching, research and partnerships, and we look forward to sharing more in due course.In climate terms, sufficiency means adhering to a 1.5°C aligned decarbonisation pathway. This involves reducing emissions year-on-year at a pace that is adequate to avoid breaching the critical 1.5°C threshold – anything less, collectively, risks catastrophic consequences for the most vulnerable in society. We will continuously evaluate and adjust our strategies to ensure, above all, that our approaches are sufficient.Scott Davidson is the head of sustainability and deputy director of the department for social responsibility and sustainability at the University of Edinburgh.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Strategies to move universities to net zero

How one institution is reducing energy consumption, developing low-carbon infrastructure and rethinking campus spaces to reach net zero

Climate anxiety is on the rise, with 59 per cent of people aged 16 to 25, across 10 countries, feeling very or extremely worried about climate change, according to a study by The Lancet. Of those included, 84 per cent were at least moderately worried.This is something we’ve noticed, with young people eager to take matters into their own hands and do what they can to help tackle the climate crisis. Over recent years, we have seen increased student demand for sustainable initiatives and events. In the 2023/24 academic year, we hosted 22 events – ranging from tree planting and nature volunteering, to inner-city clean-ups and fashion markets.Harness student voice to include institutional responsesInvolving students in university decision-making around sustainability has proved invaluable. The student union’s ethics and sustainability advisor, voted for by fellow students, sits on the school’s Sustainability Leadership Board. This board, chaired by LSE’s deputy president and vice-chancellor, is the school’s most senior sustainability committee and is responsible for driving change and monitoring the delivery of the school’s Sustainability Strategic Plan. The ethics and sustainability adviser plays a key role on the board, making sure student voices are heard in the university’s sustainability decisions.How can we improve the sustainability of labs?How to cultivate a green campus: the journey to carbon neutralityLet’s give learners on all levels the skills for a green futureStudents are also encouraged to play a vital role in shaping and developing the university’s curriculum. Launched in 2022/23, the Education for Sustainability Internship Programme enables 10 students per year to work as research assistants, helping embed sustainability into specific course curricula through the identification of sustainability-related frameworks, concepts, case studies and readings.Support hands-on action through climate-focused opportunitiesHands-on volunteering plays a significant role in addressing climate anxiety, transforming feelings of helplessness into those of empowerment and purpose. Climate anxiety can be paralysing, so it’s important that we offer access to a variety of volunteering opportunities through the year, enabling students to engage in sustainable change and foster a sense of agency in climate issues.Visits to green spaces (both on our LSE campus and in wider London) are always popular. Nature and outdoor experiences can have a profound impact on our mental health – and therefore our emotional response to the climate crisis.&nbsp;During Mental Health Awareness Week, we hosted a visit to our rooftop beehives, in which staff and students learned about the importance of biodiversity and the role that bees play, and experienced first-hand the benefits of outdoor experiences. We continue to run multiple beehive visits throughout the year, as well as nature volunteering days, litter picks and city clean-ups.Recently, we have seen a surge in the popularity of sustainable fashion. Our recent collaborations with pre-loved marketplace Hazaar have enabled students to engage in the industry first-hand – as both customers and vendors. Throughout the year, we host a series of sustainable pop-up markets, encouraging the purchase and resale of pre-loved items and supporting the circular economy.Encourage progress through student-led innovationLSE’s Sustainable Projects Fund (SPF) encourages student-led innovation by providing financial support for their own sustainability initiatives. This funding –&nbsp;a pot of £20,000 – is generated through a 25p levy on the sale of single-use plastic bottles in on-campus catering outlets. This approach fosters creativity, innovation and entrepreneurship, as students design and execute real-world solutions to environmental challenges.&nbsp;For example, in 2023/24, the SPF was used to fund the Rosebery Hall Garden Project – leading to the installation of hydroponic towers, research projects such as ”Why don’t some students engage in sustainability initiatives?”, and international development projects such as “Sierra Leone: Teach them young”. A full list of the SPF-funded projects can be found on&nbsp;LSE’s Sustainability webpages.The SPF allows students an opportunity to make tangible contributions to combatting the climate crisis – helping alleviate feelings of climate anxiety.Facilitate climate-friendly habitsTweaking small habits daily to help the environment can make a big difference on a mass scale. We have introduced several measures on campus to help students make more sustainable choices.&nbsp;These include offering a range of cycling facilities to encourage sustainable transportation. On campus, we provide secure bike storage areas, as well as shower and changing facilities to support cyclists.&nbsp;We also promote cycling through our Dr Bike sessions, usually held once per term, that provide free basic bike repairs from professional mechanics.&nbsp;We continue to explore methods to make sustainable travel more accessible to and from campus.We encourage sustainable food choices at campus outlets by using carbon impact labels. This system categorises dishes into high, medium and low carbon options and helps raise awareness about different food choices.&nbsp;As a result,&nbsp;54.5 per cent of the meals sold across LSE Catering were low carbon in 2022/23.These strategies have helped our higher education institution harness the climate anxieties our students are feeling and turn them into action for change.&nbsp;Will Ellis is sustainability communications and engagement officer at the London School of Economics and Political Science.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Four ways to turn climate anxiety into student-led action

With climate anxiety on the rise among young people, universities can adopt several strategies to help harness those concerns, empower students and effect real change

Four strategies to turn climate anxiety into student-led action

Laboratories are notoriously energy and resource intensive. They produce around 2 per cent of global plastic waste and use three to 10 times more energy per square metre than a typical office block, according to&nbsp;the UCL&nbsp;Laboratory Efficiency Assessment Framework.So improving the sustainability of laboratories is essential for minimising their environmental impact and ensuring the responsible use of resources for future generations.THE Awards 2024 spotlight: learn from the best in UK and Irish higher educationGreener life science labs: the challenge to save energy and reduce wasteGreening your university is not optional; it’s urgentBy examining this issue more closely, we can identify actionable solutions that laboratories can implement to actively reduce their consumption of resources and save energy.Ways for research labs to reduce consumablesLaboratory plastics make up 2 per cent of the total plastic waste generated globally each year. Academic research laboratories produce about 5.5 million tonnes of plastic waste annually, according to figures published in Nature&nbsp;in 2015.Although removing single-use plastic from laboratories is not possible, I encourage labs to look at how they use consumables and where they can make improvements. Laboratories and researchers can:Use glass bottles for making up solutions instead of plastic tubes.Plan experiments in advance and use the smallest tubes possible for volumes needed.Replace plastic serological pipettes with glass or use a measuring cylinder (if this is not possible, consider using the serological pipette multiple times for the same solution).Reuse media bottles for waste tips and tubes.Consider using watch glasses instead of disposable weigh boats to weigh non-hazardous chemicals, as these can be washed and reused, or weigh the chemical in the vessel being used to prepare the solution.For microbiology, use metal loops and spreaders (instead of disposable plastic ones), which can be sterilised using a Bunsen burner between each use.&nbsp;If replacing with metal is not possible, consider using wooden toothpicks to pick colonies.Tips to save energy in the labLaboratories consume three to 10 times more energy than a typical office building, making them one of the most energy-intensive spaces. These simple actions can help to reduce the energy consumption of the laboratory both directly and indirectly.Freezer managementUltra-low temperature (ULT) freezers account for more than 66 per cent of energy used by laboratories and, if set to -80°C, can use the same energy as one UK household per year. Increasing the temperature to -70°C can reduce energy consumption by 30 per cent. These freezer management and maintenance tips can help to reduce the energy consumption even further and can also prolong the life of the freezer.&nbsp;Use racking to maximise storage space.Standardise recording and labelling of samples.&nbsp;Create freezer inventories and update them when items are added or removed.&nbsp;Regularly clean the filters and remove any ice build-up from the seals.&nbsp;Completely defrost once a year.&nbsp;Fill any empty freezer space with polystyrene boxes.Fume hoods&nbsp;Fume hoods use the same energy as two to three UK households per year when running. Follow these rules to increase energy efficiency.&nbsp;Keep the sash as low as possible when working and lower the sash during breaks in work and when it is not in use.&nbsp;Do not use a fume hood for excess storage because this can impede the air flow and make it work harder.&nbsp;Move arms in and out of the fume hood slowly and avoid unnecessary movement in front of the hood.&nbsp;Work at least 15cm inside the hood.&nbsp;Only bring the items you need into the fume hood and make sure items are placed at least 20cm behind the sash and 10cm from the sides, and that nothing is blocking the back.&nbsp;If it is safe to do so, turn the fume hood off when not in use.&nbsp;Smaller items of equipment&nbsp;One way to reduce energy consumption is to measure how long equipment takes to heat up and cool down. For example, how long does it take a heat block to reach 95°C or a centrifuge to cool down to 4°C? By knowing this we can significantly reduce the amount of time equipment is switched on before it is required.&nbsp;Stick a label with its heating and cooling information to small items of equipment.Use “switch-off” stickers on equipment (this applies to all equipment) to help users identify what units can be switched off and what needs to be left on.Turning off equipment can reduce energy consumption directly and indirectly. Equipment that is on can heat up the laboratory, causing the air-conditioning and cold storage units to work harder and consume more energy. Turning off all equipment when it is not in use it will help to reduce energy consumption as well as wear and tear on the equipment.&nbsp;If every laboratory initiates small, incremental changes in their practices, the cumulative effect can lead to a substantial reduction in their environmental footprint. These seemingly minor adjustments can play a crucial role in advancing their progress towards achieving net-zero emissions.Jenna Lowe is laboratory sustainability officer at the University of Liverpool. She was shortlisted in the Outstanding Technician of the Year category in the 2024&nbsp;THE&nbsp;Awards. A full list of nominees can be found&nbsp;here.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Small, incremental changes in how laboratories manage consumables and equipment can add up to a substantial reduction in the environmental footprint of research activities

How can we improve the sustainability of labs?

Education of Sustainable Development (ESD) has been acronymised for over 30 years now, and yet society is still failing to confront the climate emergency, despite streams of energetic graduates moving into the workplace every year. Somehow, traditional means of education around sustainability are not gaining traction with students, or not giving them the agency they need to turn the tide of rising emissions. My impatience and frustration with this have been powerful influences on my teaching, generating some impactful strategies for course design and student engagement.Starting from an ethos that climate impact should be the lens through which every one of our students views their studies, we developed an interdisciplinary curriculum that teaches essential academic and teamworking skills, through a series of scenario-based exercises at individual, community and international scale. The different levels of investigation and the direct engagement of external parties (the university as an institution; local schools) help to underline the agency that students have, from day one of their studies.THE Awards 2024 spotlight: learn from the best in UK and Irish higher educationEquipping university students to be leaders in addressing climate changeBring the SDGs into the classroom through role play and gamificationFor example: in week three of their studies this year, students were feeding back to our global head of sustainability about how the university’s pilot Climate Literacy course has landed with them. They were engaged in groups, making media content to improve the message. Last semester, students worked to aspirational sustainable future briefs provided by primary school children and then hosted more than 150 of their young clients in an educational fayre. They analysed the feasibility of the children’s inventions with academic rigour and then communicated back to their “stakeholders” in fun.

  
      
  
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Primary school students enjoying the outreach fayre. Credit: Heriot-Watt University

Work backwards from the outcomeThese are two examples of how the briefs we set begin with an impactful outcome, and then work back through designing the structured exercises, which provide the essential learning skills we want to impart. The logistic and contextual focus is on impact; the pedagogic focus is on process, and follows the former. The result is that each year we seek a different co-conspirator or juicy, tractable “wicked problem”, and work the curriculum back from that end point. It leads to a strikingly broad curriculum.&nbsp;The outcome, we find, is students building in confidence and ability to apply strategic sustainability thinking to a multitude of contexts. The best result is that student alumni, later presented with a normative fact or process, use the skills they learned with us to question those assumptions and turn the brief on its head. This is where we will start to make the scale of change required.To enable this approach, the learning objectives need to be process-driven and discipline-agnostic. The structure and syllabus need flexibility and a broad scope. This unusual process can lead to direct conflict with institutional processes and norms. Managing administrative logistics and software becomes a core part of the role of effectively facilitating learning.&nbsp;This is especially true in the case of live projects – such as leading the Solar Decathlon ME – where the practical task is so demanding that the academic must fully engage in project and stakeholder management. But the direct engagement with multiple third parties and different viewpoints enables explicit modelling of inclusivity, consultation and engagement, thoroughly in line with a “skills first” approach, touted as the response to AI’s transformation of future careers.&nbsp;

  
      
  
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Students taking part in the Solar Decathlon ME. Credit: Heriot-Watt University

Prepare to pivotIn the past few years, my most impactful and exciting partnerships have been with the university estates department; with a software company; with a local net-zero start-up company; local schools; a city-wide science festival; a developer near a remote field-trip site; a company run by an international postgraduate student; past graduates; an early-years charity; a chance conversation after an event. Do not set boundaries around what you expect to work on until preparing for the academic year itself. Instead, prepare yourself so you are best placed to pivot to the best opportunity on offer.Such activities are not in scope of the traditional activity of a sector-bound career academic. In particular, a focus on explorative client-led briefs and process-driven outcomes is an antithesis to the traditional knowledge-based economy. But for climate education, for ESD, these make sense. It is obvious that mainstream knowledge-driven solutions have failed to tackle this societal problem. Open-ended and multi-faceted briefs are the right questions to pose.&nbsp;But many academics can feel vulnerable in not being able to provide the answers. This vulnerability is key to effective teaching in ESD, to my mind. By honestly and transparently admitting “I don’t know the solution”, we can catalyse a fire of purpose in students, who we help to believe that they can – and will – do better.&nbsp;My advice for those developing ESD curriculaReach out. Be curious. Discuss your plans. Engage partners from everywhere, not all at once, but by saying “yes” more often than “no”. Exposure to different views and cultures, and your own reaction to that, is at the centre of this kind of teaching.&nbsp;Focus on the skills students need to develop. Your major innovation is taking the scenarios offered up by third parties and translating them into tractable challenges for your students, then scaffolding this into effective skills training.Write briefs that have palpable impact outside the classroom. Your partners can help here. Do not underestimate the galvanising power of a student’s pride in featuring in a company or university newsletter, or standing on a stage, or seeing their work on a website or blog stack up thousands of views.Almost everything has relevance. This is another skill to hone. Starting from a position of yes, I start to see relationships and strategic connections between activities that I would not otherwise have considered. Potential partnerships may not start with a conversation about sustainability, but inevitably can be steered to meet multiple UN SDGs. The climate emergency is absolutely holistic.&nbsp;Be the facilitator. I see myself as enabling the most meaningful interactions between students and partners by communicating parameters of expectations and translating any potential miscommunication. Having set these parameters, and in modelling how to work together, the result of that relationship has unknown potential.The climate emergency can seem overwhelming and intractable to students. Our approach hopes to lead students through the steps to achieving effective, holistic analysis of the situation, and a sense of personal agency, alongside a respect for inclusive multidisciplinary teamwork.Alex MacLaren is an academic at Heriot-Watt University. She was shortlisted in the Most Innovative Teacher of the Year category in the 2024 THE Awards. A&nbsp;full list of nominees can be found here.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Give students the agency to deal with the climate crisis

Climate impact needs to be the lens through which students view their studies, if we’re going to equip future generations to deal with the coming emergency. Here are the best teaching strategies to do so

How can we give students the agency to deal with the climate crisis?

THE podcast: educating our way out of the climate crisis

Two academics share strategies for advancing climate action and boosting sustainability at an institutional and individual level

There is a clear and well-documented connection between poverty and poor health. It is only by bringing together experts in health, education, research and community mobilisation that complex health disparities can be tackled.In Liverpool, public health teams, primary care providers, local communities, and partner organisations recognised this. Determined to take a fresh approach, they sought innovative strategies to improve health in some of Liverpool’s most underserved communities, with a focus on&nbsp;cancer screening and childhood immunisation uptake.&nbsp;The Health Equity Liverpool Project (HELP) was influenced by projects involving Liverpool School of Tropical Medicine (LSTM) in the Global South and the institution’s extensive experience in co-producing localised solutions with communities, to address health inequities.Wider lessons can be drawn from HELP in how universities can reach beyond institutional walls, working closely with local communities, public or private sector partners to make a difference in their city or region.&nbsp;Commissioned by the Liverpool City Council Public Health Team, the project had local authority support, which helped the team introduce their initiative to nine primary care networks across the city. Primary care networks are groups of GP practices that work closely together, aligned to other health, mental health and social care services, providing integrated care to their local population.&nbsp;This buy-in across health services was critical to HELP’s early success.&nbsp;Although all teams were committed to addressing health inequities, capacity constraints quickly surfaced as a key issue. It was essential for the primary care networks to understand that HELP would complement their existing work, rather than impose additional strain on resources.&nbsp;Spotlight guide: Why knowledge exchange is important for universitiesTHE podcast: unlocking people power through citizen scienceFour ways universities can enhance their community impactThe HELP project team fostered this understanding through in-person meetings and discussions to map out primary care network (PCN) priorities and identify opportunities for alignment. In some cases, only two or three practices within the network actively participated in the project. The team worked with these groups to encourage network-wide engagement by providing updates, resources and assets at board meetings, as well as through public health and Integrated Care System (ICS) health inequalities forums.The primary care networks that were invited to apply to form Community Innovation Teams (CITs) were at different stages of development, with varied skills, community connections, funding and experience in delivering short-term, high-intensity projects. As funding and resource squeezes are likely to continue, it is important that knowledge exchange projects like HELP can demonstrate their worth. Universities are ideally placed to evaluate and evidence their impact, conduct monitoring and evaluation, and identify research funding to sustain community-led intervention projects.Ultimately, four of the nine primary care networks successfully formed CITs. These teams brought together individuals from diverse areas including the NHS, public health, community organisations, volunteers, housing associations, charities and primary care networks, all of whom were experts in their respective fields. Building strong relationships was crucial to the development of the CITs, as it is to any knowledge exchange project. Each team embarked on a collective capacity-building journey, receiving technical training from LSTM and Capacity Development International (CDI). They were supported in data analysis, developing clearly defined problem statements and conducting root cause analyses. Root causes that were within the control of the teams were addressed through co-development of community-led interventions.Data-informed planningThe first vital step was for the PCNs and community partners (voluntary and community sector organisations) to re-examine their health equity focus through a fresh lens. This involved open discussions where all stakeholders, local volunteers, individuals and neighbourhood groups came together to collectively shape the focus, ensuring it was grounded in true community partnership.The teams were encouraged not to rely solely on their prior professional experience but to align their existing knowledge with the insights revealed by primary care and public health data. One of the most significant challenges involved supporting teams, who were already well-versed in community health education and promotion, to analyse and interpret data effectively. By combining data with local community insights, they were able to develop tailored, localised solutions to address health inequities.Project managementTo assist these efforts, teams were equipped with a comprehensive set of project management tools, which they could either adopt or adapt to suit their needs. These tools allowed the teams to record, measure, evaluate and report on the interventions and outcomes they delivered. Bi-weekly meetings, coaching and technical training workshops provided ongoing support for project implementation.&nbsp;Understanding community needsThe next phase involved gathering community insights to deepen the CIT’s understanding of barriers to care. Working together, the teams reviewed validated survey tools and adapted the tools to their local context. They leveraged the trusted relationships they had established within the community to explore barriers to uptake in cervical and breast cancer screening, as well as childhood immunisation.&nbsp;In workshops, teams discussed techniques for active listening, avoiding leading community conversations, and managing challenging situations. While they were aware of the sensitivities, particularly around childhood immunisation, the teams were eager to learn whether their perceptions of the issues aligned with those of the community.Academic supportThroughout the project, the academic partners LSTM and CDI played a key role in creating opportunities and supporting community and health organisations in developing and adapting tools, resources, systems and information needed to amplify their messages based on community insights and GP practice data. The LSTM and CDI teams used their influence to advocate for the CITs, ensuring the project’s successes and assets were shared widely across various platforms, including radio, flyers, YouTube videos, poetry, social media, school coffee mornings, community roadshows, critical thinking workshops, and more.Next steps include supporting the teams to sustain their work by identifying funding opportunities and, where possible, expanding their reach.The project has been a success, showcasing the benefits of this approach across the city-region. It has secured follow-up funding from the Arts and Humanities Research Council to expand, in collaboration with universities, arts and community organisations and health providers, to co-develop creative health, community-led interventions to address health inequity. It is shortlisted for THE Awards Knowledge Exchange/Transfer Initiative of the Year, alongside other local and international awards, and commended by UK Health Security Agency chief executive Jenny Harries.&nbsp;A proven community health modelOur work demonstrates how a model taken from community health approaches in Kenya and adapted to improve Covid immunisation uptake in the poorest areas of Liverpool can be further adapted and scaled up to address priority health equity gaps in cancer screening and childhood immunisation uptake.&nbsp;The principles of collaborative community-led work, of sharing resources and not duplicating efforts have been core to creating a model for joint working and building resilience in the system. The approach remains rooted in data analysis and use alongside work to understand community behaviours, encouraging local solutions to local problems. Universities are well placed with resources and expertise to be a key driver in such projects.&nbsp;Amina Ismail is a senior community mobiliser and Vicki Doyle is co-director Capacity Development International and honorary lecturer, both at Liverpool School of Tropical Medicine.Liverpool School of Tropical Medicine&nbsp;is shortlisted for Knowledge Exchange/Transfer Initiative of the Year at the Times Higher Education Awards 2024 #THEAwards. A full list of shortlisted candidates can be found here.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

A model for how universities can collaborate with public or private sector organisations and community groups to co-develop solutions to local problems

Knowledge exchange as a driver of better health outcomes

Since the public launch of the worldwide web in 1989, the digital communication sector has grown rapidly to the point that over 65 per cent of the global population is now connected. Connectivity has many obvious benefits, but the data centre industry (DCI) that enables it also generates large volumes of e-waste and uses considerable volumes of physical resources and energy.The sector, whose services support not only the public but also millions of organisations, is based on a linear economy, so is also vulnerable to environmental and social impacts, and potential threats to resource supply chains. The need to change from the current practices inspired our project to illustrate the benefits and viability of a circular economy for the DCI (CEDaCI).Greener life science labs: the challenge to save energy and reduce wasteEight ways universities can reduce greenhouse gas emissionsTHE Awards 2024 spotlight: learn from the best in UK and Irish higher educationOur experience offers more general insight into environmental leadership.Moving from linear to whole-system and circular thinking&nbsp;The DCI is composed of 11 subsectors that operate and service more than 7 million data centres around the world. To date, it has been silo-based and solutions to problems have been developed to best serve individual subsectors. For example, computing and data-processing technologies are evolving far more quickly than other technologies, which are developed responsively. Similarly, the DCI has focused on operational energy efficiency in response to legislation; no equivalent legislation for physical products exists, and so these are designed for use and factors such as resource efficiency and end-of-life processing have been ignored.&nbsp;In a circular economy, inputs, outputs and activities at any stage (or for industry subsectors) affect inputs, outputs and activities in all other stages (or subsectors); therefore, it is essential to consider a whole system to ensure that an action in one part of the system doesn’t adversely affect other parts. Whole-systems thinking is key to developing a circular economy for any sector, but it is particularly challenging in the silo-based DCI, where communication or detailed knowledge exchange among sub-sectors has been limited or non-existent.&nbsp;Building a robust project team&nbsp;Starting the CEDaCI project in 2017 was daunting, but I was fortunate to have collaborated and built positive relationships with several DCI stakeholders over seven years. Their endorsement of the concept gave it and me credibility, which was critical to encouraging other industry insiders, researchers and life cycle assessment (LCA) consultants to join what became a 25-partner team. I had time to visit many potential team members in person and develop the project proposal together, which encouraged buy-in. This and other in-person meetings helped to build a committed team from the outset.&nbsp;As the academic lead, I was responsible for overall project development and execution, but I also ensured that decision-making was democratic and that all team members were regarded equally. Team members had specific tasks and responsibilities, and everyone received positive feedback to ensure ownership. Communication and meetings were also open and regular, and all team members learned from each other throughout the project; team meetings were particularly important during the Covid pandemic and, although all were virtual, contact generated mutual support and ensured project progress.&nbsp;Ensuring stakeholder engagementOne of the key project outputs is a free-to-use online tool – the Circular Data Centre Compass – which assesses and compares the environmental, social and economic impacts of servers (which have the highest embodied impact of data centre equipment). It also shows the level of criticality of embodied materials in each server. The tool is non-biased and was designed to empower users to make informed decisions about equipment (for example, is extending product life through upgrade/remanufacture the best option for their business or is it better to purchase new?&nbsp;The benefits of an enhanced recycling process are highlighted via comparison with the impact of BAU recycling practice and landfill.&nbsp;Finally, the eco-design tool enables users to assess the level of circularity of the design decisions they make. The ecodesign tool was validated via design of a prototype server, details of which are open source published on the Open Compute Project platform. Initial compass development occurred during in-person stakeholder co-creation workshops to ensure that it would address users’ requirements and develop lasting engagement. The compass was subsequently tested, iterated and improved via further virtual co-creation events. The 20+ co-creation and compass training events allowed for breaking of silos, and for stakeholders from subsectors to learn from each other and foster new business relationships.&nbsp;Global reachProject partners were all based in north-west Europe, where there is concentration of data centres. The project was aimed at SMEs, although some multinational corporations engaged as well. Throughout the project, team members attended, networked and presented at industry and academic events to ensure maximum impact, while the project website guaranteed online global visibility. In addition to the compass, the team built a stakeholder network of 500 participants, who communicated with team members and each other.&nbsp;Outcomes and impactCEDaCI concluded in September 2023 having created significant impact and legacy. I brought together and led 25 committed partner organisations across seven countries and together we exceeded physical targets for server and CRM recycling and reclamation. The team also exceeded non-physical targets by&nbsp;contributing to more than 70 world-leading international conferences/events and writing nine conference papers and six publications, which all helped to raise awareness of the environmental and social impacts of DC equipment.&nbsp;Recommendations for environmental leadership are:&nbsp;build a robust and committed project team and develop a strong sense of ownership&nbsp;know and collaborate with stakeholders outside academia to maximise impact quickly and effectivelylearn from peers and stakeholders&nbsp;meet in-person whenever environmentally favourable and possiblebe non-judgemental and generate robust evidence to demonstrate good practiceenjoy what you are doing even when tasks are challenging.Deborah Andrews is professor of design for sustainability and circularity at London South Bank University. The CEDaCI Project was shortlisted in the Outstanding Contribution to Environmental Leadership category in the 2024&nbsp;THE&nbsp;Awards. A full list of nominees can be found&nbsp;here.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

With collaboration and stakeholder buy-in, universities can help solve global issues such as reducing e-waste and the environmental impact of internet servers 

Developing a circular economy for the data centre industry

Despite student relocation travel being a significant source of carbon emissions within higher education, the sector has lacked an agreed approach to calculating this contribution. This major gap in our reporting was highlighted during the development of our university’s net zero strategy, with no emissions data relating to students travelling to study in Aberdeen from around the world having been captured as part of previous reporting.To overcome this data gap, Roederer Rose Lyne, the University of Aberdeen’s net zero and emissions manager, established a six-month undergraduate internship with one core objective: to develop a simple but robust calculation methodology and associated tool.Initial research and development of a tool to measure carbon emissionsIntern Estrid Jonsson set about researching the problem by reviewing the availability of sector data and reporting standards, and undertaking extensive engagement with sector colleagues to understand if and how other institutions were capturing or reporting these emissions.Eight ways universities can reduce greenhouse gas emissionsTHE Awards 2024 spotlight: learn from the best in UK and Irish higher educationGreening your university is not optional; it’s urgentAlthough no consensus emerged, this highlighted some of the main barriers to calculating these emissions, notably developing a robust dataset that could cope with different or incomplete student domicile address data from across the world.&nbsp;This first phase saw Estrid collaborate with colleagues in registry to establish a reliable and useable population dataset.Establishing appropriate assumptionsAnalysis showed that calculating at address level was complex but also rapidly led us to the conclusion that the data we held on a student’s “home” country was reliable.The first assumption required was a proxy starting location that, when scaled up, provided a consistent estimate. Examples were tested to understand the impact of different assumptions on emissions calculations including:country capitalfurthest point from the UKclosest point to the UKlargest airportlargest train station.

  
      
  
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Figure 1: Analysis of impact of starting location assumption

The resulting data (see Figure 1) formed the basis of further consultation and agreement that “capital city” represented the most balanced assumption.Using the university’s biannual student travel survey and researching international flight routing patterns, Estrid also developed travel mode assumptions for each country (for example, flight only, combination of flight and rail, etc).&nbsp;Finally, she reviewed the feedback from sector colleagues and the Greenhouse Gas Protocol guidance to establish the core assumption that one return trip per student per year (at the start and end of the academic year) was attributable to university operations and should be included in institutional emissions monitoring.The finalised tool was used in the first instance to calculate the university’s own student relocation emissions.Developing the tool for the higher education sectorAlmost immediately sector bodies began taking a keen interest in the tool, acknowledging the sector’s lack of a shared reporting methodology for these emissions. We were invited to present our findings at a showcase seminar, where the tool was demonstrated to an extended group of sector colleagues.Following excellent sector feedback, the Alliance for Sustainability Leadership (EAUC) approached the university with a proposal to collaboratively develop the tool as a resource for the entire UK sector.Embedding the tool as best practice methodologyThe revised tool provided increased flexibility and customisation, enabling its use by any UK-based university or college. Its outputs were also aligned with sector reporting requirements such as the sector’s Standardised Carbon Emissions Reporting Framework guidance.On completing this further development, Roederer worked with the EAUC to disseminate the tool to the sector, making it available through the EAUC’s Sustainability Exchange, and receiving support from the Scottish government to encourage its use as part of the annual statutory Public Bodies Climate Change Duty exercise in Scotland.The tool has also been recognised by the Scottish Funding Council as a key enabler, supporting the requirement for robust data gathering on this major category of Scope 3 emissions.Ongoing development and supportHaving set out to develop a tool for internal use, the subsequent development and dissemination of the tool as a sector resource is consistent with the university’s 1495 foundational purpose that it is “open to all and dedicated to the pursuit of truth in the service of others” and applies it in the context of the modern-day delivery of net zero.Our partnership with the EAUC has enabled the sharing of the tool as an open-source resource and is an ongoing collaboration. An updated version of the tool released in autumn 2024 includes several enhancements:GPS coordinates of country capitals and UK airports to improve the accuracy of distance datauser adjustable custom travel assumptions for “local” students to compensate for overestimationscountry-level customisations for international flight pathslatest UK government emissions factors.The project is a positive endorsement of the living labs ethos that sees campus challenges serve as the basis for innovation. It also highlights that simple but robust calculation methodologies are possible, even for emissions sources derived from large, complex datasets.Roederer Rose Lyne is net zero and emissions manager and Fraser Lovie is head of sustainability, both at the University of Aberdeen. The Student Relocation Travel Emissions Calculator was shortlisted in the Outstanding Contribution to Environmental Leadership category in the 2024 THE&nbsp;Awards. A full list of nominees can be found here.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the&nbsp;Campus&nbsp;newsletter.

Measuring the environmental impact of student relocation

A simple but robust tool and methodology can help universities calculate the carbon emissions from student travel when they relocate for study

Measuring the environmental impact of student relocation 

In light of the growing global focus on climate change, we’re taking a proactive stance in championing a sustainable and resource-efficient future. Our aim is to achieve carbon neutrality&nbsp;for Scope 1 and 2 greenhouse gas emissions, those we make both directly and indirectly,&nbsp;by 2044. We plan to do this through four core strategies:Energy-saving and green buildingsGreen transportWaste reductionUniversity community engagementThese strategies are supported by comprehensive sustainability policies that integrate best practices into all aspect of campus development and operations. We participate in sustainability-related memberships, recognitions and certifications, to enable regular performance assessments, identification of improvement areas and adoption of best practices from the industry.Building a green campus cultureAt the heart of our sustainability efforts is the cultivation of a vibrant green culture on campus, which is essential for fostering lasting behavioural change. To this end, sustainability features such as green space, passive design principles and energy‐eﬃcient systems are prioritised during design and construction phases of new development projects. These elements not only enhance the campus’ aesthetic appeal but create an immersive green environment that signiﬁcantly reduces its carbon footprint.How to include student voices in green campus initiativesSpotlight collection: a greener future for higher educationCharting a shared path to net zero universitiesThe university also mandates that all capital projects are assessed under the Building Environmental Assessment Method Plus and obtain certification from the Hong Kong Green Building Council. Projects must attain at least the second-highest rating, while major addition and alteration projects strive for the highest feasible rating within budget constraints.In 2022, the Jockey Club Campus of Creativity exemplified this commitment by receiving the Merit Award in the Green Building Award 2021 “New Buildings Category: Projects Under Construction and/or Design – Institutional”. JC3 will open in phases, integrating sustainability education through smart technology, incentivising students for energy savings and green campaign participation, and displaying energy usage data on dashboard panels to promote eco-friendly practices.&nbsp;Innovative renovations and operational excellenceWe’re also developing a Green Fit-out Guide that ensures green features and sustainable practices are incorporated into ongoing addition and alteration projects.&nbsp;This guide will promote sustainable management practices, minimise energy and water consumption, and improve indoor environmental quality. By establishing these principles, the university aims to create physical spaces that not only support academic excellence but foster a culture of green living among students and staff and create a sustainable campus that benefits both the community and the environment. To address potential challenges associated with green fit-outs, such as higher initial costs, longer project timelines and limited availability of sustainable materials, the guide is being tested in several pilot fit-out projects to evaluate its effectiveness and suitability.A prime example of this approach is the Crop Science Laboratory, which incorporates advanced research facilities with both active and passive design elements. This facility features low‐emissivity glass, green roofs and a smart system for controlling temperature, humidity and lighting, reducing energy consumption. In addition, it generates renewable energy through air quality improvement photovoltaic technology and rooftop wind turbines.&nbsp;
  
      
  
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Daily operations are crucial to our sustainability journey. We’ve implemented various energy‐saving initiatives, including upgrading chillers with artificial intelligence, installing LED lighting, enhancing electric vehicle charging facilities and deploying solar photovoltaic system. Smart technology is also used in renovation projects.For example, classrooms have been upgraded with air-conditioning and lighting controlled by smart sensors and booking system. Fume hoods have been replaced with models featuring sensor‐controlled sash closers, which optimise energy use while maintaining safety in laboratory environments.Engaging the campus communityIntegral to our sustainability initiatives is the active engagement of the campus community. To promote recycling and waste reduction, we’ve introduced a smart recycling system that incentivises participation through rewards. To encourage students and staff to reduce disposable waste, we put in place a lunchbox lending programme, providing free reusable containers for their meals. These initiatives have really helped in driving behavioural change among community members. Since launching in late 2023, the Green Corner has collected more than 2.4 tonnes of recyclables annually, while the lunchbox lending programme has successfully eliminated the use of more than 2,400 disposable meal containers per year.&nbsp;These initiatives highlight the positive impact and engagement of the campus community.Engagement is essential for fostering a culture of sustainability. Each year, we organise a wide range of sustainability programmes for students and staff, along with incubation initiatives that support social innovation start-ups. A notable example is ReCube Limited, an environmental social enterprise founded by students from various universities, which collaborated with multiple restaurants – and now our campus catering outlets – to launch a reusable tableware rental service. Through these efforts, we aim to create a platform for innovation and collaboration, nurturing a culture where sustainability is embraced as a shared responsibility.
  
      
  
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Engaging with local schools and peers is also vital for instilling sustainability values in future generations. Annual sustainability-themed Science Festivals, organised by the Faculty of Science, connect with students and promote environmental stewardship.&nbsp; The festival serves as a platform for partnerships and sustainable development, offering workshops, tours, demonstrations and talks focused on science and sustainability. It targets high school students to spark interest in science, technology and sustainability, deepening their knowledge through interactive experiences and engagement with scientists.&nbsp;The 2024 festival, with the theme “Waste-Free Future”, drew more than 700 visitors, fostering a shared commitment to environmental sustainability. Its Waste-Free Science Competition involved 115 students, promoting innovative solutions to waste management challenges and showcasing the impact of collaborative education efforts. &nbsp;We also collaborate with other higher education institutions in Hong Kong through the Hong Kong Sustainable Campus Consortium (HKSCC), established in 2010. This platform allows member institutions to share best practices and address common challenges, enhancing collective efforts to promote sustainability across the&nbsp;sector. In 2023, the HKSCC endorsed a joint commitment to achieve carbon neutrality by 2050, demonstrating its dedication to sustainability.&nbsp;In addition to this pledge, the HKSCC is developing a methodology to map academic courses against the United Nations’ Sustainable Development Goals. This mapping enables the institution members to shape curricula that foster a comprehensive understanding of the interconnected social, economic and environmental challenges, preparing students to be responsible global citizens committed to sustainable practices.Achieving carbon neutrality requires a holistic approach that combines green leadership, sustainable building practices and active engagement within the campus and the wider community. People do not resist change itself, but being changed – so fostering individual behavioural change is crucial. By implementing various strategies, we aim to inspire transformation, cultivate a culture of sustainability and position our institution as a leader in combating climate change.&nbsp;Kay Choy is director of estates, Jimmy Lam is assistant director of estates and Kenny Chan is campus sustainability manager, all at the estate office of Hong Kong Baptist University.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Cultivating a green campus: the journey to carbon neutrality

Achieving carbon neutrality is not an easy task but it is a necessary one. Here are four strategies to achieve it

How to cultivate a green campus: the journey to carbon neutrality

Many universities have committed to embedding sustainable development into student learning. This poses challenges for educators tasked with making this happen.&nbsp;There are two pitfalls to avoid:“Bolt-on”: adding “one size fits all” generic sustainability content to all programmes.“Tick-box”: the mapping of how an existing curriculum touches on sustainable development themes, without engaging the actual learning experience of students.&nbsp;Both can act as stepping stones. However, alone, they can feel inauthentic to students and staff involved. Instead, how can we provide education that demonstrates how the challenges of sustainable development are linked to the themes, interests, priorities and futures of the students and the discipline being studied?Here, I share a framework for considering sustainable development at a disciplinary programme level. I offer questions to reflect on what content should be offered to students in that programme, and why. By exploring such questions, it becomes easier to justify what should be integrated in light of other curriculum and staff workload priorities.&nbsp;Four motivations for engaging with sustainable developmentI identify four (potentially overlapping) reasons why students studying a discipline might wish to learn about specific aspects of sustainable development:&nbsp;RiskResponsibilityOpportunityPurposeBy reflecting on and discussing these motivations, and the reflective questions we offer, academics in various disciplines can explore what education for sustainable development content would be of most value to their students.RiskThe world is changing as a consequence of the climate emergency and the challenges of sustainable development. These changes impact people’s lives and careers, with some pathways closing down and new ones opening up. They can also reshape academic disciplines. Our curricula need to ensure that our students are not left behind or unprepared for the future.We must ask ourselves: How are expectations and requirements on graduates of our disciplines changing as a consequence of the education for sustainable development agenda? How might they change in the future? What understandings and practices will our students need to be prepared for this? Examples include:Mechanical engineers pursuing a future in vehicle design now need a solid understanding of electro-mechanical systems to meet employers’ needsAccounting and finance students increasingly need to understand debates and changing expectations around climate-related financial disclosuresHumanities graduates who enter careers such as PR and advertising need to understand how to avoid unintentional greenwashing to avoid reputational damage.ResponsibilityIrrespective of their core interests, every student should be able to integrate sustainability considerations into their activities to “do less harm” environmentally and socially, and to understand the wider debates regarding responsibility that apply to their discipline.&nbsp;We must think about what specific understandings and practices will allow our students to act in socially and environmentally responsible ways while on our degree courses. Examples include:Labs are often significant consumers of energy (for ventilation) and resources. Students who use them need to know how to mitigate thisField trips may take students to regions that have different cultural norms and values from their own. Students should understand something about these, and how to behave respectfully in these contexts.In addition, what understandings and practices will allow our students to act in socially and environmentally responsible ways following graduation?Students studying geology and mining need an understanding of its social and ecological consequences and the ways these can be reduced. This should include questions of land rights in the Global South and post-colonial critiques of the behaviour of global mining companiesComputer science students need an understanding of the energy use of algorithms, approaches to make them more energy efficient and how to design services to avoid unnecessary computationHealth sciences students need an understanding of the diverse health needs in the Global South and how these are unmet through current practice. This can include an understanding of debates regarding the impact of patents on the availability and cost of drugs.OpportunitySome students are passionate about their discipline. Others are motivated by the career options it opens up for them. In both cases, the challenges of sustainability can provide an opportunity to satisfy their motivation. Disciplines, and the understandings and methodologies they provide, can help students understand challenges, develop responses to them and critique existing responses. How can we ensure that students are aware of these opportunities and that those who wish to are able to explore them further?Spotlight collection: a greener future for higher educationA practical approach to tackling eco-anxietyBring the SDGs into the classroom through role play and gamificationWe must consider how our disciplines provide a deeper understanding of the nature of the challenges, their origins and potential impacts. For example:Biology can provide an understanding of the pressures on existing ecosystems, the damage they have already suffered and an assessment of which factors are likely to be most significant in the futureEconomics can provide insight into economic forces and policies as a driver of environmental degradationHistory can shine a light on past colonial injustices and extractive practices that have impoverished countries in the Global South.In addition, we can consider how certain disciplines can evaluate and critique existing approaches. For example:Management science allows students to research the effectiveness, or otherwise, of companies placing social and environmental requirements on their supply chainSociology can help students identify existing extractivist practices and mindsets in global initiativesLaw can enable students to assess how effectively aspects of national and international law encourage, or hinder, a transition to a more sustainable society.We can also consider how disciplines can offer potential ways forward. Examples include:Physics: developing more effective photovoltaic materialsGeography: identifying changing climatic conditions to advise adaptation strategiesHumanities: exploring “new stories” with regard to our relationship with the earth and each otherSocial science: highlighting questions of ecological justice and developing frameworks to ensure justice considerations are integrated into societal transitionBiology: exploring ecosystem restoration and nature-based carbon sequestration approaches (including how to quantify them).PurposeSome students are motivated to make society more environmentally restorative and socially just. They see their discipline as a tool for this rather than an end in itself, and will be looking for understandings and expertise beyond it to allow them to be effective agents of change.Such students are likely to be interested in more sustainability-focused content, more interdisciplinary content and deeper educational experiences that allow authentic learning regarding how groups of professionals and other parties engage with sustainability challenges beyond academia. For such students, interdisciplinary options sitting alongside their disciplinary studies are best suited to meet their needs.Using the frameworkThis framework is best used during curriculum change or redesign. Discussions of these motivations and what they mean for the discipline should involve both teaching staff and students – and not just those who are more engaged with these issues. From this, teaching staff can develop options for content to be included to best meet these motivations, establish what the justification is and include these for consideration alongside other priorities within the curriculum. Content linked to risk and responsibility is likely to be relevant to all students, and so is best included in core teaching. Opportunities can be briefly highlighted in core teaching and explored in more depth in options for motivated students. In this way, education for sustainable development content can be integrated in a way that is appropriate for the discipline and motivation for both students and staff.Chris Preist is the academic director of sustainability at the University of Bristol.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

A framework to support sustainability education that works within different courses, with discipline-specific examples

How to embed sustainability into different curricula

We are living in a triple planetary crisis: climate change, biodiversity loss and pollution. Global warming, the extinction of species and introduction of harmful materials into the environment have become challenges on a global scale and threaten the planet and people alike. Plastics constitute a significant part of the global pollution threat at all stages of their lifecycle, including manufacture, consumption and disposal. As they degrade into macro-, micro- and nanoplastics, toxic and hazardous substances are released to the environment.&nbsp;There is a need to understand the links between plastics and the triple planetary crisis, to search for multilateral solutions and minimise harmful impacts on the environment and people. The global nature of the plastics crisis has demanded research methods that respond to the needs and calls of people and communities from across the world.&nbsp;The Revolution Plastics Institute (RPI), an interdisciplinary research group at the University of Portsmouth, has been pioneering the use of arts-based research methods such as theatre, music and visual arts in the plastics space for almost a decade. Working with diverse groups, including grassroots communities, industry, and decision- and policymakers, we have found these tools to be inclusive, effective and highly engaging.&nbsp;Furthermore, arts-based methods disrupt traditional research hierarchies, uncover unexpected findings and can bring a range of environmental issues and perspectives to one narrative.Greening your university is not optional; it’s urgentTHE Awards 2024 spotlight: learn from the best in UK and Irish higher educationWhy visible senior leadership in sustainability mattersMore than two years ago, the UN Environment Assembly (UNEA) gavelled a historic resolution in which member states signed up to the ambition to deliver a final instrument by the end of 2024. The RPI team has contributed evidence-based research to the treaty negotiations (a series of five intergovernmental committee meetings – known as INCs), worked with UNEA on producing reports to inform negotiators, attended the treaty meetings and delivered events using arts-based methods to educate and research.For example, at INC3 in November 2023, RPI collaborated with waste pickers from Kenya to develop a piece of legislative theatre titled Who Knows It Feels It: A Waste Picker’s Perspective for a Just Transition. This performance allowed waste pickers to share their lived experiences directly with policymakers, offering insights into the challenges they face in their daily work and advocating for their inclusion in the global treaty process. By using theatre as a diplomatic platform, the waste pickers’ voices were brought to the forefront of the negotiations, making a lasting impact on the audience.

  
      
  
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Waste pickers from Kenya perform at INC3. Photo courtesy of the University of Portsmouth

&nbsp;At INC4, RPI adopted a different creative format with the event Demystifying Reuse: The Game Show. Collaborating with reuse experts, RPI designed a game show to engage policymakers in a discussion about reuse systems, testing their knowledge and dispelling myths that could hinder the promotion of reuse in the treaty. This format allowed negotiators to interact with experts in a participatory setting, enabling them to explore the practicalities of reuse systems in a more engaging and memorable way than traditional presentations might allow.At UNEA-6, RPI hosted an exhibition, Plastics Action Is Climate Action, that used a combination of visual arts, music and live performances to explore the links between plastics and climate change. A key feature of the exhibition was Jitu La Taka, a plastic monster created from waste collected at local dump sites. Jitu, along with other artistic displays, drew significant attention, fostering dialogue on the urgent need to address plastic pollution and its role in the broader environmental crisis. Through music and visual storytelling, the exhibit illustrated how art can communicate the complexities of the plastics crisis in ways that resonate emotionally with viewers, including high-level policymakers such as UNEA executive director Inger Andersen.

  
      
  
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Inger Andersen, director of the&nbsp;UN Environment Programme,&nbsp;and&nbsp;UNEA-6 president Leila Benali with the plastic monster at UNEA-6. Photo courtesy of the University of Portsmouth

&nbsp;RPI’s use of arts-based methods goes beyond public engagement; it serves as a rigorous research tool that complements analytical and qualitative approaches. By integrating creative research methods into the policymaking process, RPI has contributed to growing academic interest in how the arts can be used to shape and evaluate policies. This approach has garnered recognition across the decision-making community, because it not only humanises the issue but facilitates deeper understanding and more nuanced discussions of the complexities involved in the plastics crisis.As academics and researchers continue to explore creative research methods, the work of the RPI serves as a pioneering example of how these methods can be applied in a policy context. RPI’s research has shown that combining traditional and creative approaches can generate new insights and foster more effective solutions, especially in areas where community engagement and participation are critical.Looking ahead, the RPI aims to further embed arts-based methods in the global response to the plastics crisis, particularly as the UN Plastics Treaty moves towards implementation at national level. These methods offer a powerful tool for bridging the gap between bottom-up, community-led approaches and top-down, government-driven policies. By using arts to facilitate dialogue and action, RPI hopes to ensure that the treaty is not only effective in addressing plastic pollution but inclusive of the voices and experiences of those most affected by it.The RPI’s use of creative research methods serves as an important reminder that solving complex global challenges requires more than just data and policy recommendations. It requires a shift in how we engage with the issues, how we include marginalised voices and how we communicate the urgency of action. Through theatre, music, visual arts and other creative tools, RPI is showing the world how the art of change can be a driving force in solving the plastics crisis.Cressida Bowyer is deputy director of the Revolution Plastics Institute at the University of Portsmouth. The Revolution Plastics Institute was shortlisted in the Outstanding Contribution to Environmental Leadership category in the 2024&nbsp;THE&nbsp;Awards. A full list of nominees can be found&nbsp;here.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Using creative research methods to solve the plastics crisis

Incorporating theatre, music and the visual arts as research tools complements analytical and qualitative approaches to environmental challenges – and goes beyond public engagement into local and global policymaking 

The art of change: using creative research methods to solve the plastics crisis

Universities have a duty to prepare students to embrace the Sustainable Development Goals (SDGs). These 17 goals are not only benchmarks for governments and businesses but also act as a crucial framework for shaping education.Incorporating the SDGs into university curricula is about much more than offering isolated courses on sustainability. It involves embedding them throughout the learning experience in ways that overtly and covertly guide students to align their professional and personal practices with sustainable development and meet the growing sustainability challenges of the 21st century.Interdisciplinary sustainable development educationSustainable development requires collaboration across multiple domains because no single discipline holds all the answers to global challenges. Universities can integrate the SDGs into the curriculum by promoting interdisciplinary education.For example, to address SDG 1 (no poverty), students studying economics, public health and law can collaborate to explore how economic growth, healthcare access and legal frameworks can reduce poverty. Similarly, SDG 2 (zero hunger) can be explored not only in agricultural sciences but also in business, engineering and law through the collaborative development of sustainable food production systems and policies that ensure equitable food distribution.SDG 3 (good health and well-being) presents opportunities for medical, engineering and social science students to investigate how technology, public health systems and social policies intersect to improve health outcomes. Additionally, courses on global health can include discussions on the impacts of environmental degradation, aligning with SDG 13 (climate action) and SDG 6 (clean water and sanitation).Embedding SDGs into core curriculaIntegrating the SDGs directly into core curricula allows students in every field to see how their chosen profession can contribute to sustainable development. For instance, engineering programmes can incorporate SDG 7 (affordable and clean energy) by teaching students how to design energy-efficient technologies. Business programmes can examine how entrepreneurship and corporate responsibility can support SDG 8 (decent work and economic growth) by fostering inclusive economic growth and ensuring ethical labour practices.Fields such as language studies or philosophy can integrate SDG 5 (gender equality) by addressing how cultural narratives shape gender roles or by fostering critical discussions on human rights and ethics. Through such integration, students in every discipline gain an understanding of how their work can drive positive social change.Spotlight collection: a greener future for higher educationStart your university on a path to resilient net zeroMoving beyond climate change to teach the climate crisisReal-world application through community engagementLearning must extend beyond the classroom to ensure that students truly internalise SDG principles. Universities can establish partnerships with local communities, industries and government bodies to give students hands-on opportunities to apply their knowledge in real-world settings. This approach aligns with SDG 11 (sustainable cities and communities) because it enables students to collaborate on projects to design inclusive, resilient urban environments or work on community-driven solutions for sustainable infrastructure.On law programmes, students might engage in pro bono work that promotes SDG 16 (peace, justice and strong institutions) by providing legal assistance to marginalised communities. Similarly, medical students can work on public health initiatives that target SDG 10 (reduced inequalities), addressing disparities in healthcare access.Promoting research and innovation for the SDGsUniversities are centres for research and innovation, and this intellectual capacity should be harnessed to address the SDGs. Encouraging both students and faculty to pursue research on sustainability-related topics can drive meaningful progress towards goals such as SDG 9 (industry, innovation and infrastructure), SDG 12 (responsible consumption and production) and SDG 14 (life below water). In fields such as environmental science, architecture and urban planning, research might focus on developing climate-resilient infrastructure or promoting sustainable land use practices relevant to SDG 15 (life on land). This can be achieved through targeted research funding, special grants for SDG-focused projects and the establishment of cross-disciplinary research centres.&nbsp;Cultivating a culture of sustainability on campusBeyond course content, the university itself must serve as a living laboratory for sustainability. We can achieve this by aligning campus operations with SDG principles, such as implementing energy-efficient infrastructure, reducing waste, promoting sustainable transport and encouraging green building practices. In this way, universities covertly instil the values of SDG 13 (climate action) and SDG 7 (affordable and clean energy). These can also be tied back to SDG 4 (quality education) by promoting lifelong learning and ensuring that students are continually engaged in issues that matter.Embedding the SDGs into a multidisciplinary university curriculum is a powerful way to nurture responsible global citizens who are not only well versed in their respective fields but deeply committed to making the world a more sustainable and equitable place. By integrating SDG principles into the core curriculum, fostering interdisciplinary collaboration, encouraging real-world application and promoting a culture of sustainability, universities can play a pivotal role in advancing the global agenda for sustainable development. Ultimately, the success of these efforts will be measured by the ability of graduates to create positive, lasting change in their communities and professions.Sambit Dash is assistant professor (selection grade) in the department of basic medical sciences, Guruprasad Rao is deputy registrar (health sciences) and Preetham Kumar is deputy registrar (technical), all at Manipal Academy of Higher Education, India.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

An interdisciplinary way to embed the SDGs into curricula 

Incorporating the SDGs into teaching involves facilitating project collaboration among students from different disciplines. Here are examples of how this can work in practice

Embedding the SDGs into curricula via an interdisciplinary approach

Demographic shifts, loss of trust in the value of a college degree and the youth mental health crisis are just a handful of the challenges the higher education sector faces today. Each of these is a complex problem that needs to be addressed separately, but what if there was also a way to address them simultaneously? I argue that there is a way – by greening your university. In other words, making it more sustainable. And while many universities have professed their ambitions to do so, not enough of them are doing enough.&nbsp;Not surprisingly, universities frequently cite funding and costs as the biggest reasons for a lag in progress towards sustainability. While this is understandable, from the big-picture viewpoint, funding and costs are precisely the reason to aggressively invest in sustainability now rather than later. To start with, it is true that greening your institution requires upfront costs and investment, however, in the long run, this results in significant savings. Fossil fuel prices have surged amid the recent global energy crisis, and prices of oil and natural gas are expected to remain high and increase in the years to come. Renewable energy is positioned to be vastly more cost-efficient and to save universities money through lower operating costs, greater energy efficiency, government incentives and the creation of additional income streams such as through selling surplus energy that is created onsite back to the grid. For instance, here at CETYS University, our Mexicali and Tijuana campuses boast the largest university photovoltaic solar installation (a setup of solar panels and equipment that captures sunlight and converts it directly into electricity, providing renewable energy for various power needs) in Latin America, which results in about £280,000 in annual savings.&nbsp;Of course, renewable energy is not the only source of potential savings. Investing in other kinds of infrastructure upgrades such as Leadership in Energy and Environmental Design (LEED) certified buildings; water conservation, recycling and harvesting systems; low-waste or zero-waste initiatives; and outreach programmes designed to influence students and faculty to adopt more sustainable behaviours would all cumulatively contribute to cutting costs. These are all areas that CETYS has heavily invested in and they result in cumulative savings that we can pass down to students. Our lower tuition fees, combined with high visibility as a green institution, result in high enrolment, including many students from the US, and being officially recognised by organisations such as the International Sustainable Campus Network (ISCN) and UI GreenMetric which has ranked us 277th out of 1,050 participating universities and 12th out of all higher education institutions in Mexico for sustainability performance. These kinds of benefits are not limited to our institution. Any college or university can achieve the same by making the same kind of aggressive, multifaceted commitment to sustainability.&nbsp;Next, it is no secret that Gen Z students continue to grow increasingly aware of and concerned about sustainability and many of them are making this a part of their list of considerations when choosing which universities to apply to and attend. In a poll of more than 10,400 college and university applicants, The Princeton Review found that an overwhelming 77 per cent said that an institution’s commitment to sustainability would influence their decisions for whether or not to apply to and attend that institution. Meanwhile, 37 per cent said that it would “strongly” or “very much” influence their decision. Despite this, less than one-quarter of students rate their higher education institutions as being very sustainable and 16 per cent say that they are not sustainable. With the predicted “enrolment cliff” on the horizon, colleges and universities would therefore be wise to cater to what the primary college- and university-attending generation is looking for.Spotlight collection: a greener future for higher educationAccelerating towards net zero emissions: how to mobilise your university on climate actionSupporting student action on sustainabilitySimilarly, when institutions invest in sustainability, it not only makes them more appealing to students, it also improves their students’ health and well-being. When students see the institutions they are attending commit to sustainability – especially through highly visible means such as green spaces, increased biodiversity, recycling programmes, eco-friendly transportation options and sustainability integrated into curricula – this&nbsp;boosts student engagement and well-being and makes them feel more empowered and satisfied, which is, in turn, linked to higher enrolment and retention. It also helps to mitigate the climate anxiety that is so common among today’s students. Greener campus infrastructure often results in the provision of environments that improve students’ mental and physical well-being.With the unprecedented amount of government and non-government support initiatives now available, it is an opportune time for universities to pour their efforts into greening their campuses, infrastructures and curricula. By committing a portion of their efforts into researching these opportunities and taking advantage of them, universities can further reduce the upfront costs associated with greening their campuses and enjoy the savings borne out of their investment later down the line.&nbsp;Isaac Azuz is the director of the Institute for Sustainability Studies at CETYS University, Mexico.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Greening your university is not optional; it’s urgent 

Investing in greening your institution will result in huge savings in the long run. Here are some strategies that have worked for CETYS University

To create a sustainable future that benefits the planet, people and economy, we’re focusing on becoming a sustainable campus. Through innovative practices, resource efficiency and community engagement, we aim to create a campus environment that not only reduces its ecological footprint but inspires a culture of sustainability among students, staff and the wider community.Integrating sustainability principles in the development of our new campus&nbsp;Sustainability is one of the key guiding principles in the design and construction of Singapore Institute of Technology’s new home in Punggol. Since September 2024 we’ve been in the process of relocating our six satellite campuses to Singapore’s first smart district, the Punggol Digital District, master-planned and developed by Jurong Town Corporation, a key government agency driving industrial progress.
  
      
  
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All buildings on SIT Punggol Campus have been awarded the prestigious Building and Construction Authority’s Green Mark Platinum,&nbsp;showcasing our dedication to sustainable development. Two buildings also boast&nbsp;the Universal Design Mark GoldPLUS (Design) Award and Super Low Energy (SLE) certification – the&nbsp;food court and multi-purpose hall – which both aim to achieve at least 40 per cent energy savings based on prevailing&nbsp;standards.The food court adopts hybrid cooling and has a building integrated photovoltaic (BIPV) roof that generates renewable energy.&nbsp;The use of data-driven automation allows its operations to be adjusted according to prevailing weather conditions, ensuring a comfortable dining experience for visitors.&nbsp;The multi-purpose hall&nbsp;employs passive displacement ventilation for efficient cooling and uses extensive high-performance glass windows to&nbsp;reduce solar heat gain.Bridging the SDG awareness gapThree ways to create lasting change towards sustainability in your universitySpotlight collection: a greener future for higher educationWe’re collaborating with multinational power company ENGIE and Singapore’s electricity and gas distribution company Singapore Power to build a district cooling system (DCS) and Southeast Asia’s largest multi-energy microgrid (MEMG) on a campus respectively. The DCS improves energy efficiency by about 30 per cent compared with traditional cooling methods, while the MEMG integrates various low-carbon solutions, including BIPVs and distributed energy storage systems, helping to increase energy savings.Additionally, the campus attained the Public Utilities Board’s Active Beautiful Clean Waters Certified (Gold) Award for its innovative rainwater harvesting and sustainable stormwater management systems, seamlessly integrated into the campus design. Such systems allow water to be harvested for non-potable consumption such as landscape irrigation. These accolades reflect our dedication to creating a green, forward-thinking campus.Embedding sustainability at the core of SITIn 2022, sustainability was integrated as one of SIT’s core values, reinforcing the university’s vision and mission and establishing a foundation for embedding sustainable practices within our policies, operations and curriculum. It is cultivated through sustainability-embedded content within the curriculum and a series of engagement initiatives and outreach programmes designed to involve both students and staff. For us, fostering a culture of sustainability goes beyond environmental conservation. It also includes nurturing a positive learning and work culture, as well as being a responsible organisation.&nbsp;Educating students and staff on sustainability&nbsp;Since 2022, a mandatory sustainability micro-module has been incorporated into all undergraduate programmes, covering essential concepts such as the significance of sustainability, its multidisciplinary nature and actionable strategies for sustainable development. Additionally, the compulsory Social Innovation Project module brings students from different disciplines together to address some of the multifaceted social challenges faced by our society using a multi-pronged, problem-solving and collaborative approach. These initiatives equip students with critical sustainability perspectives that they can apply across all their coursework.For staff, a dedicated sustainability module was launched in 2023, as part of their ongoing learning and development training. This module aims to deepen their understanding of sustainability principles and practices, ensuring that the entire community is engaged and aligned in our commitment to fostering a sustainable future.Becoming a zero-waste campusThe Reduce, Reuse and Recycle initiatives we’ve implemented educate both students and staff, fostering the development of habits that align with circular economy principles:Students and staff are encouraged to reduce daily usage of disposables as single-use containers, cups and cutlery are not provided for takeaway at Punggol Campus food courts, as part of our “Love the Taste, Not the Waste&nbsp;– Bring Your Own” campaign. This initiative nudges individuals to make environmentally conscious choices, promoting responsible consumption practices.The introduction of transparent, segregated recycling bins on all SIT campuses reduced contamination and increased the recycling rate of metal cans, plastic bottles and paper compared with using opaque recycling bins. In 2022, these efforts have successfully diverted 15,000kg of recyclables from being incinerated as general waste.Food waste segregated by food court patrons is collected for composting. The resulting compost is then used as fertiliser for the campuses’ landscaping. By transforming food waste into a valuable resource, we enhanced the sustainability of our green spaces while promoting a circular economy within our community.&nbsp;SITizens for sustainability&nbsp;By creating a conducive environment that intentionally cultivates sustainability values and habits, students and graduates are empowered to become agents of positive change within their communities. Additionally, equipped with practical knowledge and competencies developed through our applied learning pedagogy and sustainability-related curriculum, they are well positioned to effectively address pressing societal and environmental challenges in Singapore and beyond.Gerry Wee is associate vice-president for estates at Singapore Institute of Technology.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Building a sustainable future on campus

Work towards the UN’s Sustainable Development Goals starts from the ground up. Here’s how to cultivate a greener campus

An environmentally conscious educational environment fosters a culture of sustainability among students, faculty and staff, instilling values and practices that extend beyond the classroom. By integrating green practices into campus operations, such as energy efficiency, waste reduction and sustainable transportation, we can prepare students to implement similar strategies in their future roles post-study.Increasing environmental consciousness also enhances institutional reputation and attracts students and faculty who value sustainability. A commitment to social responsibility can also drive funding and support from donors and organisations that value and work towards green initiatives.Including student voices in institutional sustainability initiatives is essential for creating an environmentally conscious educational environment, enhancing the effectiveness of these initiatives and fostering a sense of ownership, pride and responsibility.Enhancing a green culture on campusWhen students participate in environmental events, they not only learn about ecological issues but also develop a desire to contribute positively to a social cause. These activities help to instil a sense of community and shared purpose among students.By organising events and campaigns, students can raise awareness about pressing environmental issues and push for more sustainable practices on campus. When students take the lead on these issues, they can see their actions having a direct influence on administrative policies.Top tips for making students ambassadors of green initiatives1. Create leadership opportunitiesUniversities can encourage student leadership in these areas by creating positions, clubs or committees focused on sustainability. This can involve appointing student representatives to sustainability councils or allowing students to lead environmental projects. Empowering students in leadership roles is a great way to enhance their involvement in and make their voices heard on green initiatives. At Manipal Institute of Communication, the media and communication college of Manipal Academy of Higher Education (MAHE), the environment and sustainability club conducts environmentally focused events entirely conceptualised, planned and managed by student members of the club. One such event, the Water Bodies Day, involved street plays, performances and art installations.Spotlight collection: a greener future for higher educationA whole-university road map to sustainability impactA practical approach to tackling eco-anxiety2. Integrate sustainability into academic programmesIncorporate sustainability topics into the curriculums of academic disciplines and ensure that extracurricular activities engage a broad range of students across the university. Such an interdisciplinary approach allows students from different fields to contribute their insights into the environmental issues that matter to the university. For instance, environmental science is one of the core subjects that first-year BA media and communication students at the Manipal Institute of Communication study. As part of this course, students work on producing a weekly photo essay that highlights important local and global environmental issues.&nbsp;3. Create collaborative opportunitiesUniversities can facilitate collaboration between departments and schools, students, faculty and administration on sustainability projects. Establishing forums where members can share ideas encourages innovation and ensures the consideration of diverse perspectives in decision-making processes. Recently, the Manipal Institute of Communication collaborated with MAHE’s Centre for Disaster Management, the Centre for Wilderness Medicine, the department of emergency medicine and others to host a short-film competition on the theme “natural disaster risk reduction”. The winning film, Hands of Hope, was a collaborative project by a media and communications student and an intern at the department of emergency medicine.4. Celebrate achievementsInstitutions must recognise and celebrate student contributions to sustainability efforts. Doing so motivates other students to get involved, and consistently fosters and inculcates a desire to lead and contribute to green initiatives. For instance, when the student council at Manipal Institute of Communication decided to observe a week-long cleanliness awareness drive on campus as part of India’s nationwide Swachtha Hi Sahi (Clean Is Right) campaign, they ran an awareness contest for both undergraduate and postgraduate students. The winning class was awarded certificates and took home an up-cycled trophy.Including student voices in college green campus initiatives is not just beneficial; it is essential for fostering a culture of sustainability within educational institutions. By organising environment-related events and empowering students to become ambassadors for green initiatives, higher education institutions can create an engaged community that prioritises ecological responsibility.&nbsp;Sowparnika Pavan Kumar Attavar is an assistant professor (senior scale) and coordinator (internships) in the Manipal Institute of Communication at the Manipal Academy of Higher Education, India.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

How to include student voices in green campus initiatives

As centres of knowledge and innovation, higher education institutions have a unique opportunity – and responsibility – to lead by example in promoting sustainability and environmental awareness. Here are ways to do it

The United Nations Sustainable Development Goals (UN SDGs) were designed with ambitious targets in mind – ending poverty, protecting the planet and ensuring prosperity for all by 2030. Awareness of these important targets has grown since their adoption in September 2015.Across the world, 50 per cent of people are now aware of the SDGs, compared with 38 per cent in 2017, according to a recent international study. While that’s good progress, it’s not evenly distributed. Awareness in Europe is lower than in other parts of the world, with around three in 10 people being aware of the goals in the UK, compared with roughly eight in 10 in other nations, such as India and China.&nbsp;Bridging the awareness gapThe 17 SDGs encapsulate the pressing challenges of our time. Yet the ongoing lack of individual awareness in Western nations hampers global efforts from governments and others to mobilise action and resources.&nbsp;Three ways universities can enhance teacher engagement with the Sustainable Development GoalsCritical approaches to incorporating the SDGs into curriculaSpotlight collection: a greener future for higher educationUniversities, as bastions of knowledge, learning and innovation, have a crucial role to play in achieving these goals and their collective vision for a sustainable and equitable future. If we are to unlock their full potential, it is vital that the higher education sector becomes their vocal champion, creating pathways for broader societal engagement with the goals and their objectives. Arguably, without the work of universities, the SDGs will never be achieved. In fact, the University of the West of Scotland (UWS) is ranked 16th in the world for reducing inequalities (SDG 10), highlighting our commitment to addressing one of the core goals.Show how they work in practiceThe diagnosis is the easy part; it’s the solution that can be difficult. No one could disagree with the first SDG, which aims to end poverty in all its forms everywhere. It’s easy to commit to something, but taking steps to make that commitment is another thing entirely.&nbsp;It’s imperative that we, as higher education institutions, not only shout about the goals but actively demonstrate how they shape the decisions we make and in turn how each decision addresses one or more of the 17 goals.&nbsp;One way of doing this is by making impactful research visible to a wider audience. This can offer up something tangible and gives us the opportunity to highlight something that is clearly making a difference in the world and to the lives of the general public.&nbsp;For example, our partnership with a company called Safe Sol has led to the development of a product that has the potential to increase the efficiency of heating and cooling systems by 25 per cent. This project ties into SDG 7 – affordable and clean energy – and also offers up something relatable, with an obvious benefit that could improve lives.&nbsp;It’s the SDGs in action, an example of how universities work with external organisations to help drive change outside our campus walls.&nbsp;Another example of the SDGs in action is our collaboration with FIDO Tech, a company focused on developing cutting-edge technology to tackle global water scarcity. Through this partnership, our researchers have worked with FIDO Tech to create artificial intelligence (AI)-driven leak detection systems, which identify and address water leaks with unprecedented precision. This innovation supports SDG 6 (clean water and sanitation) by conserving one of the planet’s most vital resources. It also demonstrates how universities can work with external organisations to make meaningful contributions towards solving real-world challenges.Demonstrate influenceIt’s helpful to demonstrate how the SDGs influence all disciplines.&nbsp;At UWS, we have BA performance colleagues working on a project in which survivors of modern slavery and human trafficking in Ghana were upskilled to tell their stories on the stage, raising awareness in at-risk communities. The project also uncovered new information about traffickers and how they operate.This initiative aligns with several SDGs, including SDG 1 (no poverty), SDG 4 (quality education), SDG 5 (gender equality), SDG 8 (decent work and economic growth) and SDG 16 (peace, justice and strong institutions). By empowering survivors, uncovering new information about traffickers and promoting awareness, the project contributes to reducing inequalities and building resilient, inclusive communities.Community is keyUniversities are an integral part of the communities in which they are based, making active contributions to the betterment of these areas.&nbsp;With that in mind, community engagement provides a strong case study in demonstrating the practical application of SDGs. We support our communities because it is the right thing to do – but the SDGs help steer our actions.&nbsp;For instance, we’re leading a project to deliver support and training to enable organisations across South Ayrshire to meet national net zero goals, positioning the region as a national leader in green working practices. Thirty participating organisations accessed fully funded consultancy and training to support plans for decarbonisation and improved sustainability. They have become “carbon champions”, able to recognise challenges and opportunities for improvement and to influence change.&nbsp;In addition, our commitment to fostering partnerships, particularly through knowledge transfer partnerships (KTPs), ensures that academic knowledge and innovation are effectively embedded in businesses and the wider community, fully supporting SDG 9 (industry, innovation and infrastructure), SDG 11 (sustainable cities and communities), SDG 12 (responsible consumption and production) and SDG 17 (partnerships for the goals). These collaborations not only drive economic development but also enhance environmental responsibility, reinforcing the role of universities in advancing sustainable growth.This is a powerful example of how international goals and local ambitions tie together and, once again, of the SDGs in action.Create an awareness of the SDGs on campusAt UWS, we are proud ambassadors of the SDGs. The goals are embedded in our curriculum as well as our research, and visible displays exist on our campuses highlighting the SDGs and what they mean.&nbsp;This encourages students to consider sustainability in diverse contexts, from engineering to education to the arts, and also empowers them to embark on bold, difference-making projects and research and to become advocates for SDGs in their future careers.&nbsp;A good example of this from UWS would be a former chemical engineering master’s student called Callum Russell, who was driven to pursue research on turning microalgae into sustainable biofuel, a subject he continued to pursue as a PhD student and now as a valued colleague at the university.Role models such as this highlight how the SDGs can shape and drive forward a career, providing a template not only for difference-making but also towards success within your chosen vocation.&nbsp;Normalising the SDGsUltimately, if we are to bridge the awareness gap, we must normalise them and make them part of everyday life in a university community – whether you’re a researcher, a student or professional services staff.&nbsp;Being vocal about case studies and openly tying the goals into our learning and teaching as well as our research is invaluable when it comes to normalising their role within society and demonstrating why they matter.&nbsp;If we live by the goals, then we may well encourage others to do the same.&nbsp;James Miller is principal and vice-chancellor and Andrew Hursthouse is professor of environmental geochemistry, both at the University of the West of Scotland.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Bridging the SDG awareness gap

Universities have a critical role to play in increasing awareness of the UN’s Sustainable Development Goals. Here’s how to do it

Few higher education institutions would question their role in promoting social good, and many publicly embrace a responsibility to foster a more sustainable society. Institutions can prepare students to lead change, whatever course of study they pursue. However, adding sustainability to&nbsp;instructors’ workload can place an extra burden on teachers who may already be stretched to capacity.&nbsp;So, how can colleges and universities fulfil their commitment to socially relevant teaching without burning out their staff?&nbsp;The United Nations’ Sustainable Development Goals, or SDGs, offer a broad and compelling framework for teaching core content within the context of the world’s most pressing challenges. The framework can be used to structure lessons in any discipline, but effective SDG teaching requires instructional support grounded in evidence-based course design and teaching principles. Embedding core content in complex societal challenges aligns well with&nbsp;high-impact practices, including problem-based and community-based learning, which are&nbsp;pedagogies that can be challenging to implement.&nbsp;Spotlight collection: a greener future for higher educationWhy visible senior leadership in sustainability mattersTHE podcast: universities aren’t too small to lead the climate crisis fightHere are three strategies for engaging instructors in teaching with the SDGs that leverage existing programming, strategic partnerships and instructors’ wisdom.1. Form strategic partnerships, both within and outside the institutionWith so many professional development opportunities pitched to instructors each year, instructors may view initiatives to redesign courses using the SDGs as just another short-lived fad not worth their time or attention. Many institutions support sustainability or SDG learning through their sustainability office and course design and instruction through centres of teaching and learning. Consider partnering with faculty to incorporate professional development opportunities for teaching with the SDGs into evidence-based course design frameworks such as backward design and pedagogies such as inquiry-based learning that are familiar to many instructors. Integrating support for SDG course redesign and teaching with support for teaching and learning generally helps instructors see education for sustainable development not as an interesting “add-on” but rather as a tool for enhancing student learning, aligned with best practices.&nbsp;Another way to align SDG teaching with instructor values is to highlight the ways in which teaching with the SDGs advances the institution’s commitment to solving global challenges.Beyond your institution, reach out to regional networks such as the Regional Centres for Excellence in Education for Sustainable Development (RCEs) and the Association for the Advancement of Sustainability in Higher Education (AASHE) to leverage their resources and professional development offerings. AASHE’s online communities and resource hub enable institutions to benefit from resources and workshops offered by experienced schools. Rather than creating a new set of instructional tools for teaching with the SDGs, consider drawing on existing resources and workshops to help your faculty get started.2. Empower faculty as decision-makers, mentors and recruiters&nbsp;Faculty members, who field many competing demands for their time, are best able to suggest how to structure SDG teaching professional development to fit their schedules. How can we empower faculty to shape the professional learning opportunities we offer them in teaching with the SDGs?&nbsp;For colleges and universities with sustainability committees, including faculty representation is one way to ensure instructor input when designing sustainability learning opportunities for faculty. At larger universities with more resources to allocate across the curriculum, a standing faculty committee tasked with steering initiatives to engage faculty in teaching with the SDGs effectively empowers faculty leadership. Whether through a standing committee or informal opportunities to weigh in, when faculty co-develop professional learning opportunities and identify what opportunities will work best for them, they are more likely to stay engaged.&nbsp;

  
      
  
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Georgia Tech faculty co-facilitate a workshop for their peers on Teaching with the U.N. Sustainable Development Goals, March 2024. Source: photo courtesy of Georgia Tech

&nbsp;Aiming for diverse departmental representation on these committees provides a mechanism for grass-roots peer-to-peer recruitment of faculty when grants, workshops and other opportunities become available. When faculty are empowered to advance SDG teaching across the curriculum, they are more likely to develop a sense of ownership of the programme and can serve as mentors for instructors who are just getting started.&nbsp;3. Nurture faculty well-being and advance cross-disciplinary teaching through communities of practiceWith often competing professional and personal commitments, instructors carefully weigh their ability to invest significant time and energy in a new professional development opportunity. Communities of practice can offer relaxed time to share ideas and build community and helpful training. At many large universities, instructors have few opportunities to “talk teaching” with their colleagues, especially outside their own disciplines. Personal values and professional incentives motivate many faculty members, and they may find opportunities to engage regularly with like-minded faculty appealing.&nbsp;Sustained engagement in such cases is more likely.&nbsp;A cross-disciplinary community of practice can also support peer-to-peer collaboration that enhances the SDG teaching effectiveness of all participants. For example, when an engineering instructor shares a case study she developed connecting core content to several SDGs, her peers in the humanities and sciences can suggest ways to incorporate their own disciplinary perspectives into the teaching case.When institutions and faculty members view education for sustainable development as an “add-on” option, competing demands in teaching and learning will likely take precedence. Leveraging internal and external partnerships, empowering faculty to shape professional development initiatives, and intentionally cultivating community can support effective SDG teaching without overburdening instructors.Rebecca Watts Hull is assistant director of faculty development for sustainability education initiatives in the Center for Teaching and Learning at Georgia Institute of Technology.If you’d like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Three ways to enhance teacher engagement with the SDGs

Using the UN SDGs to teach core content in a ‘real world’ context can enhance student engagement – but what about overstretched educators? Rebecca Watts Hull shares three strategies for bringing faculty on board

Three ways universities can enhance teacher engagement with the Sustainable Development Goals

With 2030 inching ever closer, there is still much work to be done towards the UN’s Sustainable Development Goals, and everyone in the higher education sector needs to play a part. And contrary to popular belief, learning the goals off by heart or liking Instagram posts on sustainability isn’t going to do much. It’s time to skip the reel and get real.&nbsp;To integrate the SDGs into our daily lives and make a real impact, we must promote innovation and sustainability, and empower future leaders. Most institutions have the Eco Club, the volunteering committee and Go Green initiatives. But what about the students who do not participate in such extracurricular activities? What about the ones who would rather play chess than ponder over sustainable energy sources? Chess is a great game, but we need all hands on deck to achieve the SDGs.&nbsp;The answer is simple: Remove the extra in extracurricular.&nbsp;Spotlight collection: a greener future for higher educationBring the SDGs into the classroom through role play and gamificationHow to teach through the lens of the Sustainable Development GoalsTo ensure that every individual in a higher education institution contributes to sustainability – not just those involved in extracurriculars – we propose the SCORE framework:&nbsp;Select goalsCreate targetsOrganise creditsReview progress&nbsp;EvolveThe SCORE framework is a structured and goal-oriented approach to address the SDGs and work out the tailored call to action for all higher education institutions. Simply put, it is how we intend to score (pun intended).&nbsp;Step 1: Select goalsWith 17 different goals addressing a vast range of issues, each institution picks out relevant goals to work on. For example, a medical institution could work on Goal 3: Good Health and Well-Being, Goal 4: Quality Education, and Goal 6: Clean Water and Sanitation (among others, based on the institution’s strengths and expertise).&nbsp;Step 2: Create targetsStart by integrating simple, awareness-based tasks, leading up to more complex, problem-solving projects. For instance, Semester 1 could focus on Goal 3 (Good Health and Well-Being) through awareness sessions, followed by projects addressing health challenges in the local community.Step 3: Organise creditsYou may be thinking that the participation problem remains. Many students would still choose chessboards over tackling the SDGs. That is why we introduced the concept of credit hours for sustainability projects. These can be variable based on the nature and intensity of existing&nbsp;courses, but they should contribute towards the student’s final score (again, pun intended).&nbsp;Step 4: Review progressWhere it is essential to get going, there is also a need to keep going. Achieve this with periodic progress reports and analysis, and incentives at each checkpoint. This will hold students accountable while also keeping them motivated.&nbsp;Step 5: Evolve&nbsp;The world is rapidly changing, and while Goal 3 will still be called Good Health and Well-being a year later, the priorities may change from when the targets were set in step 2.&nbsp;Institutions should be flexible with their initiatives and adjust to goals and actions as new challenges emerge. This can be done by regularly reviewing global and local sustainability challenges, involving students in adaptive planning and allowing room to pivot as needed.The SCORE framework not only benefits students, it helps faculty contribute to sustainability efforts, by creating customised plans for institutions. To further bring the SCORE framework to life, here are two practical ways to engage students in sustainability efforts:SDG bingo card: Students receive a bingo card with sustainability tasks related to each SDG. For example, for SDG 7 (Affordable and Clean Energy), students need to survey classrooms to identify energy-saving opportunities.SDG ambassadors: Appoint students in leadership roles, with the aim of raising awareness and coordinating sustainability projects. Each ambassador focuses on a specific SDG, driving initiatives and building partnerships with local organisations.Where curricular integration of sustainability is not immediately possible, another approach could be to integrate an extra point&nbsp;for sustainability in projects and assignments. This will foster a culture of awareness and responsibility among students. By incorporating sustainability into the core of their learning experience, students will begin to critically analyse their proposals through that lens, rather than viewing it as an isolated goal they are required to chase.For example, in a project focused on healthcare innovation, students could be asked to consider not only the clinical efficacy of their proposals but their environmental and social impacts. They might investigate the carbon footprint of certain medical technologies, or how resource-efficient their proposed interventions are. This approach encourages them to think holistically about the broader implications of their work.The SCORE framework provides a structured way for universities to integrate sustainability into everyday learning, fostering a new generation of leaders who approach their work through the lens of sustainability. By embedding these values into both curricula and projects, we can transform sustainability from a mere checklist into a core guiding principle, shaping how future generations approach all aspects of their professional and personal lives.Mariam Shadan is assistant professor in biomedical sciences and Yusra Idrees is an undergraduate student, both at Dubai Medical College for Girls.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

A five-step framework to integrate sustainability into HE

To integrate the UN’s Sustainable Development Goals into curricula, students need to be truly engaged. The five-step SCORE framework could be the answer

A five-step framework to integrate sustainability into higher education

Universities and colleges shape education and ethics of future leaders, so they are well positioned to drive social change towards sustainability. Although progress has accelerated over the past decade, most efforts have failed to create systemic change, owing to three issues:Many sustainability professionals bypass organisational change theory, creating their own learning experiences instead. This approach leads to redundant efforts within the sector.Assumptions of how change happens go often unexamined, and change failure is not analysed, which impedes learning and slows down progress.Efforts are often action-driven and focus on individual issues rather than systemic change. Approaches that leap from one project to the next eventually run out of steam.To close this theory-practice gap, encourage reflective practice and create strategies for structural change, sustainability practitioners must (1) understand how organisational change happens; (2) question assumptions about change at our institutions; and (3) focus efforts on leverage points that can trigger institution-wide change.1. Understanding organisational changeDrawing on concepts from change management, such as power politics, organisational culture and systems thinking, allows sustainability practitioners to look at change through different lenses. The more you know about change theory, the easier it will be to analyse change, spot recurring patterns and identify leverage points.&nbsp;Spotlight collection: a greener future for higher educationRead more: critical approaches to incorporating the SDGs into curriculaTHE podcast: universities aren’t too small to lead the climate crisis fightThat said, even rudimentary knowledge can help to make implementing change a lot easier. Take these practical rules of thumb derived from systems thinking as an example:Observe how your institution works: Reach out to stakeholders who know it well and analyse past behaviours and decisions that shaped the state of the organisation. Don’t just look for issues but value what works well and think how you can build on it.Invest in networks and relationships: Start working with sustainability advocates, and then gradually expand the scope to potential supporters. Use a central database to keep track of everyone you meet, where they are, what they do and what their entry point is.Embrace learning and flexibility: Draw explicit lessons from failures and be strategic when seizing opportunities. This means assessing opportunities before jumping into action, and setting aside ideas or projects when the timing is not right.2. Harness tools for critical reflectionHabits, assumptions and idea systems that have been internalised over years guide many of our thoughts and behaviours, yet we still think we’re rational and objective beings. This makes it hard to admit when we’re wrong, change our minds, and be more open to new ideas.&nbsp;Fortunately, we have ways to understand and manage biases, which leads to better change initiatives.Analyse assumptions about change: When planning the next project, identify underlying beliefs or potential biases about the outcomes and evaluate their validity. Assess the impact of these assumptions on the change initiative and explore risks and alternatives.Use backwards planning: Formulate an overarching goal that is clear, specific and outcome focused. Then identify the necessary steps and prerequisites in reverse order, from the goal back to the present to create a logical change pathway.Get the right indicators: Define indicators and corresponding mechanisms for measuring and evaluating to keep track of what changes are or aren’t happening and why. A good indicator should at least contain a target population, a baseline, a time frame and a threshold.3. Target key areas for holistic changeChange occurs in different ways at every institution, but there are patterns that indicate that three areas can be particularly impactful in creating structural change. Assessment and reporting help with setting a performance baseline and track change. Creating a shared understanding of sustainability can improve communication across disciplines and shift views on organisational purpose. Embedding sustainability in organisational strategies, policies and key functions can lead to a redirection of resources and decision-making processes.&nbsp;Increase impact from assessment and reporting: Create structures to guarantee continuity of assessment and reporting, make time for learning and reflection after each assessment, and get a high-level sponsor to link results to management practice or strategy development.Create a shared understanding of sustainability: Before tackling this impact area, make sure that adequate resources, expertise, and support are available from senior management, since taking a participatory approach and conducting large-scale engagement is challenging. Get help from academic experts to formulate clear, specific, relevant and neutral questions, and ensure that outputs won’t be dismissed or lost in bureaucracy.Embed sustainability into the institutional framework:&nbsp;Integrate sustainability into vision, mission, strategy and other functions with widespread support and awareness, ensuring commitment is reinforced by an action plan and resources for implementation.Targeting these impact areas is not an easy endeavour, and nor are driving and embedding change in complex organisational systems. The more important the goal, the more sustainability advocates need equip themselves with the right knowledge and skills, and consider not only desired outcomes, but also the processes to get there.Nicola Andreij Rieg is a corporate social and environmental responsibility (CSER) coordinator for an international company in the food sector. He was previously a doctoral practitioner in sustainability at the Centre for Environment and Sustainability at the University of Surrey.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

How to create lasting change towards sustainability

Progress towards sustainability falters when institutions don’t understand how change works. Here, Nicola Rieg explains how to apply concepts from organisational change management to integrate sustainability in higher education

Three ways to create lasting change towards sustainability in your university

In July, extreme heat caused the metal of the Third Avenue&nbsp;Bridge in New York City connecting Manhattan and the Bronx to expand so much that it became temporarily inoperable. When designing the bridge, engineers in 1898 likely never anticipated the intensity of the heatwaves we now experience.&nbsp;Are the students studying to become civil engineers today considering how their designs will function in hotter conditions?&nbsp;As an associate professor of civil and environmental engineering, I spend a lot of time thinking about this question. Here are the tools, knowledge and leadership skills that I believe university students need to ensure they are equipped to adapt to the realities of a warming planet:Develop a future-focused mindsetThinking about the future is not easy, as my research has shown. Behavioural and cognitive science offers insight into why we often model the future based on today’s conditions – a concept known as temporal discounting. This bias leads us to underestimate long-term risks and prioritise short-term solutions. For engineers, a double problem compounds this challenge: not only do we face temporal discounting, but we also rely on design codes and standards rooted in the past.Spotlight collection: a greener future for higher educationTHE podcast: universities aren’t too small to lead the climate crisis fightUsing Sustainable Development Goals to foster innovationOvercoming the behavioural barriers and the limitations of outdated standards is a complex task. However, it’s essential if we want students to develop solutions that can withstand the realities of future climate challenges. One approach we have used at Virginia Tech is to make these future conditions more vivid. Students develop virtual reality environments in&nbsp;studios on campus that simulate the impacts of climate change on infrastructure. These immersive simulations allow students to experience firsthand what extreme heat, rising sea levels or increased storm intensity might do to the systems they design. By seeing and experiencing these future conditions, students build a mental model they can carry with them into their careers, helping them anticipate and address future challenges.&nbsp;Developing a virtual reality environment also helps to spark creativity in how they communicate pressing climate issues to others. They practise making abstract concepts more concrete for stakeholders who may not fully grasp the risks.Build student agency&nbsp;A group of engineering professionals had a clear response when I talked to them recently about how they factor changing climate conditions into their design decisions: “We don’t.” Their reasons were familiar: “I have no decision-making power” and “Nothing good can come from bringing it up with my client.” These professionals felt hesitant to challenge established norms for fear of pushback. This mindset, though common, is exactly what needs to change if we are to address the challenges posed by climate change.Building a network of professionals – and potential guest speakers – who support these goals is essential in developing students who will become leaders in climate change. Through our&nbsp;Bowman Sustainable Land Development programme, we bring in individuals who have found ways to push for more sustainable practices within their industry. The&nbsp;industry partners supporting our programme also recognise the value of hiring students who think differently.&nbsp;Find ways to challenge established perspectives and demonstrate that even small changes can have significant long-term benefits. I recently worked with a master’s student who, like many in the industry, was sceptical of the potential for real change. This student had just finished consulting on suburban land development projects that followed the pattern of unsustainable design that had been in place for decades – car-centric, vast parking lots, minimal sidewalks and few considerations for trees.&nbsp;To challenge the student’s perspective, I offered an independent study focused on applying the&nbsp;Envision Framework for Sustainable Infrastructure. To their surprise, more than half the metrics in the framework were within the engineer’s realm of control or influence. For example, we discussed expanding the stormwater pipes by just two inches and the downstream effects of adding capacity.&nbsp;To build agency in students, we must empower them to see themselves not only as engineers but also as advocates for a sustainable future. This approach is a big draw for students interested in our graduate programme. We give them the tools to provide the right type of information to their clients, teach them how to work collaboratively across disciplines, and when and who to ask poignant questions.&nbsp;By fostering this mindset, we help them recognise that their ability to influence decisions and create innovative, sustainable design sets them apart. This is how they can add value and sell themselves as change agents of the future.Correct misconceptions about climate actionCorrecting misconceptions – such as that investing in clean energy is too costly to be worthwhile – is critical as we prepare students to become leaders against climate change. Students may, for example, struggle to identify the key factors driving climate change or misunderstand the underlying science, as I, along with colleagues, found on examining the beliefs of more than&nbsp;4,000 civil and other engineering students across universities in the US.&nbsp;One way to do this is to give opportunities to test entrenched beliefs using real-world scenarios. For instance, a graduate student in our&nbsp;Vecellio Construction Engineering and Management Program and I discovered that facility managers in large institutional buildings frequently overlooked opportunities to make energy improvements to HVAC and lighting systems when replacements were needed, citing high costs and insufficient savings. The student redesigned the procurement process, requiring managers to calculate the payback period for energy-efficient upgrades before making purchasing decisions. The payback period turned out to be about half of what the managers had assumed, which made choosing energy-efficient systems a far more attractive option.By helping students identify and confront these misconceptions, we can empower them to make smarter, more sustainable decisions in their future careers. Ultimately, this prepares them to shape the world in ways that promote both economic and climate resilience.Tripp Shealy is an associate professor of civil and environmental engineering and graduate coordinator for the Bowman Sustainable Land Development Program at Virginia Tech. He is an associate editor for the American Society of Civil Engineers’ Journal of Civil Engineering Education.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Equipping university students to be climate leaders

The world is hotter today than at any time in the past 100,000 years. Tripp Shealy offers educational strategies for universities to develop the leaders needed in the critical fight for a liveable future

Equipping university students to be leaders in addressing climate change

The Sustainable Development Goals (SDGs) have faced significant criticism for perpetuating a development model rooted in economic growth, which contradicts the need to rethink economies rather than greenwash unsustainable practices. Furthermore, critics argue that the SDG model reinforces inequality and colonial dynamics, deepening global divides and power imbalances. The SDG framework has also been critiqued for its top-down approach, often excluding local communities and non-state actors from meaningful participation in shaping sustainability policies and practices.These criticisms lead some educators to feel pressured into “box ticking” that does not reflect the values of their curricula, especially those grounded in critical social justice work and theory, and ultimately to resist aligning their curricula with the SDGs. This calls for a broader definition of engagement with the SDGs and the creation of spaces for critical approaches and alternatives. In doing so, we can develop curricula that are both reflexive and responsive to the complexities and contradictions of sustainable development, addressing the SDGs’ shortcomings while upholding their holistic vision of sustainability.&nbsp;Decolonising the SDGsDecolonial thinking is a critical entry point for engaging with the SDGs. For instance, while SDG 7 (affordable and clean energy) emphasises renewable energy and such things as the transition to electric vehicles, the extraction of precious metals and minerals needed for this transition primarily occurs in the Global South. This has led to the destruction of local habitats and land and the displacement of communities while reinforcing deeply unequal global power relations, mirroring colonial-style exploitation and domination over resources and indigenous populations and calling into question the ethical nature of “just transition” practices of production and consumption.&nbsp;Within the curriculum, it’s crucial to explore whose interests are truly served by green innovation, at whose expense and for what purpose. Such an approach challenges the assumed neutrality and inherent “goodness” of sustainable development discourses, encouraging students to question the inequalities that the SDGs might perpetuate. This is particularly relevant for STEM education, which is at the forefront of developing green technologies and renewable energy systems. Yet the prioritisation of technical knowledge in STEM curricula often results in the lack of a critical dimension that examines the socio-scientific realities of how technology and innovation are applied and used in the world.Resources on the Sustainable Development GoalsTeaming up with students to design sustainability educationSpotlight collection: a greener future for higher educationGoing local&nbsp;Community and place-based learning offer meaningful ways to engage with the SDGs in local contexts. These approaches address critiques of the SDGs as a top-down, technocratic framework by rooting the goals in localised settings. This approach encourages students to connect with community, land and place in more democratic and relational ways, emphasising that expertise and solutions to sustainability challenges should not be confined to a select cadre of assigned technical experts.&nbsp;Instead, responses and solutions should be developed with local communities, drawing on rich cultural and historical knowledge, as well as collective community organising. For example, SDG 1 (no poverty) and SDG 2 (zero hunger) can be explored through the lens of community activism, examining localised responses such as mutual aid, food sovereignty and informal networks of community care and solidarity.&nbsp;Additionally, the curriculum may explore case studies of how different global contexts address sustainability issues, such as the role of Traditional Ecological Knowledge in achieving SDGs such as “life on land” and “life below water” and how these community-focused perspectives are either sidelined or integrated into UN and state decision-making processes. By “going local”, we can encourage students to develop competencies centered on humility and openness to learning from and with others, fostering respect for local customs and a commitment to expanding the agency of those involved in creating responses to sustainability challenges. This approach contrasts with the technocratic, detached model of expertise, consultancy and bureaucratic control emphasised by more top-down models of sustainable development.Exploring alternatives&nbsp;The SDGs are rooted in a world view that continues to promote free-market capitalism and economic growth. Given that exponential growth, along with the associated levels of consumption and production, has been a major contributor to climate change and efforts to decouple growth from environmental harm are proving increasingly unrealistic, it’s essential to explore alternative ways of organising economies and societies that don’t rely on growth and free market-driven development.&nbsp;Curricula that critically engage with the SDGs might explore the feasibility, merits and limitations of alternative frameworks for sustainability, such as degrowth, post-growth, regenerative economics or philosophies such as buen vivir (good living). There is potential within a curriculum to explore how other knowledge systems can address the limitations of conventional sustainable development models, or how different frameworks can be creatively integrated to form new and novel approaches to sustainable living.&nbsp;Problem-based learning, centred on issues identified within the SDG framework, can call upon a diversity of approaches, examining how different philosophies might tackle these challenges or how overlapping bodies of knowledge can be used to develop new ways of thinking about sustainability challenges.The examples referred to here offer potential entry points for a critical approach to integrating sustainable development into the curriculum. This approach goes beyond merely aligning content and learning outcomes with specific SDGs, instead advocating a deeper and more critical understanding of development discourses within teaching practices.Sean Porter is a senior educator developer at the University of Exeter.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Critical approaches to incorporating the SDGs into curricula

Mapping curricula against the SDGs has become a key objective for education institutions aiming to showcase their commitment to sustainability. But we must do this through a critical lens

Environmental challenges have become a ubiquitous topic in engineering education, and students themselves are helping to drive this subject into academic curricula.Our university created a mandatory module on sustainability for first-year engineering students in 2021. While it is tempting to rely on standard lectures and massive open online courses (Moocs) to deliver such courses, especially with large cohorts (our course had 450 students in the autumn semester and 90 in the spring), these delivery modes often fail to catch students’ attention and can’t be easily adjusted to accommodate the huge disparity in their understanding of the subject. Eco-anxiety also emerges as a problem: how can educators discuss planetary boundaries without triggering emotions that learners cannot face alone?&nbsp;Resource collection: working with students to co-create their educationSpotlight on a greener future for higher educationTHE podcast: universities aren’t too small to lead the climate crisis fightWe were tasked with creating this module. We believe that the challenge requires a more active and humane approach. Here are a few pieces of advice based on our experience that can be summarised as including students in the academic team, as mentors. In this case, the course management includes training and selecting those mentors.Lean into the diversity of skills in your institution“No poverty”, “zero hunger”...the labelling of the UN’s Sustainable Development Goals (SDGs) can be intimidating for faculty who feel that their research contributes minimally to meeting these global challenges. Very few of us are genuine experts in sustainable development, yet the need for sustainability educators is huge, so we have to develop our skills.&nbsp;The good news is that sustainability requires input from all academic fields. Working as a team to define the curriculum and course materials decreases the burden on each individual and provides students with diverse, complementary views on each of the topics covered. Hence, the academic team should be diverse. This diversity should represent several necessary skills for achieving the SDGs, for example SDG 3 (good health and well-being) requires, among others, skills in healthcare and bioengineering, but SDG 11 (sustainable cities and communities) requires skills in urban engineering, and SDG 12 (responsible production and consumption) requires skills in customer behaviour and economy. We tried to have a panel of four faculty members, each coming from a different field and background.&nbsp;Also, you know your students and their environment better than anyone else. As an experienced faculty member, your most precious expertise is your ability to identify local examples that they are familiar with.&nbsp;Manage student differences and engage learnersSome of your students will have read all IPCC reports, while others have no idea what the term “biodiversity” means. Announce your objective clearly at the beginning of the course, and in resources such as handouts given to the students. If your course is a basic introduction to environmental challenges, as is the case for our course, the most advanced students might not learn a lot...in terms of science. However, from the feedback we obtained, our most advanced students declared that they learned something new in each one of the classes (if not new concepts, at least new facts, perspectives or examples).&nbsp;They then become good candidates for student mentors. All mentors are trained between the summer and winter break via a one-week intensive course. Mentors are also trained by a psychologist to deal with reactions from students, such as anxiety, denial or lack of interest. They do not provide feedback in a formal and explicit manner but encourage participation and expression.&nbsp;You can also engage your most motivated students in designing – and even delivering – some of the courses. Adding these new partners to your team makes it easier to offer your students personalised feedback during the semester.Welcome emotionsEmotions, opinions and beliefs should not be excluded. Students are less likely to express these in front of their professors but may be more at ease to express them in front of other students. Hence, it is the mentors who host discussions every other week after each lecture. Small groups of up to eight students are invited to express their feelings and understanding of the topics covered in class. This time is dedicated to questions and allowing students to share their beliefs, hopes and concerns, and to building connections between what they learned and the future that they aspire to. It has been demonstrated that eco-anxiety decreases in individuals when they feel empowered. Thanks to the small group size, students who remain discouraged despite this can be identified and offered help and personalised support by the faculty or the university psychologist. All faculty are also trained to welcome emotions and opinions during the lectures.&nbsp;Encourage projections toward sustainable practicesMentors also offer sessions of serious games, such as Climate Fresk, which are powerful tools to introduce general concepts and foster discussion about individual and collective actions for climate mitigation or adaptation. We recommend the use of additional resources that are tailored for a student audience (in our case, the evaluation of the carbon footprint of the average French student).&nbsp;Accept frustrationEngineering students like solutions more than they enjoy problems. While they would welcome courses on wind turbines or electric cars, they might be reluctant to hear about the biodiversity crisis or climate change. It might be the first time they have faced complex, systemic problems, and they might find this approach destabilising. Just as we tell them that it is normal to experience frustration (if the biodiversity crisis could be solved with a simple machine, would the planet be in its difficult situation?), we may have to accept that we, as teachers, cannot transform the views of all our students in a single semester.&nbsp;This module has been offered since fall 2022 for four editions now, and the student feedback has been very positive.&nbsp;To conclude, with this experience, which is still new in our institution, we could no doubt say that introducing sustainability into university curricula requires a rethinking of pedagogical practices far beyond what is implied by introducing new content. In particular, we note that we need more than the usual silos (disciplinary, teacher/learner...) to raise awareness of issues that go well beyond us. These new pedagogical interactions seem to us to be as necessary as they are stimulating.Anne Le Goff is assistant professor of biomechanics in the BMBI laboratory,&nbsp;Yacine Baouch is senior lecturer,&nbsp;Frédéric Huet is assistant professor in economics in the Costech laboratory, and&nbsp;Pierre Feissel is associate professor, all at Université de Technologie de Compiègne, France.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter. 

Involving students as co-creators and mentors in sustainability courses can help address differences in their understanding as well as issues such as eco-anxiety

Teaming up with students to design sustainability education

Sustainability is a crucial focus for many educational institutions worldwide. But how do you ensure that all stakeholders embrace your sustainability initiatives?Gaining unanimous buy-in on your institution’s sustainability decisions can be challenging, which is why forming a staff-student environmental, social and governance (ESG) committee might be the best solution.This committee oversees the development and implementation of your institution’s environmental, social and governance strategy, making sure that policies remain relevant and practical. By involving students, you ensure that your initiatives align with their needs, while gaining valuable insights to guide your strategic goals, monitor performance, and recommend resources and funding for environmental, social and governance-related activities.Here are practical steps to successfully launch such a committee, drawing on my experience of successfully doing so at ESCP Business School London Campus in 2022.1. Strategic alignment: is sustainability a priority for your institution?Before forming a committee, evaluate whether, or how, sustainability aligns with existing institutional and departmental strategic priorities. Prioritising sustainability is resource-intensive and requires a holistic approach involving all departments. So, start by identifying all the key transversal pillars such as education, research, governance and student experience into which sustainability efforts must be integrated. This will help form a strong foundation for a successful sustainability strategy that embeds smoothly across all functions.THE Awards 2024 spotlight: learn from the best in UK and Irish higher educationA practical approach to tackling eco-anxietyWe won’t get anywhere without placing the SDGs in local contexts2. Horizontal or vertical? Find the right structureDetermine whether a committee is the right structure for your institution, based on how decisions are typically made. Consider whether appointing a single person would be sufficient to address your institution’s sustainability goals or if a broader, collective approach is needed. If your institution, like ours, already has several dedicated committees, a horizontal decision-making structure may be the best approach to distribute responsibilities and achieve results more holistically and effectively.3. Key voices: who should be involved in your committee?Once you are set on creating a committee, the next step is to identify key stakeholders who should be involved. Keep the core group small and focused, inviting additional guests as needed. The effectiveness of the committee will depend heavily on the organisation and commitment of its members. The size of the committee will also depend on your institution’s priorities and the scope of sustainability initiatives.Important: While it’s tempting to involve only staff-led departments, don’t forget your students. They are the biggest stakeholder population on campus and should have an equal say in setting your environmental, social and governance-related priorities.Recently, students have become increasingly vocal about the need for institutions to prioritise sustainability. They seek to study and work at places that not only advocate for but actively practise sustainability. Involving students ensures that your initiatives align with both their current needs and future aspirations, while also boosting overall engagement and satisfaction.Depending on your institution’s size and level of investment in sustainability, your core team may vary. We recommend inviting representatives from these key groups to start with:Sustainability teamFacultyResearch teamStudent experience teamFacilitiesStudents’ union.Our core committee currently has seven members, which has recently increased by one, to include the social impact lead.4. Set the ground rules: priorities, roles and expectationsAgree on priorities early on to shape the committee’s agenda and determine the frequency of meetings. Balancing student needs with organisational goals will be key. When students feel heard and included, they will become powerful advocates for the changes you want to implement.For instance, we found that engaging students early on led to unexpected insights. During one of our initial meetings, students, backed up by our sustainability officer, proposed replacing all single-use cups with eco-friendly options. This seemingly small change ended up nearly eliminating single-use container waste on campus after being fully embraced by the entire campus community – and later by our sister campuses in other countries.Define the roles and responsibilities of each core committee member to ensure smooth operation. Clear communication and setting realistic expectations will also help prevent misunderstandings and ensure effective collaboration.We use several tools to keep everything organised and on track, which you might find useful if you are just starting this process:A “terms of reference” document outlining the committee’s scope, members, responsibilities and structureStructured agendas, distributed well in advance, to keep meetings focused, productive and inclusive of everyone’s discussion pointsAI for minute-taking, backed up by a human counterpart to ensure accuracyProject timeline management tools to track progress and key milestones, which might be particularly helpful for more complex and long-term projects.These tools will be a great start to ensure that the committee remains focused, collaborative and efficient, driving real results across the institution.The results of some sustainability initiatives may take time, especially with distributed responsibilities, but a well-structured staff-student environmental, social and governance committee practically guarantees long-term impact.Once priorities are set, each member shares ownership for execution within their respective area, which makes all the difference. This collaborative, organised approach will help you align sustainability goals with operational realities more effectively, fostering a shared commitment to positive change across the whole organisation, instead of isolated departments.Now, all that’s left is to ask yourself – is your institution ready to take the next step?Emily Centeno is director of marketing, admissions, communications, events and sustainability at ESCP Business School’s London campus and the local chair of the Environmental, Social and Governance Committee. ESCP Business School was shortlisted for Business School of the Year at the Times Higher Education Awards 2024 #THEAwards. A&nbsp;full list of shortlisted candidates can be found here.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

To embed sustainability across institutions can be challenging. Find out how a staff-student environmental, social and governance committee can align priorities and drive meaningful change

Building blocks of a successful staff-student environmental, social and governance committee

Academic institutions talk a good game about educating the next generation of leaders for climate resilience, conservation and adaptive infrastructure, but my worry is that we are making only minor changes – incremental adjustments. Instead, measurable change is needed to adapt, mitigate and resist the negative effects of ever-rising carbon emissions. Worse, at times, we’re simply repackaging what we already offer to make it seem as if we’re making meaningful advancements.Fortunately, we can address and remedy this.The 17 Sustainable Development Goals (SDGs), adopted by the United Nations in 2015, provide a robust framework for ending poverty, protecting the planet and ensuring prosperity for all by 2030. By integrating these goals into educational programmes, universities can prepare students to address the complex challenges of the 21st century.Spotlight collection: a greener future for higher educationTHE podcast: universities aren’t too small to lead the climate crisis fightWhy visible senior leadership in sustainability mattersHere are strategies we can use to integrate the SDGs into the DNA of our academic institutions, techniques we have implemented to some degree at Virginia Tech.Leverage the SDGs to teach systems thinkingThe SDGs aren’t silos; they are inherently connected. For instance, Montreal’s ambitious goal in 2023 to create 200km of safe, accessible cycling infrastructure is transforming how residents move through the city. This contributes to sustainable cities and communities (SDG&nbsp;11) and improves public health (SDG&nbsp;3). It is hard to argue against the economic impact (SDG&nbsp;8) of replacing cars with cyclists and pedestrians when strolling down Montreal’s Mont-Royal Avenue on a Saturday evening. Solving one problem creates a ripple effect that can advance progress across multiple SDGs.If we want systemic transformation towards sustainability, higher education, particularly engineering education, must do more to cultivate this kind of holistic, systems thinking. Discouraging students from getting stuck in their disciplinary silos while also training them to enter their profession is a tough tightrope act, but one worth walking. Here is why: educators can use SDGs to help students recognise other, perhaps more important, metrics. In my field of civil engineering, students are taught to count traffic flow. What if we put equal emphasis on teaching them to count benches and trees? What might our cities look like if this were the case?This isn’t about being altruistic; if the survival of our planet isn’t enough motivation, here are the practical student outcomes I’ve observed through using SDGs to teach systems thinking:Students who engage with the SDGs see the connections between an idea and downstream outcomes. They can articulate these outcomes in new ways to future clients.SDGs teach students that sometimes we shouldn’t optimise a single variable but instead balance multiple variables. This is a critical realisation for most civil engineering students I’ve taught. When I&nbsp;tell them they must navigate not just the project constraints I&nbsp;give them but also those from neighbours, the local community and the town, I&nbsp;can see it on their faces. They begin to see how interconnected the world is and the impact of their design system-wide.SDGs led students to be more creative because they learned to reframe the problem towards interconnected goals and began to explore synergistic solutions.SDGs can help challenge outdated practicesWe still have a long way to go to meet the SDGs. The gap between renewable energy production and energy demand is wider today than it was 20 years ago, for example. I&nbsp;use this lack of progress to emphasise to students that incremental change is not enough. We then discuss how to act. For instance, many civil engineering codes and standards are ready for an overhaul. Until Fairfax County, Virginia, launched an innovative programme in 2023, it had been using parking regulations from 1988. Those outdated regulations produced oversized parking lots, encouraged more urban sprawl and contributed to hotter temperatures.Share your research with students. I&nbsp;told students about recent research where I&nbsp;measured the creativity of ideas in response to engineering problems related to the SDGs from more than 120 professional engineers. We found no difference in the creativity of ideas based on years of experience. Creativity and innovation don’t solely come from experience; they come from thinking differently, from being willing to step outside traditional frameworks. Fairfax eventually realised that more of the same wasn’t working and began to rethink its codes. This is what teaching the SDGs can help us do.SDGs provide a global perspectiveThe SDGs can open doors for meaningful conversations and sharing of best practices. For instance, when meeting with the Office of Sustainability at the University of Strathclyde, in Glasgow, Scotland, when I&nbsp;was on sabbatical in 2023, my first question was about their approach to SDG&nbsp;13. I&nbsp;quickly discovered they were focused on measuring emissions far beyond what many other universities were considering.Global perspectives have inspired me to integrate more ambitious and comprehensive sustainability practices into our Climate Action Living Lab. In my teaching, I&nbsp;pull in other university examples for students to see what is happening at global peer institutions. For example, last semester students working with me were trying to figure out how to replicate the “bring your own cup” programme from TU Delft to reduce food container waste on campus.The beauty of teaching the SDGs is that no university or country is completely aligned in its approach. By exposing students to these varied global approaches, they can gain innovative ideas and strategies to apply in their contexts. Fostering this mindset – encouraging students to look across the globe for solutions to similar problems – gives them the tools to think critically, adapt creative solutions to their local challenges, and become leaders in advancing sustainability practices.Tripp Shealy is an associate professor of civil and environmental engineering and graduate coordinator for the Bowman Sustainable Land Development Program at Virginia Tech. He is an associate editor for the American Society of Civil Engineers’ Journal of Civil Engineering Education.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

The SDGs offer both a universal framework and a way to incorporate global perspectives into curricula. Here are strategies for integrating their outward-focused, innovative mindset into everyday learning 

Using Sustainable Development Goals to foster innovation

In our interconnected world, climate change, environmental degradation and human rights are among the concerns shared by many of us, our students and wider society. These issues transcend borders and affect societies across continents and datelines. While cultural nuances shape how these concerns play out within each society, at their core they reflect our shared human aspirations of protection, safety and the need to have the freedom to be ourselves. Our shared aspirations provide a rich source of material for encouraging discourse and learning about the law.&nbsp;As a law academic, I see the way we approach legal education internationally as playing a pivotal role in addressing these challenges. In my view, the understanding of different legal systems can enrich our engagement and inform better decision-making. For example, as a human rights lawyer, I have often explored conflicting viewpoints in my teaching (and research). While personally I may never understand the death penalty, the discourse with those who hold opposing perspectives is essential. As we seek to regulate and uphold rights, international discussion and collaboration is vital.&nbsp;Learning from similarities and differencesTo incorporate alternative perspectives that other legal systems have to offer in our teaching, we must venture beyond our comfort zone. Engaging with legal traditions other than our own doesn’t imply a suggestion that they necessarily offer a better solution. Their&nbsp;incorporation into the academic discourse contributes to and encourages students’ critical thinking, enriching the classroom. Importantly, it gives students a licence to explore ideas outside the pattern of their own legal systems. For global issues such as climate change, understanding diverse approaches is crucial. By testing our ideas against traditions different from our own, we enhance our legal toolbox.Read more about higher education’s role in upholding democracyTHE podcast: Kathryn Sikkink, Ryan Family professor of human rights policy at Harvard Kennedy SchoolPower and possibility: the role of universities in decolonisationIn the context of the Commonwealth, the shared foundation of English common law across many member countries provides a solid basis for examining how these legal systems address specific issues. This common heritage creates an “echo chamber” effect, where similar legal principles may resonate across jurisdictions. Conversely, exploring legal systems with different roots, such as those in civil law countries, allows for a comparative analysis to see if they arrive at similar solutions or offer unique insights. This process is akin to a game of Chinese whispers, where ideas are introduced into the discourse to observe the varied outcomes.Law as a cultural lensLaw reflects culture, so understanding a society’s legal framework has the potential to provide our students with valuable insights into its values, norms and historical context. Through law, one can gain an understanding of what a culture is like. The true meaning of tolerance is real understanding and therefore, in theory, a real understanding of another culture or cultures should lead us to less conflict. I'm a great believer that having the discourse is a first step to persuading somebody.&nbsp;To integrate this approach into teaching, one can compare and contrast legal issues across different jurisdictions. This involves not only examining the legal principles but also setting the social and cultural context of the countries being compared, as law often mirrors the society from which it originates.The power of discourse in academiaEngaging, questioning and seeking empathy can change minds. When I was working in the Gulf states, I witnessed students transform through dialogue and begin to ask questions from outside their traditional philosophy that they might never have thought of before. If you can get one student to reflect deeply, or change their mind or way of thinking about the death penalty, for example, then that’s the discourse we need or else there will never be change.&nbsp;Sometimes it needs a bit of research, but one will often find case law from other jurisdictions tackling the same issue coming to different outcomes or coming to the same outcome but with different reasoning from that of one’s own jurisdiction. Again, the question of the legality of the death penalty is illustrative: the decision of the South African Constitutional Court in S v Makwanyane and Another can be discussed in light of the US Supreme Court in Gregg v. Georgia. It is, however, important to give the cultural, social and political context in which those decisions were made. That context in turn can lead to a further discussion – for example, of the role of the courts and separation of powers in the case of S v Makwanyane, where the court held the death penalty unconstitutional in the knowledge that the overwhelming majority of South Africans supported it.&nbsp;Cross-cultural understanding significantly enhances the use of comparative materials by deepening the comprehension of different legal solutions for the same issue. It helps to prevent superficial comparisons by ensuring that any analysis includes the necessary context. As mentioned earlier, setting the law within its cultural and societal framework is crucial, and cross-cultural dialogue can facilitate this process.In conclusion, integrating comparative legal analysis into teaching is greatly enriched by cross-cultural understanding. By examining legal issues across different jurisdictions, we can leverage the shared foundation of English common law to identify commonalities and differences. This echo-chamber effect allows for a deeper exploration of how similar legal principles are applied. Additionally, comparing these with civil law systems provides valuable insights into alternative legal solutions. Cross-cultural dialogue is essential to this process, ensuring that comparisons are meaningful and contextually grounded, thereby preventing superficial analyses and fostering a more comprehensive understanding of global legal landscapes.Humans strive for the same things. We want to be protected. We want to be safe. We want to be free to express ourselves. By exchanging diverse views on how we attain these, we gain a richer understanding. Let’s lead the way, fostering vital cross-cultural dialogue, with the aim of nothing less than shaping a more just and informed world.&nbsp;Petra Butler is the executive dean of law at the University of Canterbury, New Zealand. She was appointed a senior research fellow by the British Institute of International and Comparative Law and is the director of the Institute of Small and Micro States, which promotes scholarly and governmental research.If you’d like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Cross-cultural understanding can enrich the ways in which educators in law integrate comparative legal analysis into their teaching, writes Petra Butler 

International collaboration is a legal education opportunity

The world’s environmental and societal challenges include biodiversity loss, climate change, increasing pollution and, for many, a lack of access to clean water, education, adequate nutrition and sanitation. Universities have an important role to play in providing managers, leaders and entrepreneurs with a transformative learning experience that equips them with sustainability-related knowledge, competencies and values.A recent study sought to progress understanding of the subject and investigate if a predominantly online course delivered to managers as part of a Level&nbsp;7 apprenticeship programme could provide this transformative sustainability-related learning experience.Interviews with students from the course revealed that it had made them “passionate” about sustainability and that it had been “hugely transformative”. As noted by one respondent: “I&nbsp;was unconsciously incompetent and now [after completing the course] I’m conscious and potentially competent.”Resources with advice on what universities can do to become fairer and more sustainableHow to distinguish sustainability in your accounting and business teachingResource collection: Embedding sustainability accounting into the curriculumIt appears that a well-crafted course designed and delivered with the needs of a time-pressured, work-based learner in mind and adopting a predominantly online delivery strategy can provide a transformative sustainability-related learning experience.Further to this, the interviews revealed factors in the course design and delivery that contributed to this transformative experience:Bite-sized course structureStudent were able to study where, when and how it suited them. The course was broken down into six units and manageable “bite-sized” lessons. This approach offered student-centred flexibility and lent itself to the acquisition of sustainability-related knowledge and skills. As one participant stated: “When I’ve been on the train, I’ll tick through a couple [of&nbsp;lessons] on my phone […] the flexibility has been really good”.Course design that flowed from theory to application to discussionFor each unit in the course, students initially developed their theoretical knowledge, then applied this knowledge and finally discussed their newly acquired knowledge and personal experiences. This approach aided student engagement and the development of knowledge and skills. The materials were seen to be telling a story, with the varying nature and pace of the learning being in sync with the students’ attention and motivation levels.Varied module materialsThe learning materials varied and helped develop the students’ knowledge and skills and shape their attitudes towards sustainability. Directed readings (such as textbooks and journal papers) were popular, providing insights into core academic theories and concepts. Videos extended this knowledge, explaining academic theories and providing various perspectives on a subject. Case studies contributed to skills development, with students being able to see theories in practice and apply their knowledge through engaging with the case-related formative assessments.Summative assessmentStudents were asked to critique their organisation’s sustainability strategies and outline future sustainability options. This practical assessment enabled the students to develop their sustainability skills through applying their learning in the workplace. This in turn influenced the students’ attitudes and improved their confidence. As one stated: “Doing the assessment and relating the theory through the assessment made me kind of go: ‘Oh actually, I&nbsp;do know what I’m doing.’”Face-to-face engagementDuring the course, students attended three live online webinars and a one-day on-campus workshop. This engagement and collaboration provided opportunities to develop knowledge and skills through the completion of group-based formative tasks and discussions exploring new perspectives and affirming academic knowledge.Practical insightsThe students identified the value of practical insights. Examples included how to set an organisation’s sustainability agenda, effectively communicate sustainability issues in the workplace and gain support for sustainability initiatives. Coupled with this is the need for the learning to reflect sustainability issues facing a variety of organisations (public, private, manufacturing and service organisations, for example).Course structure, design and content all contributed to the students’ sustainability knowledge, skills and confidence levels. This in turn impacted their attitudes, behaviour and the organisational sustainability objectives. Students highlighted how the course “led to a complete change of mindset”. As a result of studying the course, students started working with colleagues to develop sustainability strategies. They modified procurement processes by adding sustainability criteria, and they brought in measures to focus on more specific UN Sustainable Development Goals (SDGs). Such behaviours were seen to increase the likelihood of meeting organisational SDG goals and net-zero targets.Jonathan Muir is associate professor, faculty director of online programmes and academic lead for digital education at the University of Leeds Business School.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Flexible course design, reasonable time commitments and real-life practice are vital if universities expect to train the next generation of leaders and entrepreneurs in sustainable development

What work-based learners need from sustainability education

Nearly 12,000km separate Middlesbrough and Guam. The Yorkshire town and the Pacific island are almost as far apart as any two points on earth can be. Yet two students from these places came together in the same room earlier this year to share how they responded to the same brief: tell a story that identifies both an environmental problem and a solution.This meeting took place at the annual Planet Forward summit in Washington&nbsp;DC. Planet Forward is an initiative from George Washington University that aims to develop a global community of environmental storytellers. The word “storytellers” is used deliberately here because those who join this interdisciplinary summit are not just journalists and writers. The project aims to encourage students from all fields – from the creative arts to sciences, business and marketing. Participants are asked to use their unique skills and perspectives to tell stories about what is being done to counter environmental issues.Bring the SDGs into the classroom through role play and gamificationMoving beyond climate change to teach the climate crisisA practical approach to tackling eco-anxietyBut how do you bring such distinct subject groups together around one project?At Teesside University, we involved more than 200 students across 11 courses and multiple year groups in responding to the Planet Forward brief. The quality of work produced, not to mention the diversity of voices and perspectives represented, has shown us how the democratisation of the art of storytelling can be a catalyst not just for excellent creative output but potentially for something much bigger: real change.When it comes to creating environmental-themed projects, this is what we learned:Get emotionalSome students may be apathetic towards environmental issues or unaware of the drivers and effects of climate change. By focusing on emotional responses as the starting point, we allow all students to get an early foothold in the project. You don’t need an MA in environmental science to answer the question: “How does it make you feel to see plastic on the beach?” or “Describe a natural space that means a lot to you.” After making this initial connection to the environment, the student can begin to formulate a more detailed and personal response to the brief.Keep it simpleEnvironmental stories by their nature are often scientific and frankly impenetrable to some audiences. As academics working with students from non-scientific backgrounds, we must have a clear understanding of the issues under discussion and communicate them in ways that can be broadly understood. We must not be afraid of simplifying issues. As UK government content strategist Sarah Winters says in her book Content Strategy: “It’s not dumbing down, it’s opening up.”Avoid clichéTake a second now to think of an image you associate with climate change. What comes to mind? A melting iceberg, perhaps, complete with soon-to-be-homeless penguins. Or a displaced polar bear scavenging in a tip, its previously immaculate white coat daubed with human grime. You might have thought about wind turbines, oil derricks or electric cars, depending on your perspective on the issue.But what does any of this mean to a sports journalist? Or a comic artist? It’s vital that we shatter the clichés that engulf environmental discourse and frame the issues in ways that are relevant to our students’ areas of interest. Take sports journalism, for instance. At Teesside, we have a group of first-year students researching the most environmentally sustainable football clubs and interviewing representatives from the best- and worst-performing of them. Another group interviewed fan groups about their plans to reduce the carbon footprint associated with travelling to matches. It’s important to keep an eye on the global view, but sometimes we need to localise and personalise the issues to give them greater impact.No limits on formatStories don’t always come printed in dusty old volumes or written in pixels on the pages of a website. They may not come in the form of a video or podcast, either. These are all valid ways of telling stories, of course, but if we are to take an inclusive approach, we have to consider non-traditional storytelling methods. Fashion students might tell their stories through the creation of pollution-inspired garments or musicians with soundscapes prompted by environmental trigger words.Our approach is evidently consistent with other schools present in Washington&nbsp;DC, where the summit witnessed video reports, comic strips, written articles and pieces of music. Submissions focused on issues as diverse as manufacturing, wildlife and indigenous cultures. But in some way, participants all explored solutions to the world’s environmental crisis as opposed to wallowing in its destructive consequences.Farron, from Guam, for instance, created social media videos that go beyond showing the littering of beauty spots in his homeland. He showed what is being done to tidy up the mess. Members of his online audience of thousands are encouraged to play their part and frequently do. Teessider Danny created a short film about an industrial-waste-processing firm that, through working with our university, has developed a method to turn a byproduct into a useable brick for construction. The story has been shared around the world and could inspire other similar innovation.“When I was younger, the environment wasn’t really a big concern for me,” Danny said. “But the more I learn, the more I am inspired to do something about it, and through sharing stories, I think we can make a difference.”Middlesbrough and Guam may be at opposite ends of the world, but when it comes to environmental challenges, and how we might overcome them, perhaps they are not that far apart, after all.Jim Entwistle is a senior lecturer in digital journalism at Teesside University.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

How environmental issues can inspire diverse student groups

Looking for ideas for next semester’s projects? Climate change could be the answer, whatever your students’ field of study, writes Jim Entwistle

How environmental issues can unite and inspire diverse student groups

Let’s face it, universities are energy-intensive places.&nbsp;Challenges to reducing their carbon footprint are both obvious (such as heating and lighting campuses or staff and student travel) and more obscure (specialised laboratory equipment and data storage). Prospective students are demonstrably interested in how universities manage these apparent conflicts while still excelling in learning and research on a global stage.&nbsp;In Aotearoa New Zealand, we are fortunate to be able to use renewable energy sources, particularly for electricity and biomass fuel, and we need to tell our communities what we are doing and how we are leading the effort.&nbsp;Yet, so much more needs to be considered.Sustainability leadership within higher educationIn my view, visible senior leadership in sustainability matters.&nbsp;This includes having a presence in your community and with the public, and regularly communicating to staff,&nbsp;especially when they have connections to other large local and regional bodies and knowledge of current government thinking. Sustainability leadership within higher education requires a deep understanding of not only the delivery of core tertiary functions such as teaching and research but also the role of universities as major asset owners. Additionally, a clear understanding of the national context is important, as this affects strategic decisions that are made, in our case, to support our sustainability journey at the&nbsp;University of Canterbury (UC).&nbsp;What’s unique about the pro vice-chancellor for sustainability role?When we were building our 10-year strategy back in 2019, it became obvious that “sustainability” ran through all strands of UC’s work – this theme regularly cropped up in people’s views on teaching, research and campus operations. Sustainability was given prominence in our strategy and it needed a champion. As a result, a new role was created, and&nbsp;in 2021&nbsp;I was appointed UC’s first pro vice-chancellor for sustainability. We believe it is the highest appointment in sustainability in the tertiary sector of New Zealand.Empowering women leaders in fighting climate change: a call to actionA guide to evaluating and managing climate risks to universitiesA practical approach to tackling eco-anxietyThis very senior role reports directly to the vice-chancellor along with other – perhaps more traditional – roles such as the deputy vice-chancellors for academic and research. The seniority of the role enables a truly holistic view and engagement with all the university’s operational and academic strategies.&nbsp;In a significant step, which&nbsp;I led, towards reducing its carbon footprint, UC has converted its main campus coal boiler to run on locally sourced biomass, specifically wood chip and pellet. This transition not only halves&nbsp;our&nbsp;greenhouse gas emissions but also supports the local economy and sustainable forestry practices. What does a pro vice-chancellor for sustainability do?&nbsp;Pro vice-chancellor for sustainability is a very broad role. I have overall responsibility for increasing the university’s awareness and reduction of its carbon footprint. This includes efforts such as improving energy use, switching to more sustainable energy sources, implementing eco-friendly practices in laboratories, using virtual realities to cut down on staff and student travel, and addressing the carbon footprint from air travel. I work alongside academics in introducing sustainable themes into their curriculum, and supporting research with sustainable&nbsp;solutions&nbsp;as the&nbsp;focus. My work varies from encouraging academics to think about the UN’s Sustainable Development Goals in their teaching and research and discussing which trees we might plant on our land to changing behaviour for conference attendance and other travel.&nbsp;Our staff are strongly supported to present their work nationally and internationally, and the university prioritises sustainable travel, using overland options whenever possible. I led an air travel survey initiative, yielding comprehensive reports and valuable data that were shared&nbsp;with&nbsp;our staff through channels such as staff meetings and email communications.I also liaise regularly with international tertiary academic networks that have the same goals as us. Finally, I am responsible for ensuring that we carry out appropriate and relevant activities that ensure we maintain our strong position in international rankings for sustainability.Engaging students, faculty and staff in sustainability effortsWe have implemented Green Impact, which is an Australasian Campuses Towards Sustainability (ACTS) learning and award programme designed to encourage and support universities, colleges and other institutions to improve their environmental performance and foster sustainable behaviours within their communities. It launched at UC in 2023&nbsp;and has grown in 2024 in terms of both numbers of staff engaged and actions completed.&nbsp;Alongside other universities, it’s mostly our professional staff who are engaged in the programme and we are working on understanding this further.&nbsp; We also hold annual sustainability awards that are open to all UC staff, we developed a sustainability module for PhD students, which we will roll out to undergraduates and staff in 2025, and we recently held a showcase event on campus activities and research, which will become an annual event. Measuring the successWe use key performance indicators to measure the success of our sustainability improvements, such as the total greenhouse gases year by year divided into categories, international rankings (especially sustainability rankings), the number of PhD students working in sustainability-related areas, and our energy use and waste metrics.&nbsp;I see myself as the focal point for sustainability at our university, and receiving a share&nbsp;of the&nbsp;diversity&nbsp;of views&nbsp;on a range of issues and responding to those is success of the role to me. It underscores the accessibility for individuals to express their concerns and signifies a dedicated effort to engage with and address those concerns. Staff and students need to understand that our research and the information we impart can lead to societal solutions in the long term, which is an increasingly important role for universities. Sustainability is a global priority and talking about it encourages us to ensure our future graduates are well equipped to deal with such issues.Jan Evans-Freeman is pro vice-chancellor for sustainability at the University of Canterbury, New Zealand.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Why visible senior leadership in sustainability matters

Successful or sustainable? Is this the biggest challenge that universities face when striving to reduce their carbon footprint? Jan Evans-Freeman explains where leadership fits into the equation 

Increasing concern with how corporate activity interacts with environmental and societal development has led to a rise in sustainability reporting since the 1990s. Until recently, companies have been able to pick, choose or ignore several voluntary sustainability reporting frameworks and standards that seek to highlight how socio-ecological development might affect or be affected by their activity. Sustainability reporting has therefore remained on the margins of corporate reporting subject to concerns about greenwashing and irrelevance. However, as recent developments look to mandate new forms of sustainability reporting across the EU, the UK and elsewhere, this article offers ways to help students distinguish and evaluate how sustainability is translated within different international reporting standards.As a starting point, one can ask students to look at specific sustainability reports published by large companies and ask them to identify the focus of the reports on a spectrum between two poles: are the reports focusing on the sustainability of the planet; or are they focusing on the sustainability of the company? We can then ask them to explain or justify their choices, and thereby critically explore the interactions between those different translations of sustainability. For example, the tension between seeing corporate activity as a cause of (harmful) socio-ecological change and as a source of innovation and economic value that can be used to address socio-ecological challenges.
  
      
  
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After sufficient discussion, we can then introduce the differing conceptions of materiality that are used to distinguish the poles in sustainability reporting and inform what type of sustainability information companies should disclose to the markets and society.Sustainability reports focused on the sustainability of the planet use an inside-out conception of materiality that requires companies to report on how their activity materially affects the environment, society, the economy and human rights. Information is reported based on its impact on the planet (impact materiality), rather than its financial impact on the firm.Resources for higher education professionals on the sustainable development goalsHow to implement experiential learning into accounting educationSustainability accounting is coming: here’s how to navigate itSustainability reports focused on the sustainability of the company use an outside-in conception of materiality that requires companies to report only on those social and environmental issues that are deemed by management to materially affect the decisions investors make about the future value of the firm. In doing so, the standards seek to reorientate flows of financial capital to those firms that can show they are less affected by climate change, water stress, biodiversity loss and societal upheaval and those that might thrive by offering solutions to socio-ecological challenges.&nbsp;As these outside-in standards focus only on reporting socio-ecological issues that are financially material, they look to tweak rather than revolutionise current notions of corporate success by seeking to extend the time horizon over which success is measured and highlight those socio-ecological factors upon which future corporate success depends.After introducing the different approaches to sustainability reporting, classroom debates can help to identify inside-out reporting information and consider when or whether it is likely to become material from an outside-in perspective.&nbsp;Teaching examplesInside-out reporting: impact on the environment, the economy, society and human rightsIssueOutside-in reporting: impact on the firmClimate changeCarbon emissionsCosts arising from mitigation plans, and tax/regulation required to meet international agreementsAgricultural monoculture (e.g. palm oil, soya bean, forestry) leads to material biodiversity lossBiodiversityBiodiversity loss lowers yields for producers and increases input pricesShort lead times perpetuate the abuse of labour rightsSupply chain subcontractingRegulatory and reputational costs if discoveredMaterial freshwater usage in water-stressed areasWater usageCosts if water usage becomes subject to tax/regulationPlastic packaging causes microplastic pollutionPackagingCosts if packaging materials become subject to tax/regulation, or lead to a fall in customer demandOpening a new manufacturing facility in a region of high unemployment leads to job creation and trainingEmployment and community developmentBenefits if the region offers cheaper employment and training costsIn thinking about the relations between the left and right columns in the table, we can introduce the notion of dynamic materiality, which recognises that issues that might only be material from an inside-out perspective can also become material from an outside-in perspective over time. For example, while carbon emissions would be considered material from an inside-out perspective in the 1980s, management might consider they would have no material impact on expectations of corporate value. Since then, international agreements and the advent of emissions trading schemes lead carbon emissions to be financially material from an outside-in perspective.Finally, one can introduce the new standards that learners will probably be interacting with in the future. For example, the International Sustainability Standards Board (ISSB) has developed standards based on an outside-in vision of reporting. A contrasting approach, led by the long-standing Global Reporting Initiative’s Global Sustainability Standards Board (GRI/GSSB) offers a more expansive vision and a more radical shift in the notion of corporate success. The middle ground, encompassing both materiality perspectives (so called double materiality), offered by the European Sustainability Reporting Standards, is being implemented across the EU.As sustainability reporting moves from the periphery to the mainstream and becomes embedded across curricula rather than being treated as an adjunct add-on, the materials offer some ideas of the ways to distinguish and appraise the ways in which sustainability is translated.Nick Rowbottom is a professor at Birmingham Business School, University of Birmingham.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

How to distinguish sustainability in accounting and business

In this resource, Nick Rowbottom offers ways to help students distinguish and evaluate corporate sustainability within different international reporting standards

How to unpick sustainability reporting in your business teaching

Building a sustainable global economy that can address the multifaceted crises we face requires a reimagining of the purpose, principles and practices of accounting. As accounting professionals with a central place within both the real economy and capital markets, we need to understand and measure value creation differently, change the way we account for performance, present a more balanced, true and fair reflection of organisations’ positions and integrate social and environmental factors into financial decision-making.&nbsp;The pace of change currently outstrips the profession’s capacity-building efforts. We are heading towards a global skills shortage that will hamper the transition to a nature-positive, just, net zero economy. Although business schools are increasingly integrating sustainability into finance and accounting modules, syllabuses often do not provide the practical skills accountants need to integrate sustainability into their professional roles such as valuation, accounting, performance management, budgeting, financial risk analysis, capital allocation and the ability to make financial and business decisions.Experiential learning offers a solutionExperiential learning emphasises the importance of acquiring knowledge through direct experience and, crucially, reflection on that experience. Instead of passively receiving information from lectures or textbooks, experiential learners actively engage in hands-on experiences, allowing them to directly apply what they’ve learned in real-world contexts. Examples include simulations, case competitions, internships or active implementation of a newly learned concept. Gaining this concrete experience fosters deeper understanding, problem-solving skills, critical thinking and personal growth.&nbsp;Embedding experiential learning into your programmes doesn’t have to be complicated. For example, simulations don’t have to be centred around technology; you can set an assignment that requires your students to act out situations they may face within an organisation navigating sustainability.&nbsp;Resources for higher education professionals on the Sustainable Development GoalsEmbrace broader definitions of accounting to help your students operate sustainablySustainability accounting is coming: here’s how to navigate itSetting experiential learning assignmentsBelow is a simple framework you could use to incorporate experiential learning into your accounting courses:Choose an approach&nbsp;Select a fictional or real-world scenario. There are advantages and drawbacks to both; a fictional scenario gives you greater flexibility to tailor the assignment to specific learning outcomes, but developing it takes time and care. Alternatively, using a real-world scenario enables you to build the assignment around a public company with readily available accounting and sustainability information. There is also the potential to involve the company, particularly if it is located nearby.Define students’ roleStudents may form various teams such as management accountants, financial analysts, a finance leadership team, an audit committee or a due diligence or audit team. Does the team need a leader who plays the role of finance director, CFO, audit committee chair or accounting firm partner? Do you select this leader or leave the team to choose their own? Setting parameters around leadership could provide extra learning opportunities.Set the challengeAssignments should be accessible to the students, consider their skills and experience and challenge them. The scenario should allow them to gain new knowledge and apply their existing competencies to new situations. Base the challenge on real-world business needs.&nbsp;Examples for undergraduates could include:Developing a company-specific carbon accounting manual, based on recognised carbon accounting standards while incorporating the rigour of financial accounting and control environmentsBuilding a management information framework to present sustainability information alongside financial informationCreating a capital investment decision-making process that incorporates social and/or environmental factors.For master’s students:Presenting a commercial business case for investment in a specific asset or initiative that generates significant social or environmental benefitsDeveloping an internal carbon pricing mechanism to support a greenhouse gas reduction target and presenting the plan for roll-out to executive managementWriting a due diligence report or investment analysis incorporating a balanced critique of financial, social and environmental considerations.&nbsp;Design the assessment&nbsp;Ensuring students are fairly assessed in an area in which you might not have specific expertise can be a real worry. Here, collaboration is key. You could:Call on colleagues within or outside your department who have sustainability expertise and split the marking accordinglyUse an assessment panel of internal and/or external expertise (which can include representation from the company the assignment is focused on). This can work particularly well for assignments where students are required to present their findings as a pitch/to a mock executive teamBuild the marking rubric for the sustainability element based on how understandable and usable the students’ proposed solutions would be to a typical accountant.If this all feels a step too far, you can always take advantage of existing sustainability-focused case competitions and challenges. In whatever form your students engage with experiential learning opportunities, the benefits are noteworthy. They can really enhance accounting students’ learning, give them the freedom to make mistakes in a safe environment, strengthen their professional credibility and skills and empower them to drive much-needed change.&nbsp;Helen Slinger is executive director of knowledge and learning at Accounting for Sustainability (A4S). She is also head judge for the A4S International Case Competition.&nbsp;If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

The role of experiential learning in accounting education

The accounting landscape is evolving rapidly amid growing environmental and social challenges. There is a need for urgent action, yet finance teams lack essential sustainable business competencies 

How to implement experiential learning into accounting education

When deciding what to teach, and how to do so, we are accustomed to considering aims and learning outcomes. Alas, we don’t always consider what our students want to become and achieve, and how this motivates them to enrol.This is even more important when considering embedding sustainability into our teaching. We all must understand and deal with sustainability and our part in making the world a better place, not just leave it to experts or specialists.All of us, as educators, want to inspire the next generation of professionals. We want them to make new connections, experience a broad education and reflect on what they want to become and achieve. For guidance, UK academics should consult the subject benchmark statements, which show what graduates might reasonably be expected to know, do and understand at the end of their studies.Indeed, all academics should consult these statements when considering course design and delivery. They include five themes that cut across all subject benchmark statements:Equity, diversity and inclusionAccessibility and the needs of disabled studentsEducation for sustainable development&nbsp;Employability, entrepreneurship and enterprise educationGenerative artificial intelligence (as of February 2024).This year, accounting is one of eleven subject benchmark statements being subject to review and members of the advisory panel are hoping to rewrite it to embrace wider, and more apt, definitions of accounting and auditing, where accounting students are taught to cope with uncertainty and able to adapt to hold companies accountable in a more sustainable world.Current and prospective students who aspire to become effective accounting professionals need to understand the nature, roles, uses and impacts of accounting, opening up the full potential of the discipline, recently defined as “…a technical, social and moral practice concerned with the sustainable utilisation of resources and proper accountability to stakeholders to enable the flourishing of organisations, people and nature”, by Garry Carnegie, Lee Parker and Eva Tsahuridu in the Australian Accounting Review.This definition and others like it drive teaching knowledge beyond accounting as a mere technical practice, developing awareness and understanding of the organisational and social contexts of entities of all types in which accounting operates. They focus on teaching skills such as critical judgement, coping with uncertainty, qualitative evaluation of evidence and the ability to recognise that knowledge is contextually driven.Resource collection: resources on the Sustainable Development GoalsSustainability accounting is coming: here’s how to navigate itTeaching business students how to prepare sustainability reports for SMEsSimilarly, students who are considering specialising as auditors can appreciate their vital role in inculcating trust and holding organisations accountable by considering a wider, more apt definition of auditing, such as the following, prepared in developing this contribution:“Auditing is the independent authentication of accounts and key performance indicators, financial and non-financial in nature, designed for assurance purposes to inspire confidence and illuminate risks, increasing the trust of stakeholders in accounting as dependable multidimensional technical, social and moral practice.”This definition sets out to depict the importance of being independent and being seen to be independent, rigorous in instilling and safeguarding trust and actively campaigning against the curse of greenwashing. It also means that students need to develop skills such as professional scepticism, the ability to triangulate evidence and adequately informed judgement to address incongruencies. They need to practise critical ignoring of weak forms of evidence and have a strong focus on the needs of the users of accounts, well beyond a limited “pleasing the client” orientation.The above definitions indeed help shape the journeys of students between what they are, and what they have the potential to become in their professional lives. They allow them to redirect their energies and draw on broad-scope approaches to dealing with challenging issues to help shape a better world.There will be an exposure period after they are written (July 2024) and before they are confirmed (in 2025), but once they are published, be ready to consult them and contemplate what you want your students to become. These statements can act as catalysts for effectively educating our students and encouraging them to take up and play their part in creating a better, more sustainable world.Jennifer Rose is a senior lecturer at the Alliance Manchester Business School, University of Manchester. Garry Carnegie is an emeritus professor from RMIT University, Melbourne, Australia.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

Embrace broader definitions of accounting 

Broader definitions of accounting help students redirect their energies and draw on broad-scope approaches to dealing with challenging issues to help shape a better world

Embrace broader definitions of accounting to help your students operate sustainably

Podcast interview: Kathryn Sikkink, Harvard Kennedy School 

Human rights scholar and award-winning author Kathryn Sikkink talks about her work with the Harvard Votes Challenge, how young people are more savvy about misinformation than older generations and why, in this year of elections, democracy needs protection 

THE podcast bonus episode: an interview with Kathryn Sikkink, Ryan Family professor of human rights policy at Harvard Kennedy School

“So much to do!” “So much to cram in!” “So little time!” This is a common trope from accounting academics, professional bodies and training providers responding to requests to embed sustainability into accounting and finance curricula. The good news is that there are many examples of successful, time-efficient ways to do so, drawing on over 30 years of academic and professional work. As well as material from individual academics, professional accountancy bodies, learned societies and academic networks (such as the&nbsp;RSA, the&nbsp;Centre for Social and Environmental Accounting Research, the&nbsp;Network for Business Sustainability), there are many global programmes supporting these efforts, like the United Nations Principles for Responsible Management Education (UN PRME) &nbsp;and Education for Sustainable Development. Not only is embedding sustainability possible, it is an imperative if accountancy and finance professionals wish to future-proof their field and contribute to sustainability transformations.In this article, we highlight examples that can be adapted to different educational settings and illustrate what can be done &nbsp;– not the limit of what should be done – to mainstream the principles expressed in the United Nations’ Sustainable Development Goals and support the development of key competencies for sustainability.There are many accounting practices (and countless textbook exercises) that provide evidence of how to overcome limiting factors or resource bottlenecks – eg, limited labour hours, machine capacity constraints or sales forecast. A simple adaptation would be to replace these limiting factors with a water extraction licence for a brewery, greenhouse gas emissions for a cement factory or soil fertility for a food producer. Same sums, different problem, useful evidence. Or we could look to implement Mark Carney’s proposal in his recent book, Values: Building a Better World for All, that any financial cost produced should be accompanied by a carbon cost, producing meaningful evidence to move a business along its net-zero pathway. A good example of how to teach this is the carbon accounting mini-lecture series produced as part of University of Birmingham’s Carbon Accounting for Net Zero initiative.Three steps to designing online learning that supports a sustainable futureEngaging students in applied research to tackle Sustainable Development GoalsAll Campus’&nbsp;higher education resources to reach the sustainable development goals&nbsp;We can also revisit and reflect on the appropriateness of accounting techniques and valuation theories from the perspective of known sustainability risks. A good place to start could be seminars discussing the best way for oil and gas companies to value their stranded assets and the accompanying stranded liabilities of their bankers or shareholders. Similar risks to value, including known sea level rises, forest fires or flooding, could be integrated into the financial reporting and asset valuation modules taught in these courses. A more adventurous approach would be to extend consideration of these sustainability consequences into more active role-playing sessions or dramatic representations. Anne-Christine Frandsen and Nick Bailey at the University of Birmingham have honed this approach over several years and have produced a highly adaptable dramatisation that gets to the core of the intersections between accounting, responsibility and sustainability.&nbsp;&nbsp;Another way to efficiently embed sustainability into business reporting and assurance education is through an alternative accounting approach. Assign students an organisation or let them choose one and then task them with gathering and assessing publicly available evidence about the organisation from social media, news media and primary data. They’ll use this to conduct critical gap analyses of the organisation before recommending how it might improve the design and content of future sustainability accounts. Central to this activity is a concern with designing new and meaningful accountability mechanisms, rather than solely ensuring compliance with existing standards. This exercise empowers students to become sceptical assurers, forensic accountants, critical researchers, creative report designers and skilled in gap analysis, while also developing a sensitivity to a full range of stakeholders instead of being fixated on shareholders. This approach has been successfully adapted to different teaching contexts, ranging from a single tutorial exercise, a capstone assessment and even the basis for international collaboration. One iteration involved students auditing the sustainability of their university, presenting their accounts to the management and engaging in a discussion of their findings, allowing for mutual learning as well as providing a clear purpose for this work.A final source of inspiration can be found in national and international case study competitions within accounting and relevant disciplines of finance, economics and management. These challenges invite students to write a case or essay to address a predetermined problem. Recent examples include Accounting 4 Sustainability’s case competition inviting students to develop specific solutions to reflect a sound commitment to action on human rights within business and the 8th student writing competition from the UN PRME UK and Ireland. These competitions are relatively straightforward to integrate into accounting and finance programmes and often deliver multiple outcomes in an engaging, purposeful and collaborative activity.From valuation to costing and reporting, sustainability matters and will continue to do so. Given its importance, the approaches outlined above illustrate the continued collective effort across academia and the profession to ensure accounting professionals can effectively and ethically address the risks associated with unsustainability. For educators, it may seem as though there’s limited, if any, spare time to incorporate the teaching of sustainable practices. But if we come together and engage in a collective, not competitive, endeavour, then we can work smarter to embed sustainability. Not acting is not a sustainable strategy.Shona Russell is a senior lecturer in the School of Management at the University of St Andrews. Ian Thomson is a professor at the University of Dundee School of Business.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

There is an imperative for sustainable accountancy education

Finance and accounting educators have a moral obligation to embed the principles of the SDGs into their courses. Thankfully, it’s easier than ever to do, write Shona Russell and Ian Thomson

The climate crisis heralds an imperative for sustainable accountancy practices

Technical innovations alone cannot resolve the climate crisis. Solutions must emerge from grass-roots efforts that address the needs of entire societies.Central to this effort is the representation of women in decision-making processes where policies and actions are crafted and implemented. Despite women comprising half of society, women’s voices and perspectives are often absent from crucial discussions. A case in point is the United Nations Framework Convention on Climate Change’s Conference of Parties (COP) events, where the collective vision for combating climate change is shaped by 197 countries. At COP events in Glasgow, Egypt and the UAE, I have observed that men overwhelmingly dominate the discourse — 74 per cent of plenary attendees at COP26 in 2021 were men.&nbsp;What I learned from COP28:&nbsp;In-person events are still necessarySpotlight collection: a greener future for higher educationA practical approach to tackling eco-anxietyMy observations at these events were sadly unsurprising. Three decades ago, I embarked on my professional journey in international development, during an era focused on “women in development”. My work, which centred on designing and implementing clean cookstoves for rural women in India, was addressing a climate-related issue, but we didn’t realise the significance of this at the time.Today, the disconnect between women’s needs and the solutions offered persists and underscores a fundamental issue: the absence of a gender-focused approach to problem-solving. While the terminology has evolved to encompass broader gender perspectives, gender parity in decision-making roles has not. Alarmingly, the relative position and power of women leaders have deteriorated over the years, exacerbated by their disproportionate exposure to climate change impacts and associated challenges, including gender-based violence and mental health strains. With the clock ticking on the climate emergency, urgent action is imperative.&nbsp;Universities have a pivotal role to play in redressing gender parity in decision-making. They are well placed to foster awareness and develop the capability among students to approach climate science (and the area of sustainability more generally) with gender neutrality. This agenda must be central for our future leaders, no matter what their gender.The way forward, as I see it, is to build capacity among our student population. We need to consider embedding not just relevant support in terms of learning and teaching material within courses but positioning the concept of “inter-generational climate justice” at the core of what is being taught. Inter-generational climate justice is concerned with acting now to meet the needs of future generations. Our students are our future leaders, whom I believe can instinctively drive gender parity in the climate space.By way of approach, my advice follows three basic steps that revolve around co-creation, co-understanding and co-producing solutions via bottom-up rather than top-down thinking.&nbsp;The three steps need to be tailored and embedded around the specific subjects being taught, and the steps are also a good way of introducing the idea of gender neutrality.&nbsp;The first is a process of enquiry to understand the basics from students on their opinions and understanding of gender-nuanced thinking and climate change.The second is initiating conversations and discussions to uncover what they perceive as the challenges and which of these they consider to be important to overcome and break barriers. This could be policy, practice, behavioural change or attitudes.&nbsp;The third step is to co-produce solutions in the context of course and subject matter that can be taken away and put into practice. This could be immediate takeaways in day-to-day activities or carried forward, so that the inspiration and motivation remain as graduates move into their future careers.&nbsp;Ultimately, it is important to effectively communicate and demonstrate the relevance of gender balance in the subject being studied. Critical issues on gender should be integrated across a range of programmes to a point that our students become “gender-just intrinsic thinkers” in tackling climate change.My experiences at events such as COP underscore the necessity for societal transformations that are both climate-smart and climate-just, with women’s leadership playing a central role. Achieving gender balance goes beyond mere representation; it necessitates a profound shift towards gender-sensitive decision-making processes. This entails prioritising training and awareness initiatives, particularly among the younger generation – our future leaders – who will shape the discourse in the coming decades.As an educator and advocate for climate justice, I am privileged to influence change through learning at Glasgow Caledonian University (GCU). By sharing insights gleaned from my experiences across 16 countries, I contribute to fostering a climate-conscious mindset and empowering future leaders to drive meaningful change. It aligns with GCU’s commitment to climate justice and the common good, embodying the imperative for collective action in addressing the climate crisis.&nbsp;Tahseen Jafry is director of the Mary Robinson Centre for Climate Justice in the department of civil engineering and environmental management at Glasgow Caledonian University.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus&nbsp;newsletter.

Empowering women leaders in climate action

Achieving gender balance goes beyond mere representation, writes Tahseen Jafry. Tackling the climate crisis necessitates a profound shift among the next generation of leaders towards gender-sensitive decision-making processes

Empowering women leaders in fighting climate change: a call to action 

During a recent online seminar seeking to help practitioners prepare for sustainability reporting, comments such as this appeared in the chat: “What has this got to do with accountants? It is political virtue signalling and a huge burden on business…this is a job creation scheme for accountants which, in my view, is completely unethical.”There was also this: “…politicians can keep their busy-bodies out of private enterprise as far as I&nbsp;am concerned.”It’s impossible to know if the contributors are climate change deniers or believe business has no role to play in sustainability. Perhaps they fear that their knowledge, skills and experiences are outdated. Regardless, such comments indicate the challenge facing politicians, regulators, professional bodies and educators tackling sustainability reporting and assurance. The greatest obstacles are not frameworks, regulations or disclosures. It’s hearts and minds that place accounting educators in a crucial position, at least for our future accountants and leaders.Sustainability represents humanity’s biggest and most complex challenge since mass industrialisation. Every aspect of society worldwide is affected: environment, politics, economy, communities, jobs and lifestyles.There’s an overwhelming body of accounting regulations and resources. Which regulations will apply to which entities or by when is also unclear. So the challenge for accounting educators is significant, important, urgent and unclear. Previous knowledge, skills and experience are insufficient. If you are not alarmed, you’ve not been paying attention.Where to start with sustainability accountingThe first step is to accept that sustainability accounting is coming, whether you’re ready or not. Businesses are grappling with its challenges. It’s already part of the reporting landscape, and its importance will likely only increase. Very soon, every qualified accountant will need sustainability accounting competencies. If our students are to be “future-fit”, they’ll require a sustainability mindset. So will educators.But where do you start? Our attention spans have limits, and there’s an overabundance of information. It’s no surprise if you feel unsure, hesitant and overwhelmed. But there’s no need to panic. You won’t become an expert overnight, and nobody expects you to.The fundamentals of sustainability accounting are not complicated. It focuses on resource use, emphasising continued availability for current and future generations. This simple approach emphasises that resources are limited like an entity’s cash. Sustainability affects all businesses and not just energy-intensive or extractive industries.Consider the way we teach accounting for inventories. Traditionally, we may have encouraged our students to think that accounting for inventory starts when materials are purchased. A sustainability mindset expands the focus and seeks to capture elements that financial accounting cannot. We can provoke questions about where inventories are sourced from and where they end up.Resource collection: How universities can work towards the SDGsTeaching business students how to prepare sustainability reports for SMEsIn-person events are still necessaryFor example, the fashion industry faces several sustainability and ethical challenges related to inventory:Many synthetic fabrics don’t biodegrade, aren’t easy to recycle, and release microplastics and greenhouse gases during manufacturing and decompositionNatural materials, such as cotton, use significant amounts of water and pesticides. Silk is woven by silkworms that are mostly boiled or gassed alive inside their cocoonsLeather production processes also concern animal welfare and require harmful chemicals and energy use.These are just a few of the issues relating to the materials. There are also ethical concerns related to animal welfare, working conditions, modern slavery, shipping and transport and the impacts of fast fashion.Here are some examples related to the electronics industry:The manufacturing process demands rare earth elements, aluminium and lithium, and creates pollution and water contaminationShort lifespans lead to increased electronic waste, affecting emissions and landfills, exacerbated by poor resource recycling and recovery ratesSending and storing data requires electricity to power cooling systems and servers.Sustainability Accounting and Accountability by Matias Laine, Helen Tregidga and Jeffrey Unerman explains sustainability concepts brilliantly and establishes relevant connections within an accounting context.Discussions such as those outlined above provide an opportunity to explore externalities, an important concept in sustainability accounting, and not a common consideration within conventional accounting. Externalities are impacts arising from the activities of an entity that are borne by others. We recommend Corporate Reporting and Accounting for Externalities by Jeffrey Unerman, Jan Bebbington and Brendan O’Dwyer for a clear and insightful discussion about them.Emissions are a good example. We have compelling scientific evidence that, as a result of human activity, greenhouse gas emissions are a leading cause of a warming climate. The Intergovernmental Panel on Climate Change (IPCC) expects “widespread adverse impacts related to losses and damages to nature and people”.Accounting for externalities is one way to highlight the connection between businesses and climate responsibilities. Increasingly, it’s an area that some businesses are embracing. Puma is a multinational sportswear manufacturer that publishes an environmental profit and loss account that measures and quantifies its environmental impact. It’s an excellent example to use with students as it presents useful information but acknowledges that the methodology is imperfect.An activity to try with your studentsThe discussion about inventory above might be a useful primer for students to explore an entity’s considerations when acquiring a noncurrent asset, say, a piece of manufacturing equipment. You might ask them to consider the purchase with a traditional accounting lens. For example, the costs of acquisition, installation, expected useful economic life and residual value.Then add a layer using a sustainability lens. We have found that students are keen to engage in this type of discussion, raising insightful and intelligent observations. Discussion points might include:Estimated emissions from producing the assetProjected emissions from using the assetWill the equipment produce sustainable products?Do operators require training (health, safety, product cycle) that will improve the asset’s sustainability (emissions and useful economic life)?Will maintenance of the asset use sustainable resources?Can the asset be rectified, modified or enhanced or upgraded to prolong its life?What happens to any waste produced by using the asset?What are the environmental aspects of disposal? Can the equipment be repurposed?What are the trade-offs between sustainability and economic factors?The answers are harder to provide than the questions, but that’s true for the sustainability landscape more generally. The available datasets for sustainability reporting are hard to identify, immature and often outside an entity’s direct control. It’s fair to say that sustainability reporting is vague and still being created. We can expect radical changes over the next few years. It might be hard to keep up, but developing a sustainability mindset for yourself and your students seems like a good place to start.Sulaiman Aliyu and Toby York are senior lecturers at Middlesex University Business School.If you would like advice and insight from academics and university staff delivered direct to your inbox each week, sign up for the Campus newsletter.

Sustainability accounting is coming: here’s how to navigate

We can expect radical changes in sustainability accounting over the next few years. Developing a sustainability mindset for yourself and your students seems like a good place to start, write Sulaiman Aliyu and Toby York

Sustainability accounting is coming: here’s how to navigate it

At the heart of the Empty Bowls Project lies a potent symbol of the hunger that afflicts individuals, families and communities worldwide. The handmade bowls that diners choose and use at this public event serve as tangible reminders of the need to address food insecurity and poverty and highlight our shared responsibility to help fill the plates of those in need.

In the fall of 2011, my students and I accepted the challenge to address food insecurity through a service-learning ceramics course. For the past 13 years, design students at Virginia Tech (VT) have worked to design and produce soup bowls in partnership with local organisations to raise awareness and financial support for feeding the hungry.&nbsp;

As part of this project, the students craft the bowls, of course, but they are also empowered to be actively engaged in all details of the event itself, in essence co-creating their own learning experience. For example, they source soup recipes from relatives or friends, prepare the food for the community dinner, think about what bowl shapes are best for the soup, advertise the event, design and screen-print T-shirts, and run the day-of activities. People come back year after year to participate in the meal. Students see first-hand the tangible impact on the local area and how their commitment improves the community’s well-being. 

Linking learning to community service and engagement

The phrase “service learning” is used on the VT campus to ensure that community outreach is part of course learning outcomes. Many of our service-learning projects are about improving health and wellness in Virginia. Bringing together community engagement and the eradication of food insecurity, in this case, demonstrates the capacity of our design students to address a vexing problem here and abroad and how design can empower people and their communities. 


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	It’s crucial for universities to bridge the ‘town and gown’ divide


During the course, students choose a ceramics-making method that they will use over and over to create pinch- or slab-formed bowls using sheets of clay or bowls thrown on a wheel or made through moulds. As part of the process, they learn the fundamentals of industrial design, where objects must be replicable and the production scalable. 

At the end, we have hundreds of vessels for the local Empty Bowls project. Empty Bowls is a national grass-roots movement of artists and crafters who host community meals, donate their art and raise money to combat food insecurity. 

Community service is one of the four pillars of the department of design. When our students leave our university, they will have experienced some form of community engagement. I believe that most VT students who graduate feel empowered by design and engaged as activists towards a healthy, happy future for their communities and themselves. Bright students can apply their critical-thinking and advanced making skills and their specialties in design where they live. 

Universities’ responsibilities to their local area

As a land-grant university, we at VT have a responsibility not only to give back to our community but also to instil in students a commitment to civic involvement and community leadership. Food insecurity in Virginia is a result of economic disparities, geographical challenges, and social and systemic factors, and hunger perpetuates cycles of poverty and contributes to health disparities.

The act of serving food to others is deeply rooted in cultural, social and emotional contexts; it fosters connections&nbsp;and&nbsp;nurtures relationships. Design in food service is not just about crafting functional&nbsp;serving vessels but also about fusing aesthetics, sustainability and cultural expression into a nourishing event that can be memorable for all who share the table. Discussing rituals for eating with emerging adults is joyful and illuminating, as they are often navigating personal accountability for their own food intake. 

Through the Empty Bowls project, ceramic design students have raised more than $20,000 (£16,000) for Micah’s Backpack, a community programme that provides food assistance to area children. For the past four years, we have partnered with Plenty!, a farm and food bank in Floyd County, Virginia, boosting fundraising fourfold through collaboration with Tour de Dirt, a public bike ride in the Blue Ridge Mountains.

Service-learning projects create meaningful and authentic connections between students and the community. VT has a formal programme for finding and expanding community outreach programmes – through VT Engage – and this is a model that other institutions can also adapt. I like to send my students off to internships, but I also like to use the resources we have on campus to better the community because a lot of our graduates will stay in Virginia. I think people need entry-level opportunities to become mindful citizens. If we are successful, through this project, our students learn that if we each give a little, the greater community benefits exponentially. 

Martha Sullivan is department chair and associate professor of practice in the industrial design programme in the School of Design at Virginia Tech. She received the School of Architecture + Design outreach award and an excellence in teaching award in 2022.

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Fostering student co-creation to give back to the community

Engaging in local civic projects offers students meaningful learning opportunities, fosters co-creation and supports the community at large. Here, Martha Sullivan outlines the benefits based on working with the Empty Bowls project

The United Nations Conference of the Parties (COP) events have been criticised for the carbon emissions created when thousands of delegates take long-haul flights to get there. Some claim that Zoom meetings would be preferable. I worried about this myself and gave several virtual talks at COP27.However, my first in-person attendance, at COP28 in Dubai, has convinced me of the value of meeting physically. Everyone I met was in the climate game and had useful insights to share, enabling me to cross-check points made by others to see which ideas stood up to scrutiny.COPs attract international media attention as member states gather to agree policies associated with climate change. COP28, which was held over two weeks in November and December, had a record 84,000 attendees, including leading scientists, journalists and members of the public. It’s a key annual event in which the higher education sector has a clear role to play.Spotlight collection: a greener future for higher educationA practical approach to tackling eco-anxietyTHE podcast: universities aren’t too small to lead the climate crisis fightHere are strategies I have learned to maximise the benefits that in-person events can bring for individual researchers and HE.Make the most of incidental networking opportunitiesWe are all, rightly, under pressure to integrate the UN’s sustainable development goals into our teaching. In my view, the most pressing of these relate to the need to rapidly reduce greenhouse gas emissions before we pass tipping points that we can’t come back from.However, to do this well, we need to stay up to date with the latest climate solutions. Many ideas that sound great in practice solve one problem by creating another. Some won’t work or will only work with trial and error and huge investment. But we must find a way to sort the wheat from the chaff.I’ve learned the necessity of this from experience. I’ve been running a sustainable hairdressing project for more than a decade and initially thought sustainable palm oil was a green alternative. It isn’t, and thinking it is matters when around half of the products sold in supermarkets contain palm oil. The green solution is using less – shampooing less often, supplementing with&nbsp;dry shampoo and using options such as leave-in conditioner. This reduces the carbon footprint of haircare by several thousand per cent, because most of the carbon footprint of hair care is in the energy used to heat hot water. Less resource-intensive hair-care routines are also better for the hair and skin, less time-consuming and save money. It’s a great example of how using less increases rather than decreases our quality of life.But this is not a message you will get from businesses that profit from unnecessary consumption. I had no sooner voiced the question of how to address the issue of marketing than the person sitting next to me on the metro home had a solution. His proposal was to charge a dollar for every dollar spent on advertising. The money goes into a central fund to be distributed to carbon dioxide removal projects. I loved it! I’d spent time throughout 2023, checking out the UN website, contacting the names of coordinators of the various pavilions at COP to see where I could usefully contribute, but I got just as much from these kinds of unplanned encounters by simply talking to the person next to me.Use speaking invitations to form or reinforce connectionsI did a joint talk with a fellow climate fiction writer, engineer Steve Wallis, who has turned to writing novels to share details of projects that would make a difference, as well as a form of therapy for himself. I had worked with him on an anthology for COP27 called No More Fairy Tales: Stories to Save our Planet. Our discussions led to development of a new novel, Fairhaven, with which we aim to present a vision of a workable future through the story of a young Malaysian engineer who works on a huge climate adaptation and mitigation project. Steve sees it as a blueprint for action for low-lying lands such as Penang.Seek out like-minded scholarsAlso at COP28, I bonded with a couple who ran the “extreme hangout zone” over our shared desire to engage wider audiences in climate action. They liked my Green Stories Project, and I loved their approach, which was to engage sports celebrities in spreading the climate message. I’m based at the University of Southampton, UK, and we have celebrity football players. We discussed hosting an extreme hangout where a local football player would bring in the crowds with a talk on what young people can do about the climate crisis. The advice here is to introduce yourself. People are there to network, learn and share. If they’re there, they’re almost certainly keen to talk about why. Despite the shared theme of climate, there was a clear division between those who thought we could continue with business as usual and those who didn’t. It’s easy to find those on your wavelength, but often you can learn just as much from those who aren’t.How to turn in-person events into successful engagementThis is what COP28 offers – a chance to form alliances, learn from each other and share ideas for action. It is an invaluable forum for meeting kindred spirits, bouncing ideas around and forming collaborative partnerships.Take with you an open mind and eagerness to learn, and if you get tired, just sit on a bench and talk to the person next to you. The chances are that either you or they will learn something useful.Denise Baden is a professor of sustainable business in the Southampton Business School and lead on the Green Stories Project at the University of Southampton.If you would like advice and insight from academics and university staff delivered direct to your inbox each week,&nbsp;sign up for the Campus newsletter.

How to make the most of international in-person events

Should academics be travelling to events that could be done virtually? Drawing on her experiences at COP28, Denise Baden shares tips on how to make the most of these events – and why a chance to form alliances, learn from each other and share ideas for action make it worth being present

In-person events are still necessary

It was the student voice that provided the impetus for the initial scoping of a £6.45 million decarbonisation project at the Royal Northern College of Music (RNCM). The conservatoire’s climate action group approached members of the executive team to ask the institution to declare a climate emergency – and we could not in all conscience do so without being able to say we were doing all we could to address it on an institutional level. 

So, the inciting relationship for the programme was the one between the RNCM and its students. Then, other robust partnerships were essential in delivering this ambitious work while keeping the institution fully open and accessible to students 18 hours per day, seven days per week. 


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The result was that in 2021-22, through the Greater Manchester Combined Authority (GMCA) public sector decarbonisation scheme (and funded by Salix), the RNCM delivered a programme of works to decarbonise our building and radically reduce our carbon impact via the delivery of a full building retrofit, which was to include: 


	full roof replacement and cavity wall insulation to improve thermal efficiency
	a new building energy management system
	four-pipe hybrid air source heat pump solution
	high-efficiency replacement chiller
	replacement pumps and motors
	solar photovoltaics
	smart metering 
	significant upgrades to electrical infrastructure
	replacement transformer and 
	1 megawatt of battery storage. 


Build partnerships that tie funding to delivery

The process of securing significant programme funding from Salix was complex, for which a strong, joined-up partnership was critical to its success; going it alone was not an option. In particular, clearly defined links with GMCA’s low-carbon team were essential in providing guarantees to Salix that we could demonstrate strong feasibility and meet tight deadlines, as well as a clear idea of what the carbon outcomes related to their funding would be at a subregional level. 

At a time when other programme partners were forced to return money to Salix as their projects proved undeliverable, the RNCM’s ability to react quickly to additional opportunities helped us to demonstrate that we were able to spend their money considerately and effectively. 

Move quickly, keep an open mind, think critically

Once funding was secured from Salix, the deadline imposed by the scheme meant that we had to mobilise the project team and associated contractors very quickly. The creation of a cohesive, open-minded project team (see Additional Links) was crucial to the project’s development and delivery. The team fostered a critical-thinking culture where nothing was off the table and “no ideas are stupid”, necessitated by the need to deliver an ambitious and complex programme of works in a live academic facility. 

Detailed programming between the RNCM and its contractors was required to keep activity to a schedule that minimised disruption and noise within a live music-teaching environment. The project team used granular detail of what learning, teaching and performing activity was booked, where and when, resulting in an unconventional delivery pattern that included extensive out-of-hours and overnight work. 

Use measurable success to catalyse change

The success of the project partnership is evident in the delivery of the works and the results: the works will save an estimated 389 tonnes of carbon annually, lowering our on-site gas usage by 41 per cent. Current data shows in-year kWh savings for on-site gas use have already exceeded 50 per cent. 

The RNCM has retained the same project team for its next major capital project, to redevelop our library, again with the aim of securing Salix funding. Salix is increasingly looking for evidence-based research and evaluation in funding proposals; the experience and track record of delivery of the RNCM’s robust partnership places us in a strong position to maintain this funding relationship. 

The project has been a catalyst for change across the RNCM:


	By listening to the student voice at all levels of the institution, up to the principal, we put into action a cohesive programme that produced demonstrable results and led to the RNCM declaring a climate emergency as requested by our students. 
	The conservatoire’s board and finance committee are fully aware of the needs, opportunities and benefits of decarbonisation and other sustainability programmes, which is reflected in a new performance and programme theme for 2023-24, The Future Is Green. 


Finally, we hope to use networks and partnerships to inform the wider higher education sector’s activity addressing the climate emergency. As chair of Conservatoires UK, RNCM principal Linda Merrick has presided over the establishment of a new environmental forum to develop and share best practice across the sector, and we hope other conservatoires and HE institutions can learn from our experience. The approaches we have taken, through the partnerships we have developed, are replicable by other institutions, whatever sector they operate in.

Dominic Wood is head of environment and facilities at the Royal Northern College of Music.

The Royal Northern College of Music decarbonisation scheme has been shortlisted for Outstanding Contribution to Environmental Leadership in the Times Higher Education Awards 2023&nbsp;#THEAwards. Click here for a full list of shortlisted candidates. 

Academics and university leaders from across the UK and Ireland will come together on 6-7 December at&nbsp;THE&nbsp;Campus Live UK&amp;IE&nbsp;to talk about institutional strategies, teaching and learning, the student experience and more.&nbsp;Join us&nbsp;for this two-day event in Liverpool.

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From listening to the student voice to creating joined-up partnerships, success on major capital works depends on teamwork. Here, Dominic Wood outlines key elements to ensure project delivery and reap long-term benefits

Using partnerships to establish and build on project success

How can universities contribute to achieving the 17 UN Sustainable Development Goals? From research to mitigate the climate crisis to teaching through an SDG lens, academics share strategies

Sustainable Development Goals

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