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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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1. Aufsatz in Zeitschrift
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Hauptsachtitel:
The need for inclusion of environmental education in undergraduate engineering curricula.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
4
Z-Heftnummer/-bez.:
2
Erscheinungsjahr:
Seite (von-bis):
126-137
Kurzinfo:
Environmental degradation is a global concern and an increasing one. Increasing population pressures, escalating consumption patterns and rapid industrial development are key contributors to this degradation. There is a growing recognition that sustainable development policies, plans and actions have a better chance of being implemented when they are supported by an educated, informed public. The objective of this paper is to highlight the need for the inclusion of environmental education into the curricula of engineering studies in order to raise environmental awareness at an early stage in their careers. The main aim of such environmental education is to provide engineers with the background to environmental issues such that they develop solutions that take into account the needs of the natural environment and which seek to minimise any negative impact.
Original-Quelle (URL):
DOI:
10.1108/14676370310467140
Datum des Zugriffs:
12.01.2016
2. Aufsatz in Zeitschrift
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Hauptsachtitel:
Applying the ESD approach in textile and apparel education.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
20
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
75-90
Kurzinfo:
Abstract
Purpose – The purpose of this study was to provide more information about the effectiveness of the Education for Sustainable Development (ESD) approach in textiles and apparel by applying it to a semesterlong sustainability course.
Design/methodology/approach – A University-level course was re-designed using the ESD concepts. The course was taught from a consumer viewpoint using the product lifecycle as a focus, so the information was applicable to students′ lives and multiple consumer products. Quantitative results of a pre- and post-test taken by students measured changes in knowledge, attitudes and behavior related to sustainability. Qualitative data from open-ended questions collected student feedback on instructional strategies.
Findings – A significant change in knowledge and attitudes were observed on the post-test. Students
perceived assignments that required critical thinking, research and related to their lives as the most beneficial.
Practical implications – The ESD approach changed student knowledge and attitudes to be more
sustainable. Assignments that included real world examples had the most impact on pro-environmental
attitudes and support the use of a student-centered pedagogy.
Originality/value – This study is based on a semester-long sustainability course designed with ESD,
while many existing studies are based on a single intervention or lesson. The results of this study add to the
body of ESD literature in the textile and apparel area and are applicable to other disciplines.
Original-Quelle (URL):
Datum des Zugriffs:
20.07.2020
3. Aufsatz in Zeitschrift
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Hauptsachtitel:
Rethinking the Talloires Declaration.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
14
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
56-70
Kurzinfo:
Purpose
– The purpose of this article is to critique constructively and complement the Talloires Declaration with a focus on social and cultural elements that shape action. These elements are important to achieving the needed response to the environmental issues that the Talloires Declaration highlights. While the Talloires Declaration has been significant and successful in a number of ways, it does not make clearly visible the social conditioning that – beyond information and knowledge about issues – has such a determining influence on action and environmental literacy.

Design/methodology/approach
– In this article the action and change the Talloires Declaration seeks to achieve is considered against a backdrop of selected social theory and education for sustainability literature. This literature provides insights on the social change that is part of bringing about environmental improvement.

Findings
– Patterns of thinking and acting that determine whether action on the environment is taken, an important aspect of environmental literacy, are on the whole determined intersubjectively and reside in perspectives and orientations that are largely tacit. Guidance to university staff to achieve the aims of the Talloires Declaration should keep in focus the need for transformation of social and cultural conditioning and entrenched, unquestioned perspectives and ways of being that strongly influence student and staff action. Staff committed to sustainability will want to consider modes through which such transformation can be fostered.

Originality/value
– For those concerned with the Talloires Declaration, this article offers considerations important in orienting universities' responses to urgent environmental issues. Few articles have proposed that this foundational document for university commitments to sustainability needs to be rethought with the benefit of passing time and in view of a wider, and largely subsequent, literature.
Original-Quelle (URL):
DOI:
10.1108/14676371311288958
Datum des Zugriffs:
14.12.2015
4. Aufsatz in Zeitschrift
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Hauptsachtitel:
Putting sustainable campuses into force.
Untertitel/Zusätze:
Empowering students, staff and academics by the self-efficacy Green Office Model.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Heftnummer/-bez.:
3
Themenschwerpunkt:
Sustainability in Campuses
Erscheinungsjahr:
Seite (von-bis):
470-481
Kurzinfo:
Abstract

Purpose
The lack of change structures can be seen as an important reason why sustainability continuesto suffer a niche existence in most higher education organisations. This is a problem because universities canleverage their teaching, research and operations to advance solutions to climate change, hunger and otherSustainable Development Goals. The purpose of this study is to highlight the vital importance of self-efficacyapproaches, in particular the Green Office (GO) Model that aims to strengthen collaboration among allmembers of higher education communities and provides inspiration for what a sustainability office oncampus might look like.

Design/methodology/approach
The research presented follows a two-step methodology. First, thepeculiarities and commonalities of already existing GOs were analysed to better understand drivers andbarriers for their institutionalisation. Building on this, a peer-to-peer digital training programme wasdeveloped and tested, aiming to provide students, staff and academics with knowledge and skills to establishmore sustainability offices and improve the work of existing ones.

Findings
Research revealed three main obstacles for the dissemination of the GO model: lack ofadaptation of international experiences to other university contexts, missing educational offers and a limitedscope of public relations. Thefindings adduce proof that GO provides a replicable model that can be bothadapted to different university contexts and scaled internationally.

Research limitations/implications
This research has been limited by the availability and ability toprocure information from the sampled universities′actors beyond the close GO community.

Originality/value
This case study presents an original research and development undertaking that wasrealised in a unique collaboration between a non-profit, student-initiated social business and an academicinstitution.
Original-Quelle (URL):
DOI:
10.1108/IJSHE-02-2019-0072
Datum des Zugriffs:
03.06.2019
5. Aufsatz in Zeitschrift
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Hauptsachtitel:
Transferability of approaches to sustainable development at universities as a challenge.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
8
Z-Heftnummer/-bez.:
4
Themenschwerpunkt:
Special Issue: ″Sustainable University″ – holistic approach
Erscheinungsjahr:
Seite (von-bis):
385-402
Kurzinfo:
Purpose
– The purpose of this paper is to outline the particular character of the research and development project ″Sustainable University – Sustainable development in the Context of University Remits″ which lies both in its integrative perspective on universities and the attempt to transfer its findings onto other higher education institutions.

Design/methodology/approach
– The paper describes the testing and further development of transdisciplinary research methods (transformative approach, scenario development) for the purpose of both exploring and testing potentials/capabilities for sustainable development of a single institution (case study: University of Lüneburg, Germany) against the backdrop of sustainability concept; and making this kind of development transferable to other universities. The paper offers additional reinforcement of strategic scope/effectiveness by means of reference to findings of higher education research (e.g. relevance of neo-institutionalism)

Findings
– There is empirical evidence for successful development of transdisciplinary techniques for sustainability in higher education domains (among others management, research, and teaching – cf. other contributions of this issue). Further, dissemination of the ″Lüneburg Approach″ by establishing an intermediate level of collaboration between sustainability activists within universities and in higher education policy and administration (e.g. constitution of working groups in northern Germany and at the federal level)

Research limitations/implications
– There is a need for enhancing research tools for transdisciplinary sustainability science; deliberating on international transferability (current focus: (solely) German academia)

Practical implication
– A systemic approach is indispensable: instead of focusing upon isolated sustainability fields of action″ (management, research, teaching, etc.), all-embracing advancement to encompass their strategic relationships and thus synergies.

Originality/value
– The paper provides a holistic view of academic organisations addressing the issue of how universities are to be proactive in advancing sustainable development.
Original-Quelle (URL):
DOI:
10.1108/14676370710823564
Datum des Zugriffs:
07.01.2016
6. Aufsatz in Zeitschrift
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Hauptsachtitel:
Introducing sustainability to interior design students through industry collaboration.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
15
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
84-97
Kurzinfo:
Purpose
– The purpose of this study was to introduce a sustainability course to interior design students and explore how working with industry could address challenges with integrating sustainability education into and ensuring student motivation in non-studio courses.

Design/methodology/approach
– This is a case study presenting qualitative evaluation from the 15-week ″IAED 342 Sustainable Design for Interiors″ course with a sample of 98 third-year interior architecture students at Bilkent University, Turkey.

Findings
– The findings were analyzed from the perspectives of two processes learning and working with industry. The results revealed that an active learning environment and industry collaboration positively influenced students' awareness of sustainable design, increased their ability to integrate sustainability knowledge to design studio projects and improved academic outcomes.

Originality/value
– This study is a unique effort by the Department of Interior Architecture and Environmental Design at Bilkent University by being the first to introduce a sustainability course and create a responsive and social learning environment through industry collaboration. The results of the study highlighted that better outcomes are achieved by working directly with industry than by performing theoretical exercises.
Original-Quelle (URL):
DOI:
10.1108/IJSHE-01-2013-0002
Datum des Zugriffs:
10.12.2015
7. Aufsatz in Zeitschrift
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Hauptsachtitel:
A grid approach to managing sustainability: evidence from a multiple Italian case study.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
17
Z-Heftnummer/-bez.:
6
Erscheinungsjahr:
Seite (von-bis):
875 - 894
Kurzinfo:
Purpose
The purpose of this paper is to explore the coherence between sustainability conceptualization (the ″what″) and its implementation (the ″how″) in terms of implemented actions and stakeholders′ interactions. The paper proposes a grid approach for the simultaneous evaluation of sustainability conceptualization and implementation.

Design/methodology/approach
This research is based on a multiple case study conducted in ten Italian Universities. In-depth interviews with general directors and administrative staff responsible for sustainable activities have been conducted together with documents and websites analysis.

Findings
The coherence between sustainability conceptualization and its implementation showed heterogeneity of practice. Results propose a grid approach, which highlights six different approaches to explain the connection between the ″what″ and the ″how″ of sustainability.

Research limitations/implications
The research is focused on Italian universities and may have overlooked approaches to campus sustainability specific of other countries.

Practical implications
Understanding the coherence between the ″what″ and the ″how″ of sustainability can provide university managers with a practical tool of analysis when approaching and evaluating the sustainable campus.

Originality/value
While higher education scholars are widely exploring the conceptualization of a sustainable campus and its implementation, little is known about the coherence between these two realms, despite their importance to facilitate the transition of sustainability vision into real practice. This study contributes to this area by proposing a grid approach to evaluate the coherence between sustainability conceptualization and implementation.
Original-Quelle (URL):
DOI:
10.1108/IJSHE-11-2014-0160
Datum des Zugriffs:
14.02.2018
8. Aufsatz in Zeitschrift
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Hauptsachtitel:
Reflections on interdisciplinary sustainability research with undergraduate students.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
16
Z-Heftnummer/-bez.:
3
Erscheinungsjahr:
Seite (von-bis):
354-366
Kurzinfo:
Purpose
– The purpose of the article was to convey experiences with pioneering interdisciplinary sustainability research by involving undergraduate students. Experiences with initiating and conducting multiple research projects spanning engineering and sustainability are described, and recommendations for programs and faculty in other institutions of higher education that plan to implement or support similar endeavors are discussed.

Design/methodology/approach
– The article and presented conclusions are based on three separate research projects, where specific examples as to how those projects were developed as well as challenges and rewards faced during the project are described.

Findings
– It is concluded that faculty should not refrain from working with students from different backgrounds and disciplines. Bringing different backgrounds and perspectives to a project enables a big picture view of problems at hand and leads to better solutions that are more in line with the three pillars of sustainability, while at the same time providing valuable hands-on experience to undergraduate students.

Originality/value
– By its very definition, sustainability is an interdisciplinary field and, thus, requires novel approaches for education and research compared to other settled fields of science. A viable way to increase the role of sustainability in higher education is to foster interdisciplinary research and teaching. The institutions role in promoting such efforts has been discussed together with example strategies that were found to be successful as well as those that were not. The article presents results of potential successes in projects where the traditional disciplinary bounds have been breached, and an interdisciplinary approach has been used to achieve project goals. The article also gives examples on what types of sustainability research can be conducted with undergraduate students.
Original-Quelle (URL):
DOI:
10.1108/IJSHE-11-2013-0153
Datum des Zugriffs:
11.04.2018
9. Aufsatz in Zeitschrift
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Hauptsachtitel:
A collaborative programme in sustainability and social responsibility
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
17
Z-Heftnummer/-bez.:
5
Erscheinungsjahr:
Seite (von-bis):
719-736
Kurzinfo:
Purpose
The purpose of this paper is to collect methodological strategies used in the training of future teachers to develop competences in sustainability and social responsibility (SSR). The proposal in this paper is to show how students learn and develop competences by performing practical activities and through a collaborative experience, conducted in a real-life context in the university campus.

Design/methodology/approach
This paper collects together a selection of competences and sub-competences in SSR, together with the methodological scenarios that allowed their implementation. The results in the acquisition of competences, as well as the efficiency of the methodological strategies employed, were obtained from the qualitative analysis of student questionnaires and of their final academic results.

Findings
Changing the teaching methods to include collaborative methodological strategies facilitates the acquisition of SSR competences.

Research limitations/implications
A methodological limitation of this study is the fact that it has taken place in one academic year. The authors realize that to provide evidence of a profound behavioural change (which goes beyond the improvement of a habit), there is a need to carry out a longer study, which is complex when working with final year students. The authors are suggesting that the University carry out prolonged studies on the implementation and assessment of competences in SSR in the University and afterwards in the work place.

Practical implications
At the start of the course year, a problem was identified, namely, that future teachers lacked sustainable habit patterns. This was turned into a learning opportunity that led to a collaborative SSR programme on the campus.

Social implications
Creating varied practical methodological scenarios has contributed to the development of SSR competences by the pupils. Students have questioned their lifestyles and have modified their consumption habits. Additionally, doing a transdisciplinary collaborative programme in our own campus has played a part in changing our organization for the better and has facilitated combining research and teaching.

Originality/value
This paper helps clarify how SSR competences can be developed in a local, real-life context.
Original-Quelle (URL):
DOI:
10.1108/IJSHE-07-2016-0134
Datum des Zugriffs:
12.02.2018
10. Aufsatz in Zeitschrift
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Hauptsachtitel:
Implementing the sustainable development goals at University level
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
19
Z-Heftnummer/-bez.:
3
Erscheinungsjahr:
Seite (von-bis):
.473-497
Kurzinfo:
Purpose
The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum.

Design/methodology/approach
To explore the principles linked with the sustainable development goals (SDGs) and the learning and teaching practices in sustainability at the International University of Catalonia (Universitat Internacional de Catalunya, UIC, in Catalan), an empirical study was carried out by using a mixed methodology for data collection. Indicators related to SDGs found in the University curriculum (quantitative analysis) were measured using Excel, combined with in-depth semi-structured interviews to the deans of different faculties (qualitative study), which were analysed using Atlas.ti.

Findings
Several visions, difficulties and challenges were identified in this mixed-method study around the concept of sustainability, which allowed the authors to describe and portray a specific starting position in relation to the SDGs at the UIC.

Research limitations/implications
The presence of dimensions linked to the SDGs in the University curriculum were analysed by means of a quantitative study. However, global competences related to education for sustainable development were not studied.

Practical implications
Special emphasis was given to the challenges and opportunities for training future graduates and the whole University community in SD.

Originality/value
This paper shows a methodological exploration of the principles related to the SDGs and the learning and teaching practices in sustainability in higher education.
Original-Quelle (URL):
DOI:
10.1108/IJSHE-05-2017-0069
Datum des Zugriffs:
02.03.2018
11. Aufsatz in Zeitschrift
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Hauptsachtitel:
Education for sustainable development at Chemnitz University of Technology.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
22
Z-Heftnummer/-bez.:
Latest articles
Erscheinungsjahr:
Seite (von-bis):
1-21
Kurzinfo:
Abstract
Purpose – This paper aims to examine the current state of education for sustainable development (ESD) at Chemnitz University of Technology (CUT) and to propose a guide for analysing sustainability at higher education institutions (HEI) in terms of implementation of the sustainable development goals (SDGs) and sustainability dimensions in the cognitive domain of education.

Design/methodology/approach – This paper uses a new combination of two frameworks, the ″Phase Model of Sustainability in MBA (Master of Business Administration) Education″, developed by Hart et al. (2017), to classify sustainability-focused topics and United Nations Educational, Scientific and Cultural Organization′s (UNESCO′s) learning objectives for ESD (UNESCO, 2017) to classify sustainability-related topics. This paper analysed CUT′s study programs and faculties, the websites of the study programs and the (junior) professorships, using documentary analysis with a new set of keywords relating to the topic of incorporating sustainability in curricula.

Findings – The faculties and study programs of CUT are at different stages of integrating ESD. However, topics such as sustainable energy and production, recycling, sustainable management and innovation are prominent in the educational offerings of CUT. As the university is a technical university, the focus on these topics reflects the general direction of the organisation. Based on this study results, this study gives recommendations for further development for ESD at CUT.

Originality/value – This paper presents the case of CUT and a new guide for analysing sustainability at HEI, including recommendations for further development in relation to ESD. (Accepted 25 October 2021)
Original-Quelle (URL):
DOI:
10.1108/IJSHE-02-2021-0078
Datum des Zugriffs:
13.12.2021
12. Aufsatz in Zeitschrift
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Hauptsachtitel:
Do sustainability projects stimulate organizational learning in universities?
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
8
Z-Heftnummer/-bez.:
4
Themenschwerpunkt:
Special Issue: ″Sustainable University″ – holistic approach
Erscheinungsjahr:
Seite (von-bis):
403-415
Kurzinfo:
Purpose
– The purpose of this paper is to analyze the preparation of a sustainability report and a large-scale energy-saving campaign with regards to their role for organizational learning (OL). Similar processes indicating OL were observed during the implementation of both projects. Along the lines of a theoretical framework of OL these processes will be discussed. Potential of institutional transformation regarding sustainable development is indicated.

Design/methodology/approach
– Following calls for ″unified theory″ on OL which can be used for empirical research, an integrative perspective has been proposed. Based on this perspective, two projects are discussed with respect to five dimensions in the process of OL: actors and media as communicative characteristics and triggers, factors as well as results as information processing characteristics.

Findings
– The results show the driving role of making data available to the public (transparency as incentive for organizational change) and the need to change structures for cross-linking information. Furthermore, benefits of creating new networks of actors for reflecting current structures and developing visions for future change are outlined.

Practical implications
– Possibilities for transferring the project designs and experiences to other institutions are shown. Need for further research on the mechanisms of OL for promoting structural change toward a stronger role of sustainability in higher education is indicated.

Originality/value
– The perspective of OL for sustainability reporting and energy saving offers new perspectives for internal change processes triggered by sustainability related projects. Promising research opportunities on triggers and drivers of such processes evolve.
Original-Quelle (URL):
DOI:
10.1108/14676370710823573
Datum des Zugriffs:
07.01.2016
13. Aufsatz in Zeitschrift
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Hauptsachtitel:
Assessment tools′ indicators for sustainability in universities: an analytical overview",
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
18
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
84-115
Kurzinfo:
Purpose
The purpose of this paper is to analyse 12 assessment tools of sustainability in universities and develop the structure and the contents of these tools to be more intelligible. The configuration of the tools reviewed highlight indicators that clearly communicate only the essential information. This paper explores how the theoretical concept of a sustainable university is translated into more measurable variables to support practitioners and academics in assessing sustainability in universities.

Design/methodology/approach
The main method for this paper was a desk study approach, which incorporated reviewing research papers, graduate theses, academic books, network platforms and websites.

Findings
The tools reviewed share similar traits in terms of criteria, sub-criteria and indicators. Five benchmarks are essential for a holistic framework: management; academia; environment; engagement and innovation.

Practical implications
This research can not only be used to improve existing assessment tools but also as a means to develop new tools tailored for universities that face a variety of challenges and lack the ability to measure their sustainability policies.

Social implications
Making higher education more sustainable through all the criteria mentioned influences students, as well as staff, to maintain a culture of sustainability.

Originality/value
This study contributes to the literature by simplifying and detailing the structure and contents of the tools in a way which indicators are shown, giving a full picture of these tools to enable universities to be more aware of the sustainability issues that affect them.
Original-Quelle (URL):
DOI:
10.1108/IJSHE-04-2015-0071
Datum des Zugriffs:
14.02.2018
14. Aufsatz in Zeitschrift
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Hauptsachtitel:
Workplace energy conservation at Michigan State University
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
19
Z-Heftnummer/-bez.:
1
Erscheinungsjahr:
Seite (von-bis):
114-129
Kurzinfo:
Purpose
This research contributes to the literature on workplace energy conservation by examining the predictors of individual employee behaviors and policy support in a university. The purpose of this research is to better understand what factors influence energy conservation behaviors in this setting to inform programs and interventions.

Design/methodology/approach
This project gathered survey data from employee-occupants of three campus buildings. Ordinary least squares regression analyses were used to investigate the theory of planned behavior (TPB) and attitudes-behavior-constraints (ABC) models examining what drives energy behaviors.

Findings
This study finds a large proportion of respondents would support energy use reduction policies, more technology-based interventions and increased use of renewable sources. Respondents report positive attitudes toward individual energy conservation behavior but mild agreement with the influence of social norms. Self-efficacy reports also are positive. Although the TPB model is not fully supported in this group, the ABC model appears to perform well.

Originality/value
In addition to adding to the relatively limited data on employee energy-saving behaviors in the university workplace, this study provides initial evidence that the ABC model is pertinent to this behavioral context. It also provides specific, usable data about policies and actions that campus community members might deem feasible and acceptable to relevant university offices.
Original-Quelle (URL):
DOI:
10.1108/IJSHE-07-2016-0124
Datum des Zugriffs:
01.03.2018
15. Aufsatz in Zeitschrift
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Verfasser/-in:
 
 
 
 
Hauptsachtitel:
Forming a community partnership to enhance education in sustainability.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
International Journal of Sustainability in Higher Education
Z-Jahrgang:
6
Z-Heftnummer/-bez.:
4
Erscheinungsjahr:
Seite (von-bis):
392-402
Kurzinfo:
Purpose
– To provide an example of how colleges can partner with local EcoVillages to further sustainability curriculum on campus and the educational mission of the EcoVillages, and to strengthen ties with the community.

Design/methodology/approach
– Describes four structured courses developed for the Environmental Studies Program, including sustainable communities, sustainable land use, sustainable energy and environmental futures. Additionally, independent research opportunities in wind energy, solar photovoltaics, and GIS/GPS developed as part of the curriculum. Describes numerous ancillary activities that have promoted sustainability across campus and the community.

Findings
– Provides information about how to develop educational partnerships with community groups, foster sustainability education on campus, recruit additional faculty involvement, and influence college operations with respect to sustainability.

Practical implications
– A very useful source of information for those involved in building sustainability curriculum and linking it to campus operations and community outreach.

Originality/value
– This paper describes a unique partnership between a college and an intentional community that serves as a model for other colleges and universities.
Original-Quelle (URL):
DOI:
10.1108/14676370510623874
Datum des Zugriffs:
11.01.2016


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