Explorations on the University's role in society for sustainable development through a systems transition approach. Case-study of the Technical University of Catalonia (UPC)

Focusing on the sustainability challenge, a growing number of Universities are redefining their core strategies in order to adapt to the real social needs and expectations of their stakeholders. Beyond integrating sustainability into the University's internal activities (curriculum, research, operations, etc.), the challenge seems to be integrating the University with the sustainable development paths of society. For the last 10 years the Technical University of Catalonia (UPC) has tackled this challenge through an overarching strategic plan. The latest strategy, UPC Sustainable Plan 2015 has adopted a different focus, which was designed through a participatory approach, involving many internal and external stakeholders.This work aims to use a conceptual framework based on systems transitions to assess the systems change potential of a University strategy, in this case, the sustainability strategy of UPC. The main objectives of this paper are: to present the sustainability strategy participatory design process and its outcomes at UPC; to analyse the strategy change potential through a new transition/systems renewal method that is proposed; and to compare it with the UPCs previous environmental strategy; The work concludes that the systems transition potential is currently higher with the new strategy and discusses the elements that explain this finding.     

Regional sustainability contrasts in Brazil as indicated by the Compass of Sustainability – CompasSus

The current need for assessing sustainable processes and states is a driving assumption for this article, having as objective to present preliminary results of a new assessment approach, the Compass of Sustainability (CompasSus), applied to administrative regions of Brazil. Its methodological approach is based on a combination of existing assessment methodologies, such as the Human Development Index and the Ecological Footprint. CompasSus is elaborated under the perspective of rather complementary operational concepts of sustainable development, namely weak and strong sustainability, which are often seen as competing ones. In spite of the advances on the perspective of sustainable development perceived in international agreements for conservation of nature, as well as in the implementation of national policies aiming at sustainability, there still exists an operational ambiguity of the concept of sustainability. Thus, its fuzzy theoretical consolidation for clear definition of objectives and lines of action still leads to different assumptions for diverse stakeholders and authors. Looking at the Brazilian case, conservation strategies are needed to protect the world's largest tropical rainforest against a predatory business – as-usual frontier expansion. As for addressing trade-offs between environmental conservation and regional development demands the CompasSus introduces a combined hemispheric assessment of sustainability. In 2006, the state in which the sustainability index had the best performance was DF (Distrito Federal). This, the seat of the capital city, presents an economy based on the public and the service sectors, both very little carbon and energy intensive. Furthermore, the high income per capita, and good social indicators associated with the small relevance of the agrarian sector grants it the best sustainability index, which is determined by performances in two components representing strong and weak sustainability. In the other extreme is São Paulo (SP) where a high population density and major impacts on waterways have implied a worse performance in weak sustainability index, whereas the high consumption of energy together with high carbon emissions have also determined a low performance in strong sustainability index.     

关于高校环境类专业本科教学的思考

论述了从培养目标、课程设置、教学方法与实践等方面培养高素质复合型的环境类专业的本科生，以满足社会需求，并为环境类专业本科教学改革提供参考。     

A method for sustainable product development based on a modular system of guiding questions

In this paper, we present a method for sustainable product development (MSPD) with the aim of integrating social and ecological aspects of sustainability with a strategic business perspective in product development. The method applies backcasting from basic principles for sustainability, which allows a strategic approach, and it includes a modular system of guiding questions that are derived by considering these principles and the product life cycle. Initial testing in Swedish companies indicates that the suggested MSPD promotes a ‘bird's eye’ perspective and encourages and aids development of products that support society's transformation towards sustainability. Furthermore, it is concluded that the modular system provides flexibility and user-friendliness.     

Building institutions based on information disclosure: lessons from GRI's sustainability reporting

Global Reporting Initiative (GRI) is the best-known framework for voluntary reporting of environmental and social performance by business worldwide. Using extensive empirical data, including interviews and documentary analysis, we examine GRI's organizational field and conclude that since its modest beginnings in 1999 GRI has been by several measures a successful institutionalization project. But the institutional logic of this new entity, as an instrument for corporate sustainability management, leaves out one of the central elements of the initial vision for GRI: as a mobilizing agent for many societal actors. This emergent logic reflects GRI's dominant constituency – large global companies and financial institutions and international business management consultancies – and not the less active civil society organizations and organized labor. We attribute these developments to factors such as building GRI within the existing institutional structures; the highly inclusive multistakeholder process; and the underdeveloped base of information users. From the institutional theory perspective, this case shows how the process of institutionalization is deeply affected by initial strategies of the founders, and how it reproduces existing power relations. From the governance perspective, this case leads us to question the power of commodified information to mobilize civil society and to strengthen governance based on partnerships.     

自然地理与资源环境专业《环境科学概论》课程教学改革与实践研究

《环境科学概论》作为自然地理与资源环境专业的一门专业基础课,具有明显的导引课程特点,知识覆盖面广,涉及学科领域多,教学难度大,对于培养学生的专业精神,培养学生的环境意识和科学素养,激发学生的专业兴趣均有重要的地位.结合西安科技大学自然地理与资源环境专业课程定位与目标、教学内容革新和教学方法革新等方面,针对《环境科学概论》的课程教学改革进行了探讨,提出了培养技术型和创新型的复合型人才培养目标模式与定位.     

Capability development of local communities for project sustainability in afforestation/reforestation clean development mechanism

It has been recognized that the involvement of local community is essential to ensure the sustainability of A/R CDM (afforestation/reforestation clean development mechanism) project. This study verifies if the risks of non-permanence and leakage are addressed in a registered small scale A/R CDM project in Vietnam. Workshops, interviews, and a questionnaire survey of local villagers revealed that the project has caused a shortage of land for conventional activities such as grazing, fuel wood collection and shifting cultivation, and consequently posed the risks of project non-permanence and leakage. It is suggested that participation of all stakeholders in the community to the A/R CDM project beyond existing land tenure and adequate carbon benefit sharing according to the level of contribution to the project are required to reduce the risk of non permanence. To ensure the participation, the community should have capability such as consensus building and collective action. Leakage would be minimized if the community has alternative measures to the conventional activities before starting the project. We argue that it is necessary to first develop a community’s capabilities in the readiness phase of any A/R CDM project in order to reduce the risks for the project sustainability, and that new sources of funding are needed for this purpose.     

Incorporating principles of sustainable development in research and education in western Mexico

The integration of university and society for social development and environmental management is founded in adequate interrelations of local stakeholders' problems with natural resource conservation problems. The university's main mission is actively integrating teaching, research and extension activities in order to provide professionals with knowledge and skills that contribute to social development of their community. The most effective means to achieve sustainable development is the integration of local knowledge and problems with scientific knowledge generated through research and development. This paper focuses on a case study of conservation of the Ayuquila River watershed as an example of successfully integrating universities in the regional society and presents the experience of researchers from the Manantlan Institute of Ecology and Conservation of Biodiversity of the University of Guadalajara, Mexico, and their interrelation with the Biosphere Reserve Sierra de Manantlan, an undergraduate education environmental-related program and the development of basic and applied research for strengthening social development and natural resource conservation of the Sierra de Manantlán region. The Ayuquila watershed case study is specifically presented, but we also discuss the associated problems. Relevant, long-term research, local involvement and social participation had been some of the key issues for the Manantlan Institute to contribute to the sustainable development of the Sierra de Manantlan region.     

Moving forward on educating for sustainability in Manitoba

This paper discusses the approach taken by the provincial government to move educating for sustainability (EfS) forward. The paper identifies the activities that Manitoba has initiated over the past decade that contribute to EfS including: providing funding in support of EfS; establishing policies that integrate sustainable development concepts into provincial curricula; establishing sustainability indicators and reporting on indicators; developing regulations and policies that work towards greening operations of educational institutions, and supporting educators in the field. The paper concludes with an overview of future developments in the area of EfS and calls for strategic, systemic, and concerted action to support educators as they work to develop students' knowledge, skills and values that contribute to a sustainable future.     

Coupling Human Information and Knowledge Systems with social–ecological systems change: Reframing research,education, and policy for sustainability

The rapid acceleration and intensity of global environmental change places great demands on humanity for developing innovative views and processes for the integration of knowledge in ways that are conducive to sustainability learning. In this paper, we argue that in order to develop robust sustainability learning feedbacks between knowledge and action we need the coupling of Human Information and Knowledge Systems (HIKS) with social–ecological systems (SES) dynamics. In particular, a substantial change in core worldviews and understandings about the nature of HIKS and how they relate to SES is required. Changing such epistemological and ontological assumptions of the quality of robust social–ecological knowledge is a first step for the emergence of transformative pathways towards sustainability in research, education, and policy. To enhance our understanding of such complexity, we describe two general ideal-type worldviews of HIKS and their relationships with SES in Western culture. One worldview understands information and knowledge systems as evolving in a closed, ahistorical, social-ecologically disembodied linear space, in ways which can be reduced to a single form of representation. The other worldview understands information and knowledge systems as operating in an open space composed of multiple and diverse patterns of hybrid social–ecological practices and configurations, inevitably embedded in specific times, spaces and contextual conditions. We argue that the open, but socio-ecologically embodied worldview is better suited to support sustainability learning and transformation.     

Environmental management and audit schemes implementation as an educational tool for sustainability

The trail to sustainability requires a revolution on the way environmental professionals perceive and solve environmental problems. In a globalisation context, environmental professionals have to develop new personal, interpersonal, societal and technical skills to become active throughout their professional lives and to be of value in the quest for sustainability. Professionals have to develop open mindsets, a holistic perspective of the problems and integrated solutions. Current environmental engineer courses fail to provide the required skills, due to the traditional higher education structure. The role of implementation of an Environmental Management System on campus, in providing students with the ‘hands-on’, ‘on-the-job’ business skills that will make them useful in the search for sustainability is discussed.     

Cross-cultural education for sustainability: development of an introduction to sustainability course

This paper reports on Ball State University's activities in the area of education for sustainability and current activities to develop an Internet-based Introduction to Sustainability course. As the course will be Internet-based, it will mesh well with and can serve as the introductory course in the sustainability curriculum of Ball State University Land Design Institute's international network of Sustainability Consortia, and can be used in sustainability education programs within the context of other international partnerships. This course will serve as a foundation for that effort and for a broader curriculum that can be delivered across cultures. Ball State University's Clustered Minors in Environmentally Sustainable Practices utilizes three courses to address the social, environmental, and economic aspects of sustainability: environmental ethics; ecology; and environmental economics. The intention is to compose a course comprising elements from all three dimensions. The course will include Internet content and assignments and will exploit the emerging ability for Internet-based teleconferencing for real-time interactions among students and faculty at diverse international sites.     

Using campus concerns about sustainability as an educational opportunity: a case study in architectural design

Curtin Environment Awareness Team (CEAT) is a group of volunteers at Curtin University of Technology in Perth, Western Australia, who work together to promote awareness, activities and information dissemination related to sustainable use of the university campus. In 2003 an attempt was made to integrate a CEAT concern relating to a declining habitat for bird and animal life around a campus lake, with an undergraduate problem-based design project in the School of Architecture. After the students' work was completed, CEAT reviewed the projects and selected three schemes for possible inclusion in the program of capital works for the campus. CEAT members and students were surveyed after the design project was completed. The survey results indicated that CEAT members considered that student involvement enhanced the quality, scope and likely implementation of the project. The student survey results indicated that this project raised their awareness of the complexity of addressing sustainable use of the campus and identified the potential influence of architect designed projects on the natural environment. However, in spite of formal acknowledgement of the value of the project by the Vice Chancellor of the university, there was no indication that the university plans to move from the current ad hoc approach towards sustainability either in the management of the campus or in the core teaching programs.     

Sustainable university: what can be the matter?

This article presents a comprehensive managerial model for a sustainable university created by D.Sc. L. Velazquez with empirical data collected from about 80 higher education institutions around the world. The sustainable university model offers a clear perspective about how people responsible for sustainability initiatives achieve their initial momentum to progress to advanced steps in the process to become a sustainable university.This model depicts a structured framework that is comprised of four phases in a strategic management process. In these phases, four diverging strategies, and many practices undertaken by key players of sustainability initiatives in higher education institutions are analyzed.     

Uncertainty-based quantitative assessment of sustainability for higher education institutions

Evaluation of sustainability in various facets of life is gaining increasing importance. Traditionally, different multi-criteria decision-making methods have been used for sustainability assessment. “Sustainability” can be a qualitative concept, and as such several researchers have attempted fuzzy logic for the quantitative assessment of sustainability. This paper outlines a new evaluation model based on fuzzy multi-criteria decision-making. The model is tested for sustainability assessment of higher education institutions (HEIs). It is based on a driving force–pressure–state–exposure–effect–action (DPSEEA) framework and is called uncertainty-based DPSEEA-Sustainability index Model (uD-SiM). The uD-SiM is a causality-based model in which the sustainability index is an outcome of nonlinear impacts of sustainability indicators in different stages of DPSEEA. The percent contribution of driving forces on the sustainability index of HEI is investigated using sensitivity analysis. The study reveals that education in sustainability and global and local research trends are the major driving forces for achieving sustainability in HEI, followed by financial and economic growth rate, social equity, energy requirements rate, and institutional enhancement, in descending order. The results of uD-SiM were found to be more realistic and rational than our earlier proposed approach, D-SiM.     

Top-down and Europe-wide versus bottom-up and intra-regional identification of key issues for sustainability impact assessment

Sustainability impact assessment tools aim at optimising the development of policy measures. Here, we present an approach to designing policies for multifunctional land use with application to Europe and its regions. After the 35 environmental, social and economic impact issues of the European Impact Assessment Guidelines were reviewed on the basis of spatiotemporal indicators at both the top-down Europe-wide and bottom-up intra-regional resolution level, cluster analysis identified classes with specific sustainability characteristics and thus regions most likely facing similar sustainability problems. Sensitive region types such as post-industrial zones, mountains, coasts and islands were analysed separately. The results of the cluster analysis were tested against evidence-based information such as UNEP priorities and regional stakeholder evidence. Stakeholder evidence was specifically explored for the land use policy ‘bioenergy promotion’ in Lusatia, Germany. We concluded that these top-down and bottom-up spatiotemporal data classifications with cluster analysis represent useful ex-ante impact assessment tools and need to be supplemented by participatory assessments. This procedure with top-down and bottom-up data analysis, and also participatory evidence, provide a valuable three-step sustainability impact assessment approach in policy making.     

Application of the Sustainable Infrastructure Rating System for Developing Countries (SIRSDEC) to a case study

A large amount of international public and private not-for-profit organizations strives to enhance the conditions of less developed economies under the flagship of sustainability throughout a wide range of infrastructure projects. However, the results are uncertain. Sustainable development in poorer countries requires effective frameworks to ensure the balanced consideration of social, economic and environmental dimensions. This paper discusses the application of the Sustainable Infrastructure Rating System for Developing Countries (SIRSDEC) to a mining infrastructure project located in Peru, in order to validate the methodology developed for this framework. The opinions returned from a questionnaire addressed to international experts according to the pairwise comparison scale of the Analytic Hierarchy Process (AHP) method were processed to obtain the weights of the elements forming the decision-making tree of SIRSDEC. The Integrated Value Model for Sustainable Assessment (MIVES) was introduced to assess infrastructure projects through the definition of value functions for each sustainability indicator, which enables the integration of variables measured in different units into a standardized value index. The weights obtained for SIRSDEC reflected the balance of the three pillars of sustainability, with a slight predominance of the social dimension. The case study highlighted the contribution of the new system to identify key sustainability issues which were omitted in the original project and posed several actions to improve community’s perception and facilitate the development of the project.     

Handling trade-offs in Ecodesign tools for sustainable product development and procurement

Trade-off situations often occur in the product development and procurement processes when alternative solutions emphasize different aspects that have to be balanced against each other. Ecodesign tools can be used in both product development and purchasing, for example to prescribe design alternatives, assess environmental impacts or to compare environmental improvement alternatives. However, it is not always clear what should be chosen in trade-off situations. In this study, 15 different Ecodesign tools were analyzed to ascertain whether a valuation is included in the tools, in what way the tools give support in different types of trade-off situations and whether the tools provide support from a sustainability perspective.Nine of the 15 tools analyzed included a valuation and were able to provide support in a trade-off situation, but the support was not sufficient. The valuation should include a life cycle perspective and a framework for sustainability. Otherwise, it can lead to strategically incorrect decisions from a sustainability perspective with concomitant risks of sub-optimized investment paths and blind alleys. However, all the analyzed tools can be complemented with other tools and methods based on strategic planning towards sustainability in order to include a framework for sustainability.