Note: Intro -- Preface -- Contents -- Sustainability in University Contexts -- 1 Inclusion of Sustainability in University Classrooms Through Methodology -- Abstract -- 1 Introduction -- 2 Education for Sustainable Development, and Teaching Methods in the University -- 3 HAMS: A Tool for Methodological Analysis from a Sustainability Perspective -- 4 Conclusions -- References -- 2 Controlling Risks Through Flexibility and Urban Integration: The Regeneration of Otaniemi Campus in Finland -- Abstract -- 1 Introduction: Addressing Environmental, Field-Specific and Economic Resiliency -- 2 The Cultural Heritage of Otaniemi -- 3 Natural Environment -- 4 Flexibility and Changeability as Economic Guarantee -- 5 Building as a Service -- 6 Urban Integration -- 7 Building as a Service: Learning Spaces and Student Involvement in Campus Development -- 8 The University Campus as a Test Laboratory for Urban Development -- 9 School as a Service: A High School Integrated to Local Learning Communities and Former University Facilities -- 10 Conclusions -- References -- 3 Sustainability Education: Towards Total Sustainability Management Teaching -- Abstract -- 1 Introduction: Background -- 2 Refocussing on SD -- 3 Teaching Programme Overview -- 4 Background Scenarios for Sustainability Assignments -- 5 Module Outline: Introduction -- 6 TSM Implementation -- 7 Discussion -- 8 Outcomes -- 9 Conclusions -- References -- 4 Fostering the Professionalization of Business Students Through Education for Sustainable Development at University -- Abstract -- 1 Introduction -- 2 Theoretical Background -- 3 Method -- 4 Results -- 4.1 Survey Results -- 4.2 Learning Experiences -- 4.2.1 Financial and Bank Management -- 4.2.2 Sustainable Finance -- 4.2.3 Financial Operations Valuation -- 4.2.4 Operational Auditing -- 4.2.5 Treasury Management -- 5 Conclusion -- Acknowledgments. , References -- 5 Fauna Protection in a Sustainable University Campus: Bird-Window Collision Mitigation Strategies at Temple University -- Abstract -- 1 Introduction -- 2 Pedagogical Context -- 3 Sustainability and PPBL -- 4 PPBL and Bird-Window Collisions -- 5 Bird-Window Collisions: A Sustainability Issue -- 6 Bird Strike Monitoring -- 7 Mitigation Strategies -- 7.1 Independent Research -- 7.2 Curriculum Infusion -- 7.3 Co-curricular: Campus Awareness Campaigns -- 8 Conclusions -- Acknowledgments -- References -- 6 Multimedia Exhibition Teaches Undergraduate Students About Sustainable Fashion -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Methods -- 3.1 The Rationale for the Experiential Learning Activity -- 3.2 Participants and Their Involvement in the Active Learning Experiment -- 3.3 Research Question and Data Collection Methods -- 3.4 Limitations -- 4 Results and Discussion -- 4.1 Knowledge of Sustainable Fashion -- 4.2 Knowledge of Environmental Protection in Fashion Manufacturing -- 4.3 Knowledge of Social Responsibility in Fashion Manufacturing -- 4.4 Knowledge of Economic Development in Fashion Manufacturing -- 4.5 Quantitative Analysis -- 4.6 Learning Experience -- 4.7 TXMI 3210 Versus Non-TXMI 3210 Students' Knowledge -- 5 Conclusion -- 5.1 Future Studies -- References -- 7 Campus Infrastructure and Sustainable Resource Management Practices: Mapping Campus DNA for Human Resiliency -- Abstract -- 1 Introduction -- 2 Unique Organizational System of U.S. Universities and Colleges -- 3 Sustainability Frameworks -- 4 Resilience as a Systems Concept that Integrates Ecological and Human Dimensions of Campus Sustainability -- 5 Case Studies from the University of Northern Iowa -- 6 Discussion -- References -- 8 Developing Sustainability Competence for Future Professional Accountants: The Integrative Role of an Undergraduate Program. , Abstract -- 1 Introduction -- 2 Literature Review -- 2.1 Education About Sustainability for the Next Generation of Accountants -- 2.2 Competence for Sustainability -- 2.3 Leveraging Personal Knowledge Management as a Step-Forward -- 3 Framework -- 3.1 Design of Tertiary Education -- 3.2 A Competence-Based Approach for Program -- 4 Case in Point -- 4.1 Case Study Approach -- 4.2 Integrating Learning Outcomes -- 4.3 Developing Curriculum as the Foundation Knowledge -- 4.4 Accreditation with International Professional Associations -- 4.5 Designing Complementary Sustainability Competence Through Teaching and Learning Activities -- 5 Discussion -- 6 Concluding Remarks -- References -- 9 Linking Space and Nature Syntaxes: The Influence of a Natural View Through Observed Behaviour at Arcosanti, Arizona, USA -- Abstract -- 1 Introduction -- 2 Arcology (ARChitecture + EcOLOGY) and Arcosanti -- 3 Development of Method -- 3.1 Space Syntax -- 3.2 Nature Syntax -- 3.2.1 Permeability -- 3.2.2 Naturalness of View -- 3.3 Behavioural Observations -- 3.4 Correlation Analysis -- 4 Limitations -- 5 Results -- 5.1 Phase I -- 6 Application -- 6.1 Calculated Changes in RRA and VN -- 6.2 Projected Changes in Social Interactions -- 7 Conclusion -- References -- 10 The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability -- Abstract -- 1 Introduction -- 2 Higher Education and Environmental Support -- 3 Methods and Material -- 3.1 Cynicism -- 3.2 Views on Elite Actors -- 3.3 Structural Explanations -- 4 Results -- 5 Concluding Remarks -- References -- 11 Student Participation and Engagement in Sustainable Human Development: A Value Education Approach -- Abstract -- 1 Introduction: Values and Sustainable Human Development (SHD). , 2 Student and Teacher Value Assimilation (SATVA): The Value Education Approach of mLAC -- 3 Purpose -- 4 Definitions of Terms -- 5 Methodology -- 5.1 Instrument -- 5.2 Variables of the Study -- 5.3 Procedure -- 5.4 Data Analysis -- 5.5 Hypotheses of the Study -- 6 Results -- 7 Discussions and Implications -- 8 Conclusion -- Acknowledgments -- References -- 12 Food (In)Security Within a University Community: The Experiences of Students, Staff and Faculty at a Sustainable Institution -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 The Case Study -- 4 Study Methods -- 5 Results and Discussion -- References -- 13 Student Leadership in Sustainable Development in a Private University in the UAE-A Case Study -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Engaging Stakeholders -- 4 The Leadership Challenge -- 5 Transformational Leadership -- 6 Adaptive Leadership -- 7 The Social Change Model -- 8 Influences on Leadership Behaviours -- 9 Sustainable Development in Higher Education -- 10 Research Context -- 11 Research Question -- 12 Method -- 13 Results and Discussion -- 14 Benefits of Student Leadership -- 15 Challenges of Student Leadership -- 16 A Policy Question of How to Foster Sustainable Development -- 17 Recommendations -- 18 Conclusion -- Appendix 1: Questionnaire Used in Interview 1 -- Appendix 2: Questionnaire Used in Interview 2 -- Appendix 3: Questionnaire Used in Interview 3 -- References -- 14 Creating Change for Sustainability in Universities in Australia, One System at a Time -- Abstract -- 1 Introduction: Higher Education, Teacher Education and Sustainability -- 2 The Purpose of Our Research: Systems Change for Sustainability in Teacher Education -- 3 The Systems Change Model and the Systems Change Research Program: Theoretical and Practical Aspects -- 4 University Case Studies Snapshots. , 4.1 University A: Changing the Curriculum -- 4.2 University B: Policy Change -- 4.3 University C: Student Engagement -- 5 Lessons Learned and Further Opportunities for Teacher Education and Sustainable Development -- 6 Implications for Universities -- 7 Conclusion -- References -- 15 Financing the Transition for a Sustainable Campus: Experiences from Brazil -- Abstract -- 1 Introduction -- 2 Case Studies and Its Funding Models -- 2.1 Brazilian Universities -- 2.1.1 UNISINOS -- 2.1.2 UFLA -- 2.1.3 UFRJ -- 2.2 Why Are They Successful? -- 3 The Financing Models and Its Replication Capacity -- 4 Conclusion -- References -- Implementation of Sustainability in Practice -- 16 Improving Building Energy Performance in Universities: The Case Study of the University of Cambridge -- Abstract -- 1 Introduction -- 2 Literature Review -- 2.1 Performance Gaps in Non-domestic Buildings -- 2.2 Factors of Performance Gaps -- 2.2.1 Influencing End-User Energy Behaviour -- 2.2.2 Design Stage Errors and Inaccuracy -- 2.2.3 Construction, Operation and Maintenance -- 2.2.4 Commissioning and Post-occupancy Evaluation -- 3 Background Information -- 3.1 Planning Policy -- 3.2 University of Cambridge Initiatives and Programmes -- 4 Research Overview and Methods -- 4.1 Research Project 1: Energy Consumption, Performance Gap and POE -- 4.2 Research Project 2: Organisational and Behavioural Factors -- 4.3 Research Project 3: Renewable Generation Analysis -- 5 Results -- 5.1 Research Project 1: Energy Consumption, Performance Gap and POE -- 5.2 Occupant Survey Results -- 5.2.1 Personal Control -- 5.2.2 Thermal Comfort -- 5.2.3 Lighting -- 5.2.4 Building Controls -- 5.2.5 Energy Usage -- 6 Research Project 2: Organisational and Behavioural Factors -- 6.1 Robinson College Questionnaire -- 6.2 Departments Interview Results -- 6.2.1 Ownership and Responsibility -- 6.2.2 Strategy. , 6.2.3 Monitoring and Recording.

Note: Intro -- Preface -- Contents -- Sustainability Models and Systems -- 1 Designing Sustainable Consumption and Production Systems in Higher Education Institutions: The Case of Solid Waste Management -- Abstract -- 1 Waste Generation in Higher Education Institutions (HEIs) -- 2 Monetizing Garbage in Philippine HEIs -- 3 Creating Sustainable Consumption and Production Patterns in the Campus -- 4 Recognizing Other Institutions for Promoting Sustainable Consumption and Production Patterns -- 5 A Focus on ASEAN: Opportunities and Issues for HEI Sustainable Consumption and Production Patterns -- 6 Ensuring the Sustainability of the University Consumption-Production Loop -- Acknowledgments -- References -- 2 Sustainable Campus Management at Freie Universität Berlin-Governance and Participation Matter -- Abstract -- 1 Introduction -- 2 The Freie Universität's Energy Balance, 2000-2014 -- 3 Sustainable Campus Management and Participation -- 4 Instruments in a Chronological Order -- 5 Success Factors and Conclusions -- 5.1 Cost Arguments, Experience of Crises and Institutional Modernization -- 5.2 The Role of Leadership -- 5.3 Integration of Infrastructural Aspects -- 5.4 Different Participatory Approaches -- 5.5 Instrument Mix and Holistic Perspective -- 5.6 Conclusions -- Literature -- 3 Education for Sustainability: A Wisdom Model -- Abstract -- 1 Introduction -- 2 Sustainable Development, Sustainability, and Wisdom -- 3 Wisdom as an Organizing Concept for Education for Sustainability -- 4 Benefits of Aligning the Four Pillar Wisdom Model and Education for Sustainability -- 5 Application of the Four Pillar Model for Curriculum -- 6 Conclusion -- References -- 4 ecoGIS-A Solution for Interactive Facility Management to Support the European Eco-Management and Audit Scheme (EMAS) -- Abstract -- 1 Introduction -- 2 Requirements -- 3 Actors. , 3.1 Actors and Their Roles -- 4 User Interfaces -- 4.1 Mobile App -- 4.2 Web-Services -- 5 The Data Model -- 6 Beneficiaries -- 7 Implementation -- 8 Summary and Outlook -- Acknowledgments -- References -- 5 A Real-World Lab Approach to the Carbon Neutral Campus Transition: A Case Study -- Abstract -- 1 Background -- 2 HFT Stuttgart and EnSign -- 3 Project Area -- 4 Methods -- 4.1 Transformation -- 4.2 Real-World Labs -- 4.3 Iterative Approach -- 5 EnSign Real-World Lab Focal Areas -- 5.1 Project Management -- 5.2 Urban Planning -- 5.3 Energy Management and User Behavior -- 5.4 Architecture and Refurbishment -- 5.5 Integration of Renewable Energies -- 5.6 Indicators of Sustainability -- 5.7 Sustainable Finance -- 5.8 Engagement -- 6 Initial Findings -- 6.1 Teaching -- 6.2 External Stakeholder Integration -- 6.3 TR Literacy -- 6.4 Management Structures -- 6.5 Assessment -- 7 Conclusions -- Acknowledgments -- References -- 6 Sustainable Academic Libraries: A Campus Partnership at Michigan State University -- Abstract -- 1 Introduction -- 2 Methods -- 3 History of Sustainability at MSU -- 4 Collaborations -- 5 Recycling and Waste Management -- 6 Composting Pilot -- 7 Library Materials -- 8 Transportation -- 9 Energy Use -- 10 Lessons Learned -- 11 Conclusion -- References -- 7 Becoming Sustainable in Our Own Way: Sustainability at the Flagship Massachusetts Public University -- Abstract -- 1 Introduction: Campus Planning and Sustainable Development at Higher Education Institutions (HEIs) -- 2 Methodology -- 3 Case Study Theoretical Approach -- 4 University of Massachusetts Amherst -- 5 SD at UMA Phase I: Grassroots/Awakening 2001-2007 -- 6 SD at UMA Phase II: Executive Acceptance/Pioneering 2008-2014 -- 6.1 Empower Broad-Based Action -- 7 Conclusions for University Sustainable Development -- 7.1 Process, Governance and Internal Leadership. , 7.2 Research and Data -- 7.3 Leadership for Society -- References -- 8 Identifying Relevant Versus Received Sustainability Education at Industrial Engineering and Management Programs -- Abstract -- 1 Introduction -- 2 Method -- 2.1 Purpose and Aim -- 2.2 Delimitations -- 2.3 Phase 1-Identifying Relevant Sustainability Content for Industrial Engineering and Management Students -- 2.4 Phase 2-Mapping Received Sustainability Content in Industrial Engineering and Management Programs -- 2.4.1 The Interview Technique -- 2.4.2 The Compilation and Analysis of Results -- 3 Results and Analysis -- 3.1 Broad Content List -- 3.2 Skewedness of Content Covered Relative to Expert Opinion -- 3.3 Lack of Integrative Instances -- 3.4 Key Challenges -- 3.5 Uncertainty-Normativity, Interconnectedness and Pedagogics -- 4 Conclusions -- Acknowledgments -- References -- 9 Implementing Sustainability in the Classroom at Université Laval -- Abstract -- 1 Introduction -- 1.1 SD at Université Laval -- 2 Drawing up a List of Courses in SD -- 2.1 The Mandate and Task of the Advisory Committee -- 2.2 A List of Courses in SD -- 2.3 Theoretical Approach -- 2.4 Operationalizing the Process of Drawing up a List of Courses in SD -- 3 Survey of SD Courses -- 3.1 Methodology -- 3.2 Developing the Questionnaire -- 3.3 The Questionnaire Items -- 3.3.1 Systems-Thinking Competence -- 3.3.2 Anticipatory Competence -- 3.3.3 Normative Competence -- 3.3.4 Strategic Competence -- 3.3.5 Overall Analysis of the Course by the Professor in Charge -- 3.4 Preliminary Results of the First Version of the Questionnaire -- 3.5 Challenges and Difficulties -- 4 Conclusion -- Acknwoledgment -- References -- 10 Environmental Dashboards: Fostering Pro-environmental and Pro-community Thought and Action Through Feedback -- Abstract. , 1 Introduction: Challenges and Changes in Environment, Society and Higher Education -- 1.1 The Loss of Feedback Related to Natural Resources and Its Implications -- 1.2 The Role of the University in Social and Environmental Problem-Solving: Alternative Models -- 2 Using Feedback to Change Thought and Behavior: What We Know -- 3 Environmental Dashboards: Employing Multiple Scales of Feedback to Promote Systems Thinking -- 3.1 Concept and Goals -- 3.2 Implementation: Developing Content for Community Voices -- 3.2.1 Generating Messages that Promote Pro-environmental and Pro-community Thought and Behavior -- 3.3 Integration with Teaching and Learning at Oberlin College -- 3.4 Integration with Teaching and Learning in Oberlin Public Schools -- 3.5 Research on Environmental Dashboard -- 3.5.1 Effect of Citywide Dashboard on Systems Thinking -- 3.5.2 Effects of Lessons Using Environmental Dashboard on Content Retention and Systems Thinking -- 3.5.3 Effects of Community Voices -- 3.5.4 Impact of Exposure to Digital Signage -- 3.6 Expansion of Environmental Dashboard to Other Communities -- 4 Conclusion -- References -- 11 The Implementation of Sustainable Development in the Nordic Higher Education Institutions (HEIs) -- Abstract -- 1 Introduction -- 2 Theoretical Framework -- 3 Research Methods and Methodology -- 3.1 The Project Survey -- 3.2 The Workshops -- 3.3 Limitations -- 4 Results -- 4.1 The Number of Institutions and Experts Engaged in the Project -- 4.2 Outcome of the Survey -- 4.2.1 Implementation of SD -- 4.2.2 Key Drivers and Barriers in Implementing SD -- 4.3 Findings of the Copenhagen and Gothenburg Workshops -- 4.3.1 Implementation of SD -- 4.3.2 Drivers and Barriers to the Implementation of SD -- 4.4 The Oslo Workshop -- 5 Discussion -- 6 Conclusions and Future Prospect -- References -- Implementation Strategies. , 12 Energy Consumption in Student Hostels of Universiti Sains Malaysia: Energy Audit and Energy Efficiency Awareness -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 Total Energy Consumption of Each Hostel Buildings -- 3.1.1 Facility and Utility Data Analysis -- 3.2 Energy Consumption for Lighting in Each Hostel and the Level of Student Engagement in Sustainable Energy Consumption Practices -- 3.2.1 Field Questionnaires -- 3.2.2 Walk Through Survey -- 4 Results -- 4.1 Total Energy Consumption in Each Hostel Buildings -- 4.2 Energy Consumption for Lighting in Each Hostel and Level of Student Engagement in Sustainable Energy Consumption Practices -- 5 Discussion -- 5.1 Electricity Wastage -- 5.2 Earth Hour -- 5.3 Light Emitting Diode (LED) as Replacement for Fluorescent Lamp -- 5.4 LED Motion Sensor Light -- 6 Conclusion and Recommendations -- Acknowledgments -- References -- 13 Resilience Thinking in Higher Education: Institutional Resilience as a Sustainability Goal -- Abstract -- 1 Introduction -- 2 Situating Sustainability in HEIs -- 3 Situating Resilience in HEIs Toward Sustainability -- 4 A Framework for Organizational Resilience Toward Sustainability -- 5 Conclusion -- References -- 14 The Campus as a Living Laboratory: Macalester College Case Study -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Macalester College Living Laboratory Case Study -- 4 Living Laboratory Academic Projects -- 5 Analysis -- 6 Eight Elements to Building a Campus Living Lab and Macalester College -- 7 Lessons Learned -- 8 Conclusion -- References -- 15 Sustainable Energy Campus: A Challenge on Smart Facilities and Operations -- Abstract -- 1 Introduction -- 2 Sustainable Campus at Técnico-Lisbon -- 3 Main Actions -- 4 Results Achieved So Far -- 5 Conclusions and Future Work -- References. , 16 Unipoli Green-Four Universities Working Together for Sustainability.

Note: Intro -- Preface -- Contents -- Sustainability Education and Training -- 1 Achieving Resiliency Through Sustainable Literacy -- Abstract -- 1 Introduction -- 2 Building Collaborations -- 3 Inter-cultural Competency -- 4 Overcoming Diversity -- 5 Students as 'Partners' -- 6 Value Orientation -- 7 Conclusion and Recommendations -- References -- Websites accessed in January 2016 -- 2 Learning and Teaching for a Sustainable Future -- Abstract -- 1 Introduction -- 2 Expanding the Dialog -- 3 Building Bridges Between Academia and Community -- 4 A Ten Years Practical Experience of ESD -- 4.1 2005-2006: The Early Beginning as a Pilot -- 4.2 2008-2011: From Pilot to European-Wide Educational ESD Format -- 4.2.1 The European SAUCE Project -- 4.3 2011-2015 Transformation with Schools@University in Berlin -- 4.4 2015-2020 Sustaining the Educational Format in Cooperation with the Climate Protection Partners of Berlin -- 5 Education as Key for Change -- 6 Didactic Approach of Schools@University -- 6.1 Age-Appropriate Teaching Based on Real-Life Experience -- 6.2 Building up an Educational ESD Network: Imparting Critical ESD Skills -- 6.3 Learning with Students and Peers -- 6.4 Learning Sustainability with Head, Heart and Hands -- 6.5 Integrating Art and Culture to Re-Design the Future -- 6.6 Target Groups: Young Students and Teachers -- 7 Facts and Figures-Evaluation Results -- 8 Conclusion: Example to Follow -- References -- 3 Training Sustainability Change Agents: Lessons from International Water Education -- Abstract -- 1 Water Education as Sustainability Education -- 2 Research Methodology -- 3 ESD: Three Experiences -- 3.1 UNAM Sustainability Science Programme -- 3.2 UNESCO-IHE International Joint Masters Programmes -- 3.3 UNESCO-IHE Capacity Development Activities -- 4 Training Sustainability Change Agents: Key Issues. , 4.1 The Importance of Building 'Relational' Competencies in ESD -- 4.2 Integrating the Normative Aspect of Sustainability Education -- 4.3 Building Institutional Capacities for ESD -- 4.4 Lessons for ESD Programme Implementation -- 5 Conclusions -- Acknowledgments -- References -- 4 Awareness and Attitudes Towards Sustainable Development Amongst Higher Education Students in Penang, Malaysia -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Research Aims and Methodology -- 4 Results and Discussion -- 4.1 Demographics -- 4.2 Sources of Information Regarding Sustainable Development -- 4.3 Awareness -- 4.4 Attitudes -- 4.5 Components of Sustainability -- 4.6 Correlation of Gender to Awareness and Attitudes -- 5 Conclusion and Recommendation -- Acknowledgments -- 5 Interdisciplinary Teamwork on Sustainable Development- The Top Ten Strategies Based on Experience of Student Initiated Projects -- Abstract -- 1 Introduction -- 2 Method -- 3 Findings in Discussion -- 4 Strategy 1: Find a Common Ground on SD -- 5 Strategy 2: Invest a Lot of Time -- 6 Strategy 3: Adapt Professional Language -- 7 Strategy 4: Educate Yourself -- 8 Strategy 5: Share Your Knowledge -- 9 Strategy 6: Build a Friendship -- 10 Strategy 7: Take a Step Back and Be Patient -- 11 Strategy 8: Design Tasks Besides Discipline-Based Roles -- 12 Strategy 9: Differentiate Between Personal and Disciplinary Conflicts -- 13 Strategy 10: Ask Someone Professional to Moderate Your Meetings -- 14 Conclusion -- References -- 6 The Will and the Skill in Education for Sustainability -- Abstract -- 1 Introduction -- 2 Industry-Business Collaboration -- 3 Emerging Themes -- 3.1 Embracing the Maverick -- 3.2 Push/Pull Strategies (the Double Helix) -- 3.3 Practical Heroes -- 3.4 A Navigation System -- 4 Scales of Transformation -- 5 Elements and Conditions for Agency -- 6 Concluding Comments. , References -- 7 Space for Interdisciplinary Collaboration: One Mode of Achieving Social Sustainability at Universities -- Abstract -- 1 Introduction -- 2 Interdisciplinary Collaboration -- 3 Interdisciplinary Collaborations in Art and Technology and the Spaces that House Them -- 4 Implemented Methodology and Research Findings -- 4.1 Space for Cooperation as an Imperative -- 4.2 Spaces for Different Purposes and Their Relationship-Reduction of Borders -- 4.3 Flexibility and Adaptability of the Interiors-New Treatment of Horizontal Communications -- 4.4 Spatial Redundancy-Space Higher Than the Required Minimum -- 4.5 Visual Connection of Space -- 4.6 The Impact of New Technologies -- 5 Conclusion -- References -- 8 Overcoming Traditional Boundaries in Advancing Education for Sustainable Development -- Abstract -- 1 Introduction -- 2 Boundaries and Barriers -- 2.1 Traditions and Cultures -- 2.2 The Rural-Urban Divide -- 2.3 Adversarial Academics -- 2.3.1 Breaking Down Barriers -- 2.4 Cooperative Colleagues -- 2.5 Valuing Individual Capacities and Differences -- 3 Conclusions -- Acknowledgments -- References -- 9 Crafting Pedagogical Pathways that Disrupt and Transform Anthropocentric Mindsets of Higher Education Students -- Abstract -- 1 Introduction: Anthropocentrism and Sustainability Education -- 2 Transformative Learning in Higher Education -- 3 Disruptive Pedagogy Intervention -- 4 Research Methodology -- 5 Discussion of Findings -- 5.1 Emotional and Cognitive Disjuncture -- 5.2 Recognising Principles, Practices, Issues and/or Themes of Sustainability -- 5.3 Critiquing Concepts and Contexts of Sustainability -- 5.4 Reorienting Dispositions/Perspectives for Sustainability -- 6 Conclusions -- References -- 10 Rethinking Thinking About Sustainable Development Curriculum -- Abstract -- 1 Introduction -- 2 The Divided Brain. , 3 The Split Brain in History -- 4 Building Balanced Thinking into Sustainable Development Curriculum -- 5 Sustainable Development Curriculum Examples -- 6 Conclusion -- References -- 11 Higher Education Strategic Planning for Sustainable Development: A Global Perspective -- Abstract -- 1 Background and Introduction -- 2 Process and Investigation -- 3 Observations on Strategic Planning in Literature -- 4 Observations on Strategic Planning Among ISCN Members -- 5 Additional Observations on Strategic Planning Among ISCN Members: Time Horizons -- 6 Conclusion: Strategic Planning for the Future -- Acknowledgments -- References -- 12 Establishing Science-Society Networks for Transdisciplinary Teaching in Higher Education: The Case of Albania and Kosovo -- Abstract -- 1 Introduction -- 1.1 Higher Education Institutions as Key Institutions to Promote Sustainable Development in Society -- 1.2 Networks Functioning as Incubators for Strategic Transdisciplinary Collaboration -- 2 The Case of Albania and Kosovo -- 2.1 Higher Education Institutions in Albania and Kosovo and Transdisciplinary Networks -- 2.2 The ConSus Project: Initial Situation and Goals -- 2.3 Activities of the ConSus Project -- 3 Methodology -- 4 Results and Discussion -- 5 Future Prospective -- 6 Conclusion -- 6.1 Transdisciplinary Collaboration in Higher Education as Essential Requirements to Tackle Sustainability Challenges -- 6.2 Science-Society Networks Help to Establish Strategic Collaboration and Activities -- 6.3 The ConSus Network as a Good Practice Example for Regional Transdisciplinary Collaboration -- Acknowledgments -- References -- 13 Sustainability Integration Approaches in Higher Education Institutions. A Case Study -- Abstract -- 1 Introduction -- 2 Objectives, Scope and Methodology -- 3 Sustainability Assessment Tools for Universities. , 4 Curriculum Sustainability and Service Learning -- 5 Application to a Case Study -- 5.1 Institutional Level -- 5.2 Academic Degree Level -- 5.3 Extracurricular Academic Level -- 6 Conclusions -- References -- 14 What Do We Imagine the Campuses of Tomorrow Will Be like? Universities' Transition Toward Sustainability in the Light of the Transition Initiatives -- Abstract -- 1 Introduction: Time for Change -- 2 Background. Initial Framework and Premises -- 3 A Model Based on Self-organisation: Transition Initiatives -- 3.1 From the Transition Movement to Transition Initiatives -- 3.2 A Tripod at the Base of the Transition Initiatives -- 3.3 The Organisational Management Model -- 4 Universities: Smart Organisations Transitioning Toward Sustainability -- 4.1 Vision and Mission Statement -- 4.2 The Traditional Organizational Management Model of Universities -- 5 Universities Versus the Transition Initiatives. Complementary Features and Parallels -- 6 Conclusions -- Acknowledgments -- References -- National, Regional and Local Initiatives -- 15 Working for Sustainability Transformation in an Academic Environment: The Case of itdUPM -- Abstract -- 1 Introduction. Universities and Transformation for Sustainability. Beyond "Greening" the Campus -- 2 Methodology -- 3 The Case of ItdUPM. From an Institutional Network to a Networked Organisation -- 3.1 itdUPM. Origin and Evolution -- 3.2 The Launching of ItdUPM. Vision and First Coordinated Lines of Action -- 4 Five Organisational Design Issues. Critical Factors are Human Factors -- 4.1 Network Structure: Don't Talk About Decentralisation, Practice It! -- 4.2 Leadership and Governance: From Ego-Systems to Eco-Systems -- 4.3  Incentives: When Only Intrinsic Motivators are Available -- 4.4 Identities: How to Wear Two or Three Hats Simultaneously? -- 4.5 Common Spaces: Where There Is a Will There Is a Way. , 4.6 (Non-definitive) Conclusions. Co-evolutionary Design Process.

Note: Intro -- Preface -- Contents -- Sustainability Initiatives and Indicators -- 1 Sustainable Cities, Sustainable Universities: Re-Engineering the Campus of Today for the World of Tomorrow -- Abstract -- 1 Introduction -- 2 Conceptualizing the "Sustainable University" and Student Learning -- 3 Modeling the Sustainable University for Learning and Research -- 4 Completing the Sustainability Puzzle -- 5 Sustainable Campuses, Sustainable Cities -- Acknowledgments -- References -- 2 The Role of Kenya's Formal Higher Education in Sustainable Development Within the Context of Globalization -- Abstract -- 1 Introduction -- 1.1 Purpose of the Paper -- 1.2 Background -- 2 Reforming the Formal Kenyan Higher Education -- 2.1 The History and Reforms in Education Systems in Kenya -- 2.2 Rise and Expansion of Higher Education in Kenya -- 2.3 Context of Globalization Influence on Kenya's Higher Education System -- 3 Methodology -- 4 Results -- 4.1 Impacts of Globalization on the Higher Education System -- 4.1.1 Massification in Higher Education Institutions -- 4.1.2 Increased Student Mobility -- 4.1.3 Ranking of Kenyan University Among Global Recognized Universities -- 4.1.4 Marketization of Education -- 4.1.5 Accreditation for Quality Assurance -- 4.1.6 Accountability -- 4.1.7 Information and Communication Technology (ICT) -- 4.2 Is the Current Education System Preparing People to Address Sustainability Challenges? -- 4.2.1 Education Structure -- 4.2.2 Preparing Students to Deal with Globalization Trends and Inculcating Transferable Skills -- 4.2.3 Minority not Taken into Consideration -- 4.2.4 Challenges of Reforms and Change Implementation -- 4.2.5 Transmissive Teacher Centered Approach -- 4.2.6 Focus on Present Market Needs -- 5 Conclusion -- References. , 3 Sustainable Development at Universities as Viewed Through the Lens of the PROMISE Framework for Sustainability -- Abstract -- 1 Introduction -- 2 Brief Review of Related Literature -- 3 Research Design and Sampling -- 4 Results and Discussion -- 4.1 Research Centers and Dual Degree Programs in Sustainability -- 4.2 Graduate Programs in Sustainable Development -- 4.3 Course Offerings on the Topic of Sustainability -- 5 Conclusions and Theoretical Implications -- References -- 4 The Role of Non-academic Staff in Designing the Green University Campus -- Abstract -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Green University Campus -- 2.2 Responsibilities for Green Campus -- 2.3 "Greening" Campus Barriers -- 2.4 Overcoming "Greening" Campus Barriers -- 3 Methodology -- 4 Results -- 4.1 The Concepts of Green and Sustainable University and the Meaning of Being Green -- 4.2 Green Campus Practices (Initiatives) -- 4.3 Roles and Responsibilities of Non-academic Staff -- 4.4 Barriers -- 4.5 How to Overcome the Barriers -- 5 Discussion -- 6 Conclusions -- References -- 5 So Tell Me What You Want, What You Really Really Want -- Abstract -- 1 Introduction -- 1.1 Effectiveness/Performance Perspective -- 1.2 Feasibility/Technical and Economical Perspective -- 1.3 Acceptance/User Perspective -- 2 Case Study at the Hochschule für Technik Stuttgart (HFT) -- 2.1 STEP 1: Identification of the Relevant Areas for Sustainability Goals -- 2.1.1 Environmental Impact -- 2.1.2 Potential for Improvement -- 2.2 Results Step 1 (Identification of Environmental Field with Highest Impact/Potential) -- 2.3 STEP 2: Identification of Potential Measures to Reduce Energy Consumption -- 2.4 Results Step 2 (Selection of Planned Measures) -- 2.5 STEP 3: Evaluation of Measures from the User Perspective -- 3 Discussion and Outlook -- 4 Conclusion -- Acknowledgments -- References. , 6 Strategic Performance of Sustainable Campus Development: Case Study of a Multi-campus Tertiary Institution in a Highly Dense City of Asia -- Abstract -- 1 Introduction -- 2 Sustainable Campus Development as a Global Initiative -- 3 Sustainable Campus Development in Asia -- 4 Strategic Approaches for Performance of Sustainable Campus -- 5 RBV and Dynamic Strategy for Sustainable Campus Development -- 6 Framework -- 7 The Case in Point -- 7.1 Hong Kong as a Sustainable, Global Financial Centre of China -- 7.2 PolyU's Governance, Leadership and Policy for Sustainability -- 7.3 Campus Sustainability Committee -- 7.4 Multiple-Campus Environment and Complementary Infrastructure -- 7.5 Adopting Performance Measurement -- 8 Concluding Remarks -- References -- 7 Networking the Sustainable Campus Awards: Engaging with the Higher Education Institutions in Developing Countries -- Abstract -- 1 Introduction -- 2 Components of Campus Sustainability -- 3 Higher Education and Campus Sustainability in Saudi Arabia -- 3.1 Higher Education in Saudi Arabia -- 3.2 Campus Sustainability in Saudi Arabia -- 4 Sustainability Awards for Campuses: Coverage and Spatial Distribution -- 4.1 University Level Award Programs -- 4.2 National and Regional Level Award Programs -- 4.3 International Award Programs -- 5 Impacts of Sustainable Campus Awards on HEIs in Developing Countries - Saudi Arabia as a Case Study -- 6 Conclusion -- Acknowledgments -- References -- 8 Sustainability Skills: The Case of a Portuguese University -- Abstract -- 1 Introduction -- 2 Sustainability Skills -- 3 Methods -- 4 Presentation and Analysis of Results -- 5 Conclusions -- References -- 9 Sustainable Campus in a Historical Town: The "Ca' Foscari University of Venice" Case Study -- Abstract -- 1 Introduction -- 2 Ca' Foscari University as Showcase -- 2.1 The Sustainability at Ca' Foscari University. , 3 Discussion -- 4 Conclusions -- References -- 10 The Role of University Centers in Environmental and Sustainability Education in Envisioning Futures -- Abstract -- 1 Introduction -- 2 Present and Future Generations in Sustainable Development Discourse -- 3 Envisioning Intergenerational Ethics for Education -- 4 Discussion: Centers in Environmental and Sustainability Education -- 4.1 International Intergenerational Network of Centers (IINC) -- 4.2 Envisioning Futures for Environmental and Sustainability Education -- 5 Conclusions: Academic Centers and the United Nations Sustainable Development Goals (SDGs) -- References -- 11 Transnational Dialogues for Sustainability Research in Early Childhood Education: A Model for Building Capacity for ESD in Universities? -- Abstract -- 1 Introduction -- 2 What Is the TND in ECEfS? -- 3 Research Projects Emerging from TND3 -- 3.1 Transnational Case Studies of Children's Webs of Connectedness in ECEfS -- 3.1.1 An Australian Case Study -- 3.1.2 A United States Case Study -- 3.2 A Transnational Study of ECEfS Within Early Years Curriculum Frameworks -- 3.3 Researching ECEfS in Early Childhood Preservice Teacher Education -- 4 Lessons Learned from the TND -- 5 Conclusion -- References -- 12 Evolution of an Interactive Online Magazine for Students, Academics and Expert Practitioners, to Engage Students from Multiple Disciplines in Education for Sustainable Development (ESD) -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Analysis of Data -- 3.1 Pedagogical Factors -- 3.2 Operational Factors -- 3.3 Cultural Factors -- 3.4 External Factors -- 4 Discussion of Findings -- 5 Good Practice for Digital Learning for ESD -- 6 Conclusion -- References -- 13 Measuring Progress Over Time: The Sustainability Cultural Indicators Program at the University of Michigan -- Abstract -- 1 Introduction. , 1.1 Campus Sustainability Integrated Assessment -- 1.2 The Sustainability Cultural Indicators Program -- 2 Population and Sample -- 3 Findings -- 4 Going Forward -- Acknowledgments -- References -- 14 Evaluating Sustainability Initiatives on University Campuses: A Case Study from the University of Michigan's Sustainability Cultural Indicators Program -- Abstract -- 1 Introduction -- 2 Recent Uses of SCIP -- 3 Using SCIP to Test New Initiatives -- 4 Composting in Residence Halls -- 5 The Composting Experiment -- 6 The Evaluation Plan -- 7 Current Status -- 8 Future Scenarios -- 9 Summary -- Acknowledgments -- References -- 15 Evaluation of a Transdisciplinary Research Project for a Sustainable Development -- Abstract -- 1 Introduction -- 2 Structure of Transdisciplinary Research Projects -- 3 Description of the Model Project for a Sustainable Regional Development ("ZukunftsWerkStadt") -- 4 Description of the Applied Evaluation Methods -- 4.1 Process Evaluation -- 4.1.1 Formative Evaluation -- 4.1.2 Internal Audits -- 4.2 Performance Evaluation -- 4.2.1 Preference Ranking Organisation Method for Enrichment Evaluation (PROMETHEE) -- 4.2.2 Sustainable Indicators -- 5 Results of the Evaluation: Model Project ("ZukunftsWerkStadt") -- 5.1 Performance Evaluation -- 5.1.1 Formative Evaluation -- 5.1.2 Internal Audits -- 5.2 Performance Evaluation -- 5.2.1 Preference Ranking Organisation Method for Enrichment Evaluation (PROMETHEE) -- 5.2.2 Sustainable Indicators -- 6 Conclusions -- References -- 16 Munich University of Applied Sciences Towards a "Whole Institution Approach"-Illustrations Along x-Disciplinary Perspectives to Education for Sustainable Development -- Abstract -- 1 Munich University of Applied Sciences Towards a "Whole Institution Approach" -- 1.1 Institutional Embedding of Sustainability. , 2 Morphological Box-Sound Methodology to Investigate the Totality of Realizations of ESD Implementations.

Note: Intro -- Preface -- Contents -- Sustainability-Based Approach and Methods -- Moving Towards Sustainable Agriculture Through Higher Education -- 1 Introduction -- 2 Literature Review -- 2.1 Sustainable Agriculture -- 2.2 Agriculture and the 17 Sustainable Development Goals -- 2.3 Education for Sustainable Development and Adult Education: Role in Agriculture -- 2.4 Agriculture in Malta -- 3 Methodology -- 4 Results -- 4.1 Challenges in Farming -- 4.2 Impacts of Farming on the Environment -- 4.3 Indigenous Farming Knowledge -- 4.4 A Sustainable Farming Future -- 4.5 Education for Sustainable Development and Farming -- 4.6 Discussion on Main Findings -- 5 Conclusion -- References -- Balancing Sustainable Livelihoods and Conservation in the Marine Environment -- 1 Introduction to MPA Management and People's Livelihoods -- 2 Livelihoods and the Local Context -- 3 Methodology -- 4 Results -- 4.1 Main Themes -- 4.2 Discussion and from the Thematic Analysis of Qualitative Data -- 5 Recommendations -- 6 Conclusion -- References -- Linking Biodiversity and Human Health to Achieve Sustainability -- 1 Introduction -- 2 The Maltese Context -- 2.1 The Maltese Environment and Biodiversity -- 2.2 Pollution and Health -- 2.3 Effects of Biodiversity on Human Health and Well-Being -- 2.4 Biodiversity, Stress and Mental Health -- 2.5 Biodiversity and Physical Health -- 2.6 Ecosystem Services -- 2.7 Loss of Human-Nature Connection -- 2.8 Sustainable Exploitation -- 2.9 Humans and Their Perceptions of Nature -- 2.10 Research Gaps Identified -- 3 Methodology -- 3.1 The Interviews -- 3.2 Data Analysis -- 4 Discussion -- 5 Assessment of Study Findings -- 6 The Influence-Process-Action Model -- 7 Recommendations -- 8 Conclusion -- References -- Understanding Scale in Wicked Problems of Sustainable Development: Who Needs Dedicated Courses in Higher Education?. , 1 Introduction -- 2 The Meaning of Scale -- 3 A Classification of Work Assignments -- 4 Learning to Solve a Complex Problem -- 5 Creating a Hierarchy of Problems -- 6 Using Scale in Assignments-Examples from Different Disciplines -- 7 Conclusion-Whom to Teach About Scale -- References -- Presenting an Interdisciplinary Teaching Approach to Involve University Students in Issues of Sustainable Development -- 1 Introduction -- 2 Concept of the Course -- 3 Feedback and Evaluation -- 4 Conclusions -- References -- Methods of Transdisciplinary Collaboration Within Sustainable Research and Development Projects -- 1 Introduction -- 2 Description of Approaches for Transdisciplinary Research and Development -- 3 Application of the TDR Approaches in the Field of Climate Adaptation -- 3.1 Climate Adaptation as a Case Study -- 3.2 TDR Methods Applied in Three Projects Aimed at Climate Change Adaptation -- 4 Conclusions -- References -- Universities as 'Global Citizens': Reflections and Learning from a Project on Female Leadership for Sustainable Development of Fishing Communities in Colombia -- 1 Introduction -- 2 Project Background -- 2.1 Project on Sustainable Development and Women's Leadership -- 2.2 Community Based Participatory Research -- 3 Methods -- 4 Results -- 4.1 Analysis of Power Relations (Symmetrical and Asymmetrical) -- 4.2 Agency -- 4.3 Identity -- 5 Discussion and Conclusions -- 5.1 Agency and Identity and Their Links to Asymmetrical and Symmetrical Power Relations -- 5.2 The Role of HE as Global Citizen, Considerations and Potential Impact -- References -- Geography of Food Summer School: International Exchange for Sustainable Food Value Chains -- 1 Introduction -- 2 The Geography of Food Education Programme -- 2.1 Background and Goals -- 2.2 Educational Concept -- 2.3 Course Phases and Content. , 2.4 Integration of Key Educational Elements into Course Phases -- 3 Experiences and Learnings -- 3.1 Implementation -- 3.2 Evaluation -- 3.3 Quality Assessment -- 4 Conclusion and Outlook -- References -- The Role of Higher Education Stakeholder Networks for Sustainable Development: A Systems Perspective -- 1 Introduction -- 2 Stakeholder Networks as Drivers of Sustainable Development Implementation in Higher Education Institutions -- 3 Systems Thinking, Analysis and Assessment of Stakeholders' Networks in HEIs -- 3.1 Soft Systems Methodology (SSM) a Way of Enquiring About Complexity -- 3.2 Soft Systems Methodology (SSM): Managing and Controlling the Transformation Process -- 3.3 Measuring the Performance of a System with SSM: CATWOE, the Transformation Process and the Three 'Es': Efficacy, Efficiency and Effectiveness -- 3.4 Assessing the Performance of Stakeholder's Network: A Soft Systems Methodology (SSM) Model -- 4 Conclusions -- References -- Corporate Sustainability Benchmarking in Academia: Green Campus, Living Labs, Socioeconomic and Socioenvironmental Initiatives in Brazil -- 1 Introduction -- 1.1 Climate Change -- 1.2 Green Campuses -- 1.3 Living Labs -- 1.4 Economic and Socioenvironmental Sustainability Initiatives -- 2 Methodology -- 2.1 Themes -- 2.2 Indicators -- 2.3 Obtaining Information -- 2.4 Selecting the Reference Universities -- 2.5 Selecting the Universities in Santa Catarina -- 3 Profile of the Selected Universities -- 3.1 European and North American Campuses (EACs) -- 3.2 Santa Catarina Campuses (SCCs) -- 4 Corporate Sustainbility Bench Marking -- 4.1 Green Campus -- 4.2 Living Labs -- 4.3 Economic and Socioenvironmental Sustainability for Society Initiatives -- 5 Conclusions -- References. , What About the Human Side of Climate-Induced Migration? The Role of Universities in Improving Refugees' Wellbeing by Implementing the Sustainable Development Goals -- 1 Introduction -- 2 Literature Review -- 2.1 Climate Change-Induced Migration, the Climate Refugees -- 2.2 Universities for the Sustainable Development Goals: Assisting the Climate Refugees -- 3 Methods -- 4 Results and Discussions: The Contributions of Universities to Implement the Sustainable Development Goals for Climate Refugees -- 5 Conclusions and Recommendations -- References -- Critical Thinking, Moral Courage, and Sustainable Development Goals. Universities as a Driving Force for Societal Change -- 1 Introduction -- 2 Critical Thinking and Courage as Hallmarks of Higher Education -- 3 The Purpose of the University. Sustainability as the Teleological, Greater Good -- 4 Conclusions -- Bibliography -- Sustainable Development: An Analysis Based on Conference Papers -- 1 Introduction -- 2 Literature Review -- 3 Method -- 4 Results -- 4.1 Citations Analysis from Conference Papers on Sustainable Development -- 4.2 Case Study of One International Conference in Brazil -- 4.3 Relevance for Society and Implementation of the SDGs -- 5 Conclusions -- References -- Strategic Planning for a Sustainable Development Centre Using the Balanced Scorecard -- 1 Introduction -- 2 Theoretical Reference -- 2.1 Balanced ScoreCard-BSC, Perspectives and Premises -- 2.2 BSC and Its Relationship to the Strategic Map -- 3 Methodology -- 4 Results and Analysis -- 4.1 BSC Greens Group: The Strategic Map -- 5 Conclusions -- References -- Drawing Sustainability: Helping Students to Know What They Know -- 1 Introduction -- 2 The Role of Business Schools in Education for Sustainability -- 3 The Importance on Learning Recognition -- 4 The Value of Drawing -- 5 Drawing Sustainability as a Learning Activity. , 6 Research Process -- 7 Results -- 7.1 Drawing Sustainability as a Tool to Benchmark Students' Knowledge -- 7.2 Recognition of Learning Through Drawing Sustainability -- 7.3 Other Learning Outcomes Recognised -- 8 Drawing Sustainability and Indicators of Learning -- 9 Impacts and Implications of Drawing Sustainability -- 10 Limitations Recognised in This Research -- 11 Conclusions -- References -- We Can Only Do It Together: Addressing Global Sustainability Challenges Through a Collaborative Paradigm -- 1 Introduction -- 2 The Role of Higher Education in Addressing Global Challenges -- 3 Blueprint for a New Paradigm in HEIs -- 4 Knowledge and Policy-Which Knowledge Is Needed in a Time of Systemic Shifts? -- 5 Limits to and Risks with the "Technological" Approach -- 6 Particular Challenges for Universities -- 7 Why Do We Need Agile Learning Organisations in Higher Education? -- 8 A Role for the SDGs in Higher Education? -- 9 Conclusions -- References -- Change Project Approach for Reorienting University Teaching Towards the Implementation of Sustainability Principles -- 1 Introduction -- 2 Change Project Approach (CPA) as a Response to Socio-Economic Challenges of Sustainable Development -- 2.1 Change Project Action Research Cycle and Stages -- 3 Materials and Methods -- 3.1 Materials: Description of Cases -- 3.2 Methods: Case Study Analysis and Value Creation Conceptual Framework -- 4 Results and Discussion on CPA Case Study Analysis -- 5 Conclusions -- Annex: Change Project Value Creation Stories -- References -- Case Studies on Sustainable Development at Universities -- Education for Sustainable Development: A University Perspective -- 1 Introduction: Sustainable Development on the Political Agenda of Latvia -- 2 Sustainability and Universities -- 3 New Concepts-New Challenges -- 4 Conclusions -- References. , Students' Perception of Campus Sustainability in a Brazilian University.