Note: Intro -- Preface -- Contents -- Contributors -- 1 Transforming Collaborative Practices for Curriculum and Teaching Innovations with the Sustainability Forum (University of Bedfordshire) -- Abstract -- 1 Introduction -- 2 University of Bedfordshire's Baseline Scenario in 2013 -- 2.1 Education for Sustainability Commitments -- No Mechanisms for Implementation -- 2.2 Limited Unit Provision in Sustainability -- 2.3 Isolated Academics -- 3 Academics Form a Community of Practice -- 4 Generating Curriculum Consequences and  Demonstrating its Success in Informal Leadership (Bourhis et al. 2005) Learning Opportunities -- 4.1 Defining Sustainability and Its Incorporation into the Curriculum Framework -- 4.2 University Wide Curriculum Offerings -- 4.2.1 Model UN World Climate Negotiation Event -- 4.2.2 Climate Change Collaborations -- 5 Broader Strategic Benefits Delivered by the SF -- 6 Explaining the Sustainability Forum as an Ongoing Generator of Curriculum Change -- 7 Conclusion -- References -- 2 Enabling Faith-Inspired Education on the Sustainable Development Goals Through e-Learning -- Abstract -- 1 Introduction -- 2 Background -- 3 An e-Learning Governance Model for Countries in the Global South -- 4 The Governance Model at Work: Technology and Curriculum Design Through Ownership-Inspired Governance -- 5 Conclusion -- Acknowledgements -- References -- 3 Sustainable Architecture Theory in Education: How Architecture Students Engage and Process Knowledge of Sustainable Architecture -- Abstract -- 1 Introduction -- 2 Changing Perspectives: Problem or Opportunity -- 3 Literature and Policy -- 4 The Role of the Architect -- 5 The Role of Theory in Design Education -- 6 How Designers Learn -- 7 Sustainability Education at Aarhus School of Architecture -- 8 Designing a Pedagogical Approach for Sustainable Architecture Theory. , 9 Methodology for Observation and Analysis -- 10 Reflections on the Students Learning -- 11 Conclusion -- References -- 4 Education for Sustainability in Higher Education Housing Courses: Agents for Change or Technicians? Researching Outcomes for a Sustainability Curriculum -- Abstract -- 1 Introduction: Housing Studies and Its Place in Sustainability Education -- 2 The Research Study -- 3 What Is Being Taught as "Sustainability" on Housing Courses? -- 4 How Important Is Education for Sustainability to Housing Academics? -- 5 What Factors Have Led to the Inclusion of Sustainability Within the Housing Curriculum? -- 6 The Research Findings -- 7 What Do the Curricula of Housing Courses at UK Universities Include Under the Heading of "Sustainability"? -- 8 The Role of Professional Bodies and Subject Benchmark Statements -- 9 What Does "Education for Sustainability" Mean to Those Who Set the Curriculum? Is There a Radical Agenda? -- 10 The Next Steps -- References -- 5 A University Wide Approach to Embedding the Sustainable Development Goals in the Curriculum-A Case Study from the Nottingham Trent University's Green Academy -- Abstract -- 1 Introduction -- 2 Importance of ESD in HEIs -- 3 The Sustainable Development Goals -- 4 Nottingham Trent University and ESD -- 5 The Future Thinking Learning Room -- 6 Community and Estate Projects in Relation to SDGs -- 7 Challenges Faced -- 8 Impacts and Outcomes -- 9 Further Engaging Students and Staff with the SDGs -- 10 Conclusion -- 11 Recommendations for a Similar Approach -- References -- 6 Sustainability Curriculum in UK University Sustainability Reports -- Abstract -- 1 Introduction -- 2 Literature Review -- 2.1 Sustainability Curriculum Audits -- 2.2 Sustainability Reporting in Higher Education -- 3 Research Design -- 3.1 Sample -- 3.2 Data Collection -- 3.3 Data Analysis -- 4 Findings and Discussion. , 5 Limitations -- 6 Conclusion -- Appendix A -- References -- 7 Discomfort, Challenge and Brave Spaces in Higher Education -- Abstract -- 1 Introduction -- 2 Part I: Learning at the Edge-Breaking the Mould -- 2.1 Discomfort and Transformation -- 2.2 Building Relationships: The Performance of Non-human Nature -- 3 Part II: Opportunities for Higher Education -- 3.1 Enabling HE Teachers and Students to Step into 'Brave Spaces' of Learning -- 3.2 'Challenge by Choice': Developing an Emancipatory Education -- 3.3 Pluralising Understandings of Injustice and Sustainability and Visioning HE as a Place of Non-conformity -- 3.4 Cultivating Connection with the Natural World -- 3.5 Confronting and Appeasing the Student Satisfaction and TEF Agenda Within HE -- 4 Conclusion -- References -- 8 The Teaching-Research-Practice Nexus as Framework for the Implementation of Sustainability in Curricula in Higher Education -- Abstract -- 1 Introduction -- 2 The Teaching-Research-Practice Nexus -- 3 Methodology -- 4 Results and Analysis -- 4.1 Background Analysis: General Linking Mechanisms of the TRPN -- 4.2 Background Analysis: General Communication Mechanisms of the TRPN -- 4.3 Positioning of the University of Applied Sciences Magdeburg-Stendal -- 4.4 Results of the Questionnaire Survey -- 4.5 Qualification and Further Education of Teachers and Professors -- 4.6 Transferability Potential of the Questionnaire's Results -- 5 Conclusion and Outlook -- Acknowledgements -- References -- 9 Education for Sustainable Development: An Exploratory Survey of a Sample of Latin American Higher Education Institutions -- Abstract -- 1 Introduction -- 2 Methodology -- 2.1 Survey Research Strategy -- 2.1.1 Countries and Higher Education Institutions Sampled -- 2.1.2 Education Sustainable Development Categories in Higher Education Institutions Undergraduate Programs Sampled. , 2.2 Limitations of the Survey and Classification Procedure -- 3 Initial Results -- 3.1 Distribution of Sustainable Development Categories in Undergraduate Curricula for Universities Sampled -- 3.2 Subjects by Faculty Per University Associated to the UNESCO ESD Categories -- 4 Discussion -- 5 Initial Conclusions and Further Research -- References -- 10 Biorefinery Education as a Tool for Teaching Sustainable Development -- Abstract -- 1 Introduction -- 1.1 Savonia and OIS -- 1.2 Constructivistic View on Learning and Action Research -- 1.3 ABOWE Project Topic and Goal -- 2 ABOWE Biorefinery Pilot Plant Overall Design, Engineering and Construction -- 3 ABOWE Biorefinery Pilot Plant -- 4 ABOWE Biorefinery Pilot Plant Testing and Public Exhibiting -- 5 Student Participation and Their Views on Learning within ABOWE Project -- 5.1 Participation in the Pilot Plant Engineering and Construction -- 5.2 Participation in the Pilot Plant Testing -- 5.3 Participation in the Investment Memos and the National Events -- 6 Conclusions -- Acknowledgements -- References -- 11 Reflections on Using Creativity in Teaching Sustainability and Responsible Enterprise: A First and Second Person Inquiry -- Abstract -- 1 Introduction: A New Eaarth -- 2 Universities and Sustainability -- 3 Creativity -- 4 'I Love Learning' Project -- 5 Putting Creativity into Practice -- 5.1 Creativity and Responsible Enterprise -- 6 Growing Out of Action Research -- 7 Categorising Creative Interventions -- 8 Towards a New Model for Creative Learning 1: A 'Creativity Map' Using Extended Ways of Knowing -- 9 'A Creativity Map' of Interventions -- 10 Reflections on Quality and the Creative Interventions Undertaken -- 11 Towards a New Model for Creative Learning 2: Kick Starting Creativity in Teaching and Learning-Growing 'Creativity Greenhouses'. , 12 'Grow Your Own 'Creativity Greenhouse'-A 'Can Do' Approach -- 13 Strengths of the Model -- 14 Self-organising, from the Bottom up -- 15 Conclusions -- References -- 12 A SDG Compliant Curriculum Framework for Social Work Education: Issues and Challenges -- Abstract -- 1 Introduction -- 2 International Concerns for Higher Education -- 2.1 Developments till 2015 -- 2.2 Post 2015 Developments -- 3 Rationale for Curriculum Change -- 4 Social Work Education: A Major Concern -- 5 Ingredients for SDG Responsive Curriculum -- 5.1 Curriculum to Be Dynamically Evolving -- 5.2 Identifying the Synergies with SDGs -- 5.3 Need for Regulatory Structure -- 5.4 Need for Interdisciplinary Courses -- 5.5 Developing Global Competence -- 5.6 Beyond Political Boundaries -- 5.7 Need to Enhance Outreach -- 6 Discussions and Conclusion -- Refrences -- 13 Research Informed Sustainable Development Through Art and Design Pedagogic Practices -- Abstract -- 1 Introduction -- 2 Collective Visioning -- 3 Learning Undisciplined Behaviour -- 4 Education for Sustainable Development -- 5 A Creative Journey -- 6 Walking and Talking as a Transformative Tool for Learning -- 7 Co-production -- 8 Conclusion -- References -- 14 A Critical Evaluation of the Representation of the QAA and HEA Guidance on ESD in Public Web Environments of UK Higher Education Institutions -- Abstract -- 1 Introduction: Sustainability in a Global Competitive HE Sector -- 2 Growing Recognition for ESD -- 3 Methods -- 4 Results -- 4.1 QAA and HEA Guidance for ESD -- 5 Education for Sustainable Development -- 5.1 Estate Sustainability -- 5.2 Involvement -- 6 Discussion -- 7 Implications -- 8 Limitations -- 9 Conclusions -- References -- 15 Curriculum Review of ESD at CCCU: A Case Study in Health and Wellbeing -- Abstract -- 1 Introduction: ESD at CCCU -- 2 ESD Curriculum Review: An Overview. , 3 Curriculum Review at CCCU.

Note: Intro -- Preface -- Contents -- Institutional Practices and Frameworks -- Engaging Students and Campus Community in Sustainability Activities in a Major Canadian University -- 1 Introduction -- 2 Theory and Methodology -- 3 Research Questions Related to Student and Community Engagement -- 4 Key Sustainability Initiatives at the University of British Columbia -- 5 Collective Action as a Foundation for Creating a Vibrant Community -- 6 Transforming the Campus into a Living Lab -- 6.1 Sustainability-in-Residence -- 6.2 Human and Environmental Wellbeing at UBC -- 7 University as an Agent of Change -- 7.1 The SEEDS Sustainability Program: Experiential Learning -- 7.2 Sustainability Ambassadors: Outreach Activity -- 7.3 UBC Reads Sustainability: Learning Beyond the Classroom -- 7.4 Student Sustainability Council: Leadership Opportunities -- 7.5 Off-Campus Program: The Greenest City Scholars -- 8 Conclusions -- References -- A Review on Integrated Information System and Sustainability Implementation Framework in Higher Education -- 1 Introduction -- 2 Implementing Sustainability in HEIs -- 2.1 Sustainability Implementation Frameworks for HEIs -- 2.2 The Information System Strategy for Assessing Sustainability in HEIs -- 3 Further Research Needs and Opportunities -- 4 Conclusions -- References -- How the Structures of a Green Campus Promotes the Development of Sustainability Competences. The Experience of the University of Bologna -- 1 Introduction. Sustainable Development and University: The Importance of Make Structures and Places Sustainable -- 2 Educating for Sustainable Development: Political Dimension and Need for Participation -- 3 Participation in Practice: The Experience of the "Terracini in Transition" Living Lab and the Creation of the University of Bologna's Green Office -- 4 Methodology -- 5 Data Analysis and Main Results. , 5.1 Potential for University's Transition Toward Sustainability -- 5.2 Relationship Between Green Office Participation and Skills Development -- 5.3 University Facilities for Training to Sustainability -- 5.4 What the University Green Office Can Do for City of Bologna's Sustainability -- 6 Conclusions -- References -- Generating a New Idea of Public Mission for Universities. A Sustainable Communication Paradigm for Community Building -- 1 Introduction -- 2 Beyond the Concept of Knowledge Transfer: Towards a New Relationship Among Research, Education and Third Mission -- 3 Communicating the Third Mission: The Generative Perspective -- 4 Generating a New Idea of Public Mission for Universities: Two Case Studies -- 5 The Good Practices of Job Placement Project -- 6 Generative Communication for CsaVRI -- 7 Conclusion -- References -- Involving Students in Implementing a Campus Culture of Sustainability -- 1 Introduction -- 2 Inclusion of Sustainability in Economics -- 3 Economics of Sustainability -- 3.1 Background and Methodology -- 3.2 Results -- 3.3 Life Cycle Assessment as an Integrated Learning Tool -- 4 Concluding Comments and Next Steps -- Appendix 1: Course Learning Outcomes and Assignment Prompts -- Appendix 2: Assessment Table -- Appendix 3: Assignment Learning Outcomes-Instructor Evaluation -- References -- University of São Paulo Environmental Policy: Master Plan and Pilot Projects for Pirassununga and Ribeirão Preto Campuses -- 1 Introduction -- 2 Materials and Methods -- 2.1 Pirassununga Campus -- 2.2 Ribeirão Preto Campus -- 3 Results -- 3.1 Pilot Projects on Pirassununga Campus -- 3.2 Pilot Projects on Ribeirão Preto Campus -- 4 Conclusion -- References -- Mind the Gap! Developing the Campus as a Living Lab for Student Experiential Learning in Sustainability -- 1 Introduction -- 2 Our Research Methodology. , 3 Background: Campus as a Living Lab for Learning in Sustainability -- 4 Experiential Learning for Sustainability in Theory and Practice -- 5 The Experiential Learning Spectrum: Building on Experience Toward Holistic Practice in Sustainability -- 6 Campus as Living Lab as a Context for Experiential Learning -- 7 Perspectives at UCSC: Mind the Gap! In Experiential Learning -- 8 Conclusions: What Are We to Do to Fill the Gap? -- References -- A Pragmatic Framework for Setting Up Transdisciplinary Sustainability Research On-Campus That Can Make a Difference -- 1 Introduction -- 2 A Pragmatic Framework for Education for Sustainability -- 3 Putting Students in Pole Position to Facilitate Sustainability Change -- 4 Setting up a Carbon Footprint Project at KU Leuven Campus -- 5 Implementing a Vegan Food Choice to Mediate Sustainability Change -- 6 Discussion -- 7 Conclusion -- References -- The Brazilian Educational System: An Analysis of a Hypothetical Full Shift to Distance Teaching -- 1 Introduction: The Brazilian Education System, and the Paper Limitations -- 2 Methodology: Emergy Accounting and the Calculation Phases -- 3 Phase 1: Infrastructure of Traditional Schools and Distance Teaching Centers -- 4 Phase 2: Systems Operation -- 5 Phase 3: Access to Information -- 6 Phase 4: Information Flows Within the System -- 7 The Hypothetical Full Switch from In-class to Distance Teaching -- 8 Results and Discussion -- 9 Conclusions -- References -- Using the Learning in Future Environments (LiFE) Index to Assess James Cook University's Progress in Supporting and Embedding Sustainability -- 1 Introduction: The Role of Higher Education in Supporting Sustainable Development -- 2 Sustainability Assessment: The Learning in Future Environments (LiFE) Index -- 3 James Cook University's Approach to Sustainability Assessment for LiFE. , 4 James Cook University's Performance (2013, 2015, 2017) -- 5 JCU's Experiences in Using LiFE -- 6 Concluding Remarks -- References -- How Green Can You Go? Initiatives of Dark Green Universities in the Philippines -- 1 Introduction -- 1.1 Research Question and Significance of the Study -- 1.2 Methodology, Scope and Limitations -- 2 Theory, Policy and Practice in Sustainable Development -- 2.1 Education for Sustainable Development -- 2.2 Policy Responses to ESD -- 2.3 Green Campus: Criteria for Ranking -- 2.4 The Dark Green School Initiatives in the Philippines -- 2.5 National Search for Sustainable and Eco-Friendly Schools -- 3 Dark Green Schools: Findings from Four Universities -- 3.1 Profile of Featured Universities -- 3.2 Campus Greening and Biodiversity -- 3.3 Energy Conservation, Water Conservation and Anti-pollution Measures -- 3.4 Solid Waste Management -- 3.5 Extension Programs for the Larger Community -- 4 Conclusion -- 5 Way Forward and Future Research -- References -- Green Campus and Environmental Preservation on a Brazilian University -- 1 Introduction -- 2 Methodology -- 3 Environmental Planning in UPF's Campus I -- 4 The Monitoring Plan for the Campus' I Flora -- 5 Final Considerations -- References -- Sustainable Universities: A Comparison of the Ecological Footprint, Happiness and Academic Performance Among Students of Different Courses -- 1 Introduction -- 2 Ecological Footprint -- 3 Happiness -- 4 Academic Performance -- 5 Method -- 6 Results -- 7 Conclusions -- Appendix 1-Questionnaire -- Appendix 2-Representation and Graphic Interpretation of Results -- References -- Sustainability in Higher Education: The Impact of Transformational Leadership on Followers' Innovative Outcomes A Framework Proposal -- 1 Introduction -- 2 Literature Review -- 2.1 Higher Education Role in the Sustainable Development. , 2.2 Measuring Sustainability in Higher Education Institutes -- 2.3 Leadership in Creative Venture -- 2.4 Leaders Implicit Followership Theory (LIFT) -- 2.5 Transformational Leadership Theory -- 2.6 Positive Psychology -- 2.7 Innovation and Its Classification -- 2.8 Global Innovation Index (GII) -- 3 Theory and Hypotheses -- 3.1 Organizations' Sustainable System -- 3.2 Integrating Transformational Leadership in Kong's LIFT -- 4 Methodology -- 4.1 Leadership -- 4.2 Followership -- 4.3 System -- 4.4 Innovation Indicators -- 4.5 Input Indicators -- 4.6 Process Indicators -- 4.7 Output Indicators -- 5 Limitations -- 6 Conclusion and Future Work -- References -- Initiatives, Projects and Case Studies -- The ECOMAPS Project: How the Academy Can Get Involved in Local Waste Management Projects -- 1 Current Situation of Waste Management in Italy and The Ecomaps Project -- 2 What is Ecomaps? -- 3 The Blog Will Be Connected with the Platform -- 4 The Great Advantages of Using Ecomaps -- 5 The partnership -- 6 Conclusions and Future Perspectives for ECOMAPS -- References -- National Sustainability Transitions and the Role of University Campuses: Ireland as a Case Study -- 1 Introduction -- 2 Integrated Approach to Guide UC Role in National Sustainability Transitions -- 3 Quantitative Systems Analysis-Critical Review -- 4 Sociotechnical Analysis-Critical Review -- 5 Initiative Based Learning-Critical Review -- 6 Higher Education Advancing Development for Sustainability (HEADS) Approach Development -- 7 A Case Study Application of the Higher Education Advancing Development for Sustainability (HEADS) Approach -- 8 Quantitative Systems Analysis Perspective-EVs -- 9 Sociotechnical Analysis Perspective-EVs -- 10 Living Labs Perspective-EVs -- 11 Conclusions -- References. , Closing Graduates' Sustainability Skills Gaps by Using the University as a Live Sustainability Case Study.