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.