Note: Intro -- Preface -- Contents -- Part IContextualising Integration -- 1 Digital Learning for Sustainability: An Interactive Magazine for Students, Academics and Expert Practitioners -- Abstract -- 1Introduction: The Worcester Sustainability Elective -- 2VLE Model -- 2.1 Initial Journey -- 3Literature Review -- 3.1 Digital Resources and Sustainability -- 3.2 Education for Sustainability -- 3.3 Studies in the Context of Blended Learning -- 3.4 Digital Learning and Sustainability -- 3.5 Propositions -- 4Methodology -- 4.1 Case Study -- 4.2 Data Sources -- 4.3 Conceptual Framework and Analysis -- 5Analysis and Discussion -- 5.1 Inflow Stage -- 5.2 Outflow Stage -- 5.3 Outcomes Stage -- 5.4 Transdisciplinary Observations -- 6Conclusions -- 2 The Relevance of Transdisciplinary Teaching and Learning for the Successful Integration of Sustainability Issues into Higher Education Development -- Abstract -- 1Introduction -- 2Specific Demands Due to Sustainable Development -- 2.1 The Imparting of Sustainability Specific Skills and Competencies -- 3The Role of Transdisciplinary Teaching and Learning Within Sustainability Programs -- 3.1 Transdisciplinary Teaching Against the Background of Motivational Research -- 4Conclusion -- References -- 3 Making Sustainability Part of Every Student's Curriculum -- Abstract -- 1 Introduction -- 2 UK Higher Education Context -- 3 Anglia Ruskin University -- 4 Corporate Engagement with the Sustainability Agenda -- 5 Integrating Sustainability -- 6 Sustainability in the Formal Curriculum -- 7 Sustainability as Part of Anglia Ruskin's Academic Regulations -- 8 Embedding Sustainability in the Curriculum: Influence Versus Authority -- 9 Defining Sustainability -- 10 Audits of Sustainability -- 11 Sustainability Lenses at Anglia Ruskin -- 12 Conclusion -- References. , 4 Ecological Footprinting as a Top-Down and Bottom-Up Approach to Complete Campus Engagement and Transformation Towards the One Planet Goal -- Abstract -- 1Introduction and Background -- 2Methodology -- 2.1 The Study Site -- 2.2 One Planet 2030 Strategy -- 2.3 Pedagogical Approach -- 2.4 Tier One: Personal EF Calculation -- 2.4.1 The Global Footprint Network Personal Calculator -- 2.5 Tier Two: Faculty EF Calculation -- 2.5.1 Faculty and Campus EF Calculation -- 2.5.2 The Footprint Company2122 Campus Calculator -- 2.6 2030 Projections -- 3Results -- 3.1 Embedding EF Into the Curriculum -- 3.1.1 Tier 1: Personal EF Calculation Preliminary Findings -- 3.1.2 Tier 2: Preliminary Faculty EF's -- 3.2 Campus Ecological Footprint -- 3.3 2030 Projections -- 4Discussion -- 5Conclusions -- Acknowledgments -- References -- 5 An Analysis of the Sustainability of Different Methods of Delivering Higher Education -- Abstract -- 1Introduction -- 2Sustainable Development and Climate Change -- 3UK Higher Education Carbon Emissions -- 3.1 Emissions scopes -- 3.2 Emission Sources at HEIs -- 3.3 Carbon Reduction Progress -- 4Methods of Delivering Higher Education -- 5Traditional Higher Education -- 6Tradition Higher Education: International Students -- 7Carbon Impact of International Students -- 8Case Study: Manchester Metropolitan University -- 9Transnational Education (TNE) -- 10Carbon Impact of Transnational Education -- 11Distance Learning -- 12Conclusions -- References -- 6 Social and Environmental Reporting in the Italian Higher Education System: Evidence from Two Best Practices -- Abstract -- 1 Introduction: Universities and Sustainable Development -- 2 Social and Environmental Reporting Process -- 2.1 Expressions of Willingness on the Part of the ``Enlightened'' Subject -- 2.2 Commitment Disclosure. , 2.3 Definition and Formalization of the Working Group -- 2.4 Defining the Reporting System -- 2.5 Collection and Processing of Information -- 2.6 Drafting of Document -- 2.7 Approval of the SER by Governing Bodies -- 2.8 Communications of the SER -- 2.9 Social Audit -- 2.10 Obtaining Feedback -- 3 The Italian Context on Social and Environmental Reporting -- 4 Case Studies Analysis -- 4.1 Università degli studi di Ferrara -- 4.2 Highlights from the SER -- 4.3 Università degli studi di Macerata -- 4.4 Highlights from the SER -- 5 Conclusion -- Acknowledgments -- References -- 7 How Do Limbo Dancing, Landlords and Students' Energy Habits Link to EfSD? A Student Green Fund Case Study -- Abstract -- 1Introduction -- 2Project Background -- 3Project Aims -- 4Project Action Plans -- 5Project Progress -- 6Results -- 7Project Reflection -- 8Interim Conclusions -- References -- 8 Implementing Sustainability and Social Responsibility Initiatives in the Higher Education System: Evidence from Spain -- Abstract -- 1 Introduction -- 2 Institutional Background: Special Attention to Spanish Higher Education System -- 3 Curriculum -- 4 Strategic Planning -- 5 Practices Related to Sustainability and Social Responsibility: Barriers and Drivers -- 6 Sustainability Reporting -- 7 Conclusions: Implications for Practice -- References -- 9 Enhancing Knowledge and Learning in Sustainable Developments at Universities -- Abstract -- 1 Background -- 2 Green Initiatives in Singapore -- 3 Teaching of Sustainability -- 4 Case Study Approach -- 5 Blended Learning -- 6 Research Design -- 7 Analysis and Discussion of Findings -- 7.1 Interviews with Students -- 7.2 Discussion of the Interview Comments -- 7.3 Analysis of Surveys -- 8 Implications -- 9 Limitations of Study -- 10 Conclusion -- References. , 10 Student Attitudes to Sustainability and Employability Skills: Expectations from the University Curriculum -- Abstract -- 1Introduction -- 2Methods -- 2.1 The Location of the Study -- 2.2 The Student Surveys -- 2.3 Limitations of the Study -- 3Results -- 3.1 University Student Experience Survey (2011& -- hx2013 -- 2012) -- 3.2 Student Skills Perception Survey (2012& -- hx2013 -- 2013) -- 4Discussion and Conclusion -- 4.1 Future Prospects -- References -- 11 The Application of Ecological Footprint Analysis to Distance Learning University Contexts: A Case Study of the College of Education, University of South Africa -- Abstract -- 1 Introduction -- 2 Methodology Overview -- 3 Data Collection -- 4 Methodological Approach -- 5 Results -- 5.1 Ecological Footprint of the College of Education (CEDU---UNISA) -- 5.2 Students' and Staff Members' Consumption Habits -- 6 Discussion -- References -- 12 Indicator-Based Analysis of the Process Towards a University in Sustainable Development: A Case Study of the University of Tübingen (Germany) -- Abstract -- 1 Introduction -- 2 Analysing the Sustainability Check 2.0 -- 2.1 The Sustainability Check 2.0 -- 2.2 Evaluating the Sustainabity Check 2.0 -- 3 Representation and Evaluation of Sustainability Activities at the University of Tübingen -- 4 Classification and Evaluation of the Activities at the University of Tübingen -- 4.1 Objective `University for Sustainable Development' -- 4.2 Objective `Sustainability Management' -- 4.3 Objective `Sustainable University' -- 5 Discussion and Conclusion -- References -- 13 Carbon Stored in a Sustainable University Building: Bringing Education to Practice -- Abstract -- 1Introduction -- 2The Green Office -- 3Students Company -- 4The Green Office Headquarter -- 5Methodology -- 6CO2 Emissions Inventory -- 7Carbon Stored in the Green Office. , 8Carbon Stored in the Phytophysiognomy and the Vegetal Formation -- 9Data Comparing -- 10Carbon Stored in UTFPR's Green Office -- 11CO2 Emissions Inventory -- 12Carbon Stock in Vegetation Types and Data Comparison -- 13Conclusions -- References -- 14 Developing and Managing Integrated [Interdisciplinary/Transdisciplinary] Graduate Programs in Environmental Science and Management in a Collaborative Context -- Abstract -- 1Introduction -- 2The T-Shaped Curriculum -- 3Environmental Applied Science and Management (EnSciMan) -- 4Metrics of Integration and Collaboration -- 5Conclusions -- References -- 15 Reinforcing Sustainable Development in Schools in Malta: A Potential Approach by the University of Malta to Meet the Country's Sustainable Development Challenges -- Abstract -- 1Introduction---The Importance of Education for Sustainable Development -- 2Malta as a Background for Implementing Education for Sustainable Development -- 3The Role of Higher Education -- 4Research Methodology -- 5Data Collection and Analysis -- 6Results -- 7The Intercultural and Environmental Management Plan for a School in Malta -- 8Conclusion -- References -- 16 Commitments of University Leaders to the Talloires Declaration: Are They Evidenced in Industrial Design Teaching and Learning? -- Abstract -- 1 Background -- 2 Methodology -- 3 Results -- 3.1 Degrees -- 3.2 Overall Sustainability Inclusion -- 3.3 Courses, Subjects, Modules -- 3.4 Student Work -- 4 Discussion -- 5 Conclusion -- Acknowledgment -- References -- 17 From Consumer to Citizen: Engaging Students with Participative Methods in Design -- Abstract -- 1 Introduction -- 2 Barriers to Sustainable Design Education -- 3 Design for Sustainability -- 3.1 Realising Design for Sustainability -- 4 Relational Skills -- 5 Case Studies in Teaching Design for Sustainability. , 5.1 Case Study 1: Conscientious Communicators.