Keywords:
Universities and colleges.
;
Electronic books.
Type of Medium:
Online Resource
Pages:
1 online resource (595 pages)
Edition:
1st ed.
ISBN:
9783319088372
Series Statement:
World Sustainability Series
URL:
https://ebookcentral.proquest.com/lib/geomar/detail.action?docID=1967644
DDC:
338.927
Language:
English
Note:
Intro -- Preface -- Contents -- Part I Integrative Processes and Concepts -- 1 Education for Sustainable Development in Higher Education: Reviewing Needs -- Abstract -- 1 Introduction: Education for Sustainable Development in Higher Education -- 2 The Role of Education for Sustainable Development in Higher Education -- 3 Education for Sustainable Development and Universities: Some Issues, Challenges and Needs to Be Met -- 4 Conclusions -- References -- 2 The Matter of Geography in Education for Sustainable Development: The Case of Danish University Geography -- Abstract -- 1 Introduction: Greening Educational Policy and Geography in Higher Education -- 2 Is the Human-Environment Theme Being Reconfigured in Geography? -- 3 How Does Geography Contribute to ESD? -- 4 How Are Issues of Sustainability Addressed in Curricula? -- 5 What Is the Influence on Danish Universities of the Lucerne Declaration Concerning Geography? -- 6 Conclusion -- References -- Additional Reference List -- 3 James Cook University's Holistic Response to the Sustainable Development Challenge -- Abstract -- 1 Introduction -- 2 Traditional Teaching and Learning at Universities -- 3 Organizational Frameworks for Considering Sustainability at Universities -- 4 Leadership and Governance -- 5 Partnerships and Engagement -- 6 Learning, Teaching and Research -- 7 Facilities and Operations -- 8 Conclusions -- References -- 4 Triple Bottom Line: An Academic Perspective on Sustainability Practices and Accountability -- Abstract -- 1 Introduction to Sustainable Development -- 2 Triple Bottom Line (TBL) as a Sustainable Development Approach -- 3 Sustainability Tools in HEIs -- 4 Academic Accountability -- 5 Research Method -- 6 Research Findings -- 6.1 Institutional Prosperity -- 6.2 Academic Accountability -- 6.3 Institutional Durability of ASPs -- 7 Conclusion -- References.
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5 Engineering Education for Sustainable Industries: Approach, Implementation and Accreditation -- Abstract -- 1 Introduction -- 2 Approach and Guiding Principles for Engineering Education -- 2.1 Training in Decision Making Process -- 3 Education for Sustainable Industries -- 4 Evaluation and Accreditation ``Engineering Education for Sustainable Industries'' by QUESTE-SI -- 5 Indicators -- 6 Results and Discussion -- 7 Conclusions -- References -- 6 Sustainable University for Regional Development: Quality Management Model that Integrates Employer and Social Partner Attitudes -- Abstract -- 1 Introduction -- 2 Theoretical Framework -- 3 Methods -- 4 Results -- 5 Model and Recommendations -- 6 Conclusions -- References -- 7 Investigating the Relationship of Wellbeing with Sustainable Values, Attitudes and Behaviour -- Abstract -- 1 Introduction Wellbeing and Sustainability -- 2 Sustainable Values, Attitudes and Behaviour -- 3 Sustainability Though Wellbeing -- 4 Methods -- 5 Results -- 5.1 Values and Wellbeing -- 5.2 Environmental Attitudes and Behaviour and Wellbeing -- 6 Conclusions -- References -- 8 Green Fever EcoCycle and Sustainability in Action -- Abstract -- 1 Introduction -- 2 Case Study-Department Sustainability Challenge -- 3 The EcoCycle and the DSC -- 4 The EcoCycle and the DSC -- 5 Methods -- 6 Limitations -- 7 Results -- 7.1 Sub-Group Results -- 7.2 Conduits -- 7.3 Barriers -- 8 Discussion -- 9 Conclusion -- Acknowledgments -- References -- 9 The Processes of Integrating Sustainability in Higher Education Curricula: A Theoretical-Practical Experience Regarding Key Competences and Their Cross-Curricular Incorporation into Degree Courses -- Abstract -- 1 Introduction -- 2 What Do We Mean by Competences in Sustainability? -- 3 Case Study: Implementation of the Model in Educational Practice -- 3.1 Stimulus Activity.
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3.2 Factors, Dimensions and Involved Agents -- 3.3 Context and Characteristics of the Training Activity -- 3.4 Activity Goals -- 3.5 Means -- 3.6 Problem-Posing Questions -- 3.7 Students' Tasks and Resulting Products -- 3.8 Rubrics (Performance Indicators) -- 4 Conclusion -- References -- 10 Integrating a Triple Bottom-Line Approach into the Management System: A Framework for Institutions and Businesses Alike -- Abstract -- 1 Introduction -- 1.1 Background: Industrial Ecology, Sustainability, and Triple Bottom-Line -- 1.2 Organizational Management Systems -- 2 Method for Creating a Triple Bottom-Line Management System -- 2.1 Stage 1: Assessing the Organization: Define the System Boundaries -- 2.1.1 Scope Analysis -- 2.2 Stage 2: Inventory Process -- 2.2.1 Gap Analysis -- 2.2.2 Administration -- 2.2.3 Identify Transformations -- 2.2.4 Identify Subsystems -- 2.3 Stage 3: Identify Organizational Goals, Actions, and Indicators -- 2.3.1 Topic of Measure -- 2.3.2 Scope of Measure -- 2.4 Economic Capital -- 2.4.1 Inputs -- 2.4.2 Outputs -- 2.5 Environmental Capital -- 2.5.1 Inputs -- 2.5.2 Outputs -- 2.6 Social Capital -- 2.6.1 Inputs -- 2.6.2 Outputs -- 2.6.3 Unit of Measure -- 3 Conclusion -- References -- 11 Sustainable Development at Universities in the Sultanate of Oman: The Interesting Case of Sultan Qaboos University (SQU) -- Abstract -- 1 Introduction: Aspects of Sustainability Values in SQU and Oman -- 2 The Context of the SDU-SQU Case Study and Previous Work -- 3 Methodology -- 4 Analysis and Results -- 5 Discussion and Conclusion -- Acknowledgment -- References -- 12 Enhancing and Monitoring Sustainability Culture at the University of Michigan -- Abstract -- 1 Introduction -- 2 Campus Sustainability Integrated Assessment -- 3 Changing Sustainability Culture -- 4 Monitoring Change -- 5 The Approach -- 6 Questionnaires -- 7 Scope of Data Collected.
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8 Selected First Year Findings -- 9 Current Status of SCIP -- 10 Potential for Replication -- 11 Conclusions -- References -- 13 Walking the Dead: The Systemic Premises Explaining Missed Opportunity for Sustainability Initiatives in Canadian Higher Education Organizations -- Abstract -- 1 Introduction -- 2 North American Higher Education Sustainability Organizations -- 3 The Significance of Sustainability to Canadian Higher Education Administration -- 4 The Face of Sustainability Champions on Campus -- 5 The State of Sustainability on Campus: What Is and What Could Be -- 6 Conclusions -- References -- 14 Maximising Sustainability Outcomes by Amalgamating Dimensions of Sustainability -- Abstract -- 1 Introduction -- 2 Context -- 3 Aspects of Sustainability -- 4 Leadership and Governance: Setting the Goals and Funding -- 5 Campus Operations: Making Things Happen -- 6 Campus as a Laboratory: Sustainability Dimensions Supporting Each Other -- 7 Case Study 1: Recycling at the University of Melbourne: Operations, Research and Engagement -- 8 Case Study 2: Green Roofs: Research, Teaching, Community Engagement and Education and Operations -- 9 Case Study 3: Shallow Geothermal -- 10 Conclusions -- References -- 15 Driving the Energy Transition at Maastricht University? Analysing the Transformative Potential of the Student-Driven and Staff-Supported Maastricht University Green Office -- Abstract -- 1 Introduction -- 2 Literature Review: The Role of Energy Efficiency at Universities -- 3 Analytical Framework: Multi-level Perspective -- 4 Methodology -- 4.1 Case Description -- 4.2 Data Gathering and Analysis -- 5 Results -- 5.1 Landscape Trends -- 5.2 The Regime Before the Emergence of the Niche -- 5.3 Impact of the Niche on the Regime -- 6 Discussion -- 7 Limitations -- 8 Conclusion -- References.
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16 The Institutional Dimension of Sustainability: Creating an Enabling Environment for Sustainability Transformation at USM -- Abstract -- 1 Introduction -- 2 Background -- 3 USM Sustainability Transformation -- 3.1 Kampus Sejahtera Programme (2000) -- 3.2 USM as a Regional Centre of Expertise (RCE) for ESD (2005) -- 3.3 The University in a Garden Scenario (2006) -- 4 APEX Phase I -- 4.1 Laying the Foundation -- 4.2 The USM Sustainability Integration Model -- 4.3 SAM for Monitoring Sustainability -- 5 APEX Phase II -- 5.1 The Strategy -- 5.2 USM Policy on Sustainability 2013 -- 5.3 Sustainability Implementation Logframe -- 6 Conclusion -- References -- 17 Development, Structure and Impact of a Ten Year Outreach and Study Abroad Program in Sustainability and Environmental Health Disparities: University of Northern Iowa, the Iuliu Hatieganu University of Medicine and Pharmacy and the Romani of Pata Rat with a Report on a Cross-Sectional, Romani Environmental Footprint Study -- Abstract -- 1 Introduction and Background -- 2 Methods -- 2.1 Overall Study Abroad Effort -- 2.2 Recent Pata Rat Community Research -- 3 Findings from the Recent Community Research: Roma Footprint -- 4 Outcomes from Overall Study Abroad Effort to Date -- 5 Discussion and Future Efforts -- 6 Conclusions -- References -- 18 Perspectivaction: A New Educational Framework to Include Sustainability in Responsible Management Education -- Abstract -- 1 Introduction -- 2 Contextualization -- 3 Education as a Vector for Sustainability -- 4 Principles for Responsible Management Education (PRME) -- 5 Theoretical-Conceptual Support -- 6 Perspectivaction Educational Framework -- 7 Perspectivaction's Main Activities -- 8 Method Used to Validate Perspectivaction -- 9 Conclusion -- References -- 19 Student Perceptions on the First Masters in Education for Sustainable Development in Malta.
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Abstract.
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