Note: Intro -- Preface -- Contents -- Campus as Living Labs for the SDGs -- Living Labs for Sustainable Development: The Role of the European School of Sustainability Sciences and Research -- 1 Introduction -- 2 The Benefits of Living Labs -- 3 ESSSR as a Living Lab -- 4 Conclusions -- References -- Aligning Campus Strategy with the SDGs: An Institutional Case Study -- 1 Introduction -- 2 Universities, Sustainable Development and the SDGs -- 3 The Goals and Higher Education -- 4 Method -- 5 The Case Study Context: Sustainable Development at BU -- 6 A Further Shift of Approach: Aligning with the SDGs -- 7 Discussion and Reflections -- 8 Conclusion -- References -- Energy Sustainability at Universities and Its Contribution to SDG 7: A Systematic Literature Review -- 1 Introduction -- 2 Methodology -- 2.1 Systematic Review and Descriptive Analysis -- 2.2 Articles Classification According to the University Role to SD -- 2.3 Interconnection Among SDG 7 Targets and the Role of Universities -- 3 Results -- 3.1 Systematic Review and Descriptive Analysis -- 3.2 Classification of Articles According to the University Role in SD -- 3.3 Interconnection Between SDG 7 Targets and Role of Universities -- 4 Conclusions -- References -- The Role of Green Areas in University Campuses: Contribution to SDG 4 and SDG 15 -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 Questionnaire -- 3.2 Events Promoted by the Institution at the Green Areas of the Campus -- 3.3 The College Sustainability Report Card, 2011 -- 4 Results and Discussions -- 4.1 Perception of Survey Participants in Relation to Campus Green Areas -- 4.2 Events Promoted by the University in the Green Areas of the Campus -- 4.3 Good Practices in American and Canadian HEIs and the Possibility for UPF -- 5 Conclusions -- Appendix 1-Feedback of Undergraduate Courses. , Appendix 2-Feedback of Employees by Unit Academic -- References -- How Do You Teach Undergraduate University Students to Contribute to UN SDGs 2030? -- 1 Introduction -- 2 The Core Curriculum in Environmental Science and Sustainability -- 3 Year 1. ESS 110. Introduction to Sustainability-"Think Sustainability" -- 4 Year 2. ESS 201. Environmental Problem Analysis-"Analyze Sustainability" -- 5 Year 2. ESS 210. Environmental Research Methods.-"Research Sustainability" -- 6 Year 3. ESS 585. Junior Seminar in Sustainable Development-"Apply Sustainability" -- 7 Year 4. ESS 600/610. Senior Project (Year Long)-"Becoming an Agent of Change" -- 8 Area of Specialization -- 9 Co-curricular Experiences -- 10 Connecting the Pieces -- 11 Successful Student Integration -- 12 Conclusions -- References -- Sustainable Campuses as Living Labs for Sustainable Development: An Overview of a Brazilian Community University -- 1 Introduction -- 2 Literature Review: The Role of Higher Education for Sustainable Development -- 2.1 Sustainable Campuses as Living Labs for Sustainable Development -- 3 Methods -- 4 Results and Discussion: The Case of Unisul -- 4.1 Unisul's Practices as Living Labs for Sustainable Development -- 5 Conclusions and Recommendations -- References -- Identifying and Overcoming Communication Obstacles to the Implementation of Green Actions at Universities: A Case Study of Sustainable Energy Initiatives in South Brazil -- 1 Introduction -- 2 High Education, Information and Communication for Sustainable Development -- 2.1 Barrier to Sustainability Communication -- 3 Methods -- 3.1 Project 1: Solar University Initiative -- 3.2 Project 2: Energy Efficiency and Clean Energies in Campus -- 3.3 Project 3: Awareness and Education for Sustainability -- 4 Data Presentation -- 5 What Can We Learn from Data. , 5.1 The Institutionalization of Sustainability in the University -- 6 Conclusion -- References -- Mobilising the Sustainable Development Goals Through Universities: Case Studies of Sustainable Campuses in Malaysia -- 1 Introduction -- 1.1 Aim and Objectives -- 2 Understanding Sustainability in Malaysian Universities -- 3 Methodology -- 4 Case Study Particulars -- 4.1 The Bicycle Project, the University of Nottingham, Malaysia Campus -- 4.2 Kompos to Kelulut (K2K), Universiti Sains Malaysia -- 4.3 Sunway Youth for Sustainable Development, Sunway University -- 5 Discussion -- 5.1 Localisation of SDGs -- 5.2 Factors Affecting Positive Change -- 5.3 Limitations and Lessons Learnt -- 6 Conclusion -- References -- Towards a Learning System for University Campuses as Living Labs for Sustainability -- 1 Introduction -- 2 Developing the Framework -- 2.1 A Transformational Process Benefitting from Existing Ecosystems -- 2.2 Requirements for a Valuable Framework -- 2.3 A Co-creation Process -- 3 Description of the Framework -- 3.1 The Seven Data Collection Categories -- 3.2 Three Levels of Detail and Three Stages of Use -- 3.3 Co-development of the Framework -- 4 Discussion -- 4.1 Living Labs Strengthening University Work Towards UN SDGs -- 4.2 Creating Value -- 5 Conclusion and Next Steps -- References -- Nurturing the Seeds of Sustainability Governance: Rio+25 Brazilian Higher Education Institution Case Study -- 1 Environmental Agenda: General Scenario -- 2 Sustainability in Higher Education -- 3 Brazilian Case Study: Cefet/RJ -- 4 Teaching Environmental Agenda -- 5 Sustainability Extension Activities -- 6 Fostering Green Technology Research -- 7 Debating Cefet/RJ Sustainability Approach -- 8 Conclusions -- References -- The Transdisciplinary Living Lab Model (TDLL). , 1 Introduction: Inter-university Collaboration to Develop Innovative Sustainability Curriculum -- 1.1 Background Context to Our Universities' Commitment to the SDGs -- 1.2 The Food Waste Problem-Locally, Globally and Campus-Wide -- 2 Translating Commitment to the SDGs into Practice: The Transdisciplinary Living Lab -- 3 Operationalizing the Transdisciplinary Living Lab Model (TDLL) -- 3.1 PHASE 1 Entering the Living Lab: Scale Matters -- 3.2 PHASE 2 Transdisciplinary Learning: Multi Scalar Perspectives -- 3.3 PHASE 3 Global Context, Local Practices -- 4 Conclusion -- References -- Sustainability in Higher Education: Beyond the Green Mirror -- 1 Introduction -- 2 Sustainability at Bristol -- 3 The City of Bristol -- 4 Living Labs -- 5 Bristol Futures -- 6 The Sustainable Futures Online Open Course -- 7 Conclusion -- References -- The EDINSOST Project: Implementing the Sustainable Development Goals at University Level -- 1 Introduction -- 2 The EDINSOST Project -- 3 Methods for Developing a Competency Map on Sustainability Degrees -- 4 Results and Discussion -- 5 Conclusions -- References -- Environmental DNA (eDNA) Metabarcoding as a Sustainable Tool of Coastal Biodiversity Assessment -- 1 Introduction -- 2 University as Living Labs: Efforts in Revolutionising Biodiversity Assessment for Sustainable Development -- 3 eDNA Metabarcoding as a Sustainable Tool of Biodiversity Surveys -- 4 General Methodologies of eDNA Metabarcoding -- 5 Integrating eDNA Metabarcoding in Intensive Coastal Biodiversity Assessment -- 6 Challenges of eDNA Metabarcoding in Operational Biodiversity Research and Monitoring -- 7 Conclusion -- References -- Visual Displays of the Sustainable Development Goals in the Curricular and Extra-Curricular Activities at Nottingham Trent University-A Case Study -- 1 Introduction -- 2 Commitment to the SDGs at Nottingham Trent University. , 3 Communicating the SDGs -- 4 Supporting Research for Visual Communication of SDGs -- 4.1 Framing the Message -- 4.2 Engaging Students in Developing SDG Visual Displays -- 4.3 Barriers to Communicating the SDGs -- 5 Case Studies of Visually Displaying the SDGs -- 5.1 Case Study 1: Food Impacts and Working Towards SDG 12 Responsible Consumption and Production and SDG 13 Climate Action -- 5.2 Case Study 2: Ocean Plastic and Working Towards SDG 14 Life Below Water -- 5.3 Case Study 3: Fast Fashion and Working Towards SDG 12 Responsible Consumption and Production and SDG 10 Reduced Inequalities -- 6 Conclusions and Recommendations -- References -- Sustainable Development Goals and Current Sustainability Actions at Politecnico di Torino -- 1 Introduction -- 2 SDGs and the Italian Situation -- 3 The SDGs Mapping Exercise at Politecnico di Torino -- 4 Energy and Buildings -- 5 Mobility and Transport -- 6 Urban Outreach -- 7 Food, Water and Waste -- 8 Green Procurement -- 9 Communication -- 10 Discussion -- 11 Conclusion -- References -- Achieving Excellence in Sustainable Development Goals in Sunway University Malaysia -- 1 Introduction -- 2 SDG 17: Partnership for the Goals -- 3 SDG 3: Good Health and Well Being -- 4 SDG 6: Clean Water and Sanitation -- 5 SDG 13: Climate Action and Mangrove Conservation -- 6 Discussion: SDGs and Ecosystem Services -- 7 Conclusion -- References -- EDS Integrated Approach for Sustainability (EDS-IA): Campus as a Living Laboratory Experience -- 1 Introduction: The Challenge of Mobilizing Disciplines Towards Sustainable Action -- 2 EDS-IA Conceptual Framework: From a Linear to a Cyclical and Multilevel Model -- 2.1 Systems Interactions -- 2.2 Planetary Boundaries -- 2.3 Social Floor -- 2.4 Sustainable Development Goals -- 3 Methodological Approach: Participatory Action-Creation -- 3.1 Diagnosis -- 3.2 Mobilization. , 3.3 Ideation.

Note: Intro -- Preface -- Contents -- Contributors -- 1 Sustainability in Universities in the Asia-Pacific Region: An Introduction -- Abstract -- 1 Introduction -- 2 Part I: Education for Sustainable Development -- 3 Part II: Case Studies: Sustainable Cities -- 4 Part III: Case Studies: Sustainable Infrastructure -- 5 Part IV: Case Studies: Sustainable Buildings -- References -- Education for Sustainable Development -- 2 Researching Higher Education for Sustainable Development: Plan A, Plan B and Moving Beyond Thought-Limiting Clichés -- Abstract -- 1 Introduction -- 2 Plan A -- 3 Possible Problems with Plan A -- 4 Plan B -- 5 Putting Plan B to the Test -- References -- 3 Resetting the Compass: Principles for Responsible Urban Built Environment Education (PRUE) -- Abstract -- 1 Introduction and Context -- 2 United Nations Decade for Education in Sustainable Development: UNDESD -- 3 Global Action Plan (GAP) -- 4 Inter-University Sustainable Development Research Programme (IUSDRP) -- 5 Australasian Campus Towards Sustainability (ACTS) -- 6 10 Year Framework of Programmes (10YFP) -- 7 Sustainable Development Goals (SDGs) -- 8 The New Urban Agenda (NUA) -- 9 Principles of Responsible Management Education (PRME) -- 9.1 PRME in Business -- 9.2 Principles of PRME -- 10 Discussions -- 11 Conclusions -- Appendix -- References -- 4 Achieving Both Breadth and Depth: How Sustainability Education Is Being Integrated Across All Undergraduate Courses at La Trobe University, Australia -- Abstract -- 1 Introduction: How Should Sustainability Education Be Incorporated? -- 2 Purpose: Sustainability Education Across All Courses -- 3 Approach: Institution-Wide -- 4 Outcomes: Close to Full Coverage of ST in Courses -- 5 Reflecting on the Success of Sustainability Thinking at La Trobe -- 6 Going Beyond the Minimum-Depth as Well as Breadth -- 7 Conclusions -- Acknowledgements. , Appendix 1: Example of the Memo Used by Academic Staff to Seek Approval for ST -- Appendix 2 -- References -- 5 Developing Undergraduate Foundation Courses in Sustainability -- Abstract -- 1 Introduction -- 2 Education and Sustainability -- 3 Environmental Education at Griffith University -- 4 Background to the Case Study: Forerunner Courses -- 5 Case Study: The Sustainability Course -- 6 The Bigger Picture: Ecological Modernisation -- 7 Conclusions -- References -- 6 A Comparison of Assessment Methods for Engineering Students' Understanding of Sustainability -- Abstract -- 1 Introduction -- 2 Approaches to Assessment of Sustainability Learning -- 3 Analysis -- 4 Conclusions -- References -- 7 The Need for the Graduate Attribute Assessment Tool (GAAT) -- Abstract -- 1 Introduction -- 2 Graduate Attributes, Sustainability Attributes and Their Measurement -- 3 Attribute Assessment Consideration and the Theoretical Basis for the Assessment Tool -- 4 Application of the Tool and Project Findings -- 5 Conclusions -- References -- 8 University Sustainability Course Creation in China: Experiences from the CUFE -- Abstract -- 1 Introduction -- 2 HESD and Its Development in China -- 2.1 Higher Education Governance in China -- 2.2 ESD Governance and University Initiatives -- 3 Sustainability Course Design and Survey at CUFE -- 3.1 CUFE Introduction -- 3.2 Sustainability Course Arrangement -- 3.3 Learning Objectives and Contents -- 4 Questionnaire Survey and Results -- 4.1 Questionnaire Results -- 5 Discussion -- 5.1 Learning Content -- 5.2 Pedagogy and Learning Environment -- 5.3 Governance Performance and Political Influences -- 6 Conclusions -- References -- 9 Sustainability in Construction Management Education: An Indian Perspective -- Abstract -- 1 Introduction and Background -- 2 Literature Review -- 3 Sustainability in Construction Management Education. , 4 Imparting Sustainability Education-Indian Context -- 5 Research Aim and Objectives -- 6 Research Methodology -- 7 Survey Design and Specifics -- 8 Program Comparison -- 9 Survey Key Findings -- 10 Conclusion -- References -- 10 Perceptions of the Research Scholars Regarding Education for Sustainable Development (ESD) in Pakistan -- Abstract -- 1 Introduction: ESD and Teacher Education -- 2 Sustainable Development -- 3 Education for Sustainable Development (ESD) -- 4 Sustainability Competencies -- 5 Method -- 5.1 Respondents -- 5.2 Procedure for Data Collection -- 5.3 Interview -- 6 Findings -- 6.1 Sustainability Competencies -- 7 ESD Processes -- 7.1 ESD Content -- 8 Education that Sustains or Continues -- 9 Education that Aims at Sustainability -- 10 Discussion -- 11 Conclusion -- Acknowledgements -- References -- 11 Empowering Women and Girls Through Education: SDG's Vision 2030 -- Abstract -- 1 Introduction: Women Empowerment Through Education and Sustainable Development -- 2 Education for Sustainable Development -- 3 Empowerment as a Cyclic Continuous Process in Sustainable Growth -- 4 Education as a Catalyst for Change in Women Empowerment and Sustainability -- 5 Eradication of Poverty and Employment Opportunities for Sustainability -- 6 Sustainable Development Goals Vision 2030 -- 7 Comparison and Reasons That SDGs Have Improved Outcomes -- 8 Goal 5: Achieve Gender Equality and Empower All Women and Girls -- 9 The Role of Education in Empowering Women and Girls for Sustainable Development in Pakistan -- 10 Results and Finding -- 11 Findings of Focus Group Discussion -- 12 Discussion -- 13 Conclusion and Recommendations -- References -- 12 Intercultural Dialogue Through Design (iDiDe) as a Platform for Built Environment Education for Sustainability in Rural Developing Contexts: Building Ampara, Sri Lanka -- Abstract -- 1 Introduction. , 2 Background and Context of the Building Ampara Project -- 3 Methodology -- 4 Scope of the Paper -- 5 iDiDe Conceptual Pedagogical Model for Sustainable Design Education -- 6 Evaluation and Outcomes -- 7 Reflection of Outcomes for the Community and the Role of iDiDe Partners -- 8 Conclusion and Further Research -- Acknowledgements of Contribution by Partners and Well-Wishers -- References -- 13 'Sustainability' After Disaster: Confronting the Complexities of Recovery in the Field: An Educational Experience -- Abstract -- 1 Introduction: Black Saturday -- 2 Marysville: A Case Study -- 3 Sustainability and Recovery as Process -- 4 The Design Studio -- 5 Conclusion -- References -- Case Studies: Sustainable Cities -- 14 A Diversity of Eco-Developments: An Overview and Comparison of Sustainability in Six Eco-Developments -- Abstract -- 1 Introduction -- 2 Critical Analysis of the Current Scenario of Sustainability Assessment Tools (SATs) -- 3 The Pillars of Sustainability in Sustainability Assessment Tools -- 3.1 Sustainability Criteria-Weighting and Scoring -- 3.2 Performance Monitoring -- 4 Methodology and Approach -- 5 Phase 1-Multidimensional Overview of Eco-Developments -- 6 Framework Formulation and Analysis -- 6.1 Natural Resource and Waste Conservation -- 6.2 Public Transport Sustainability -- 6.3 Socio-Enviro-Centric Economy -- 7 Discussion of Comparisons and Limitations -- 7.1 Village Versus Neighbourhood Scales -- 7.2 Temporal Data -- 7.3 Data Verification -- 8 Additional Frameworks and Further Adjustments -- 9 Conclusions -- References -- 15 Evolving a Locally Appropriate Indicator System for Benchmarking Sustainable Smart Cities in India -- Abstract -- 1 Introduction -- 2 Why Measuring Performance Is the Key to India's Urban Prosperity -- 3 Selecting Locally Appropriate Urban Sustainability Indicators for India -- 4 Methodology. , 5 Analysis and Results -- 6 Discussion and Way Forward -- References -- 16 Analysing the Role of India's Smart Cities Mission in Achieving Sustainable Development Goal 11 and the New Urban Agenda -- Abstract -- 1 Introduction and Background -- 2 Literature Review -- 3 Research Aim and Objectives -- 4 Research Methodology -- 5 Expert Consultation -- 6 Analysis of Synergies Between the Global Agenda and the Local Mission -- 7 Conclusions -- 8 Limitations and Scope for Further Research -- Appendix 1: SDG 11 and Its Targets -- Appendix 2: Other SDGs and Transformative Commitments of NUA -- Appendix 3: Standalone Commitments of NUA -- References -- 17 The Housing Gap-Sydney, Australia -- Abstract -- 1 Introduction -- 2 Part 1 Context and Why This Approach -- 3 Part 2 The Diagram and Definitions -- 4 Part 3 What The Diagram Tell Us -- 5 Conclusion -- References -- 18 Creating Public Value Through Collaborative Governance-Case Study: The Strategic Development of the Bays Precinct, Sydney Transformation Plan -- Abstract -- 1 Introduction -- 2 Broader Public Benefit Expectations -- 2.1 Cultural Impacts -- 2.1.1 Many Interdependencies -- 3 Part 1: Theoretical Overview of Key Concepts -- 3.1 Place-Based Leadership -- 3.2 Stakeholder Engagement -- 3.3 Public Value -- 3.4 Collaborative Governance -- 4 Part 2: Case Study-Strategic Development of the Transformation Plan for the Bays Precinct, Sydney -- 4.1 UrbanGrowth NSW's City Transformation Life Cycle™ -- 4.2 The Stakeholder Engagement Process for the Development of the Transformation Plan -- 4.3 Anchor Events -- 4.4 Outputs-Principles for the Transformation Plan -- 4.5 Outcomes -- 5 Part 4: Demonstration of Collaborative Governance and Public Value Creation -- 6 Conclusion -- References -- 19 Greening Regional Cities: The Role of Government in Sustainability Transitions -- Abstract. , 1 Introduction: Third Party Actors and Innovation for Sustainability.

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.