Note: Intro -- Preface -- Contents -- Sustainability Models and Systems -- 1 Designing Sustainable Consumption and Production Systems in Higher Education Institutions: The Case of Solid Waste Management -- Abstract -- 1 Waste Generation in Higher Education Institutions (HEIs) -- 2 Monetizing Garbage in Philippine HEIs -- 3 Creating Sustainable Consumption and Production Patterns in the Campus -- 4 Recognizing Other Institutions for Promoting Sustainable Consumption and Production Patterns -- 5 A Focus on ASEAN: Opportunities and Issues for HEI Sustainable Consumption and Production Patterns -- 6 Ensuring the Sustainability of the University Consumption-Production Loop -- Acknowledgments -- References -- 2 Sustainable Campus Management at Freie Universität Berlin-Governance and Participation Matter -- Abstract -- 1 Introduction -- 2 The Freie Universität's Energy Balance, 2000-2014 -- 3 Sustainable Campus Management and Participation -- 4 Instruments in a Chronological Order -- 5 Success Factors and Conclusions -- 5.1 Cost Arguments, Experience of Crises and Institutional Modernization -- 5.2 The Role of Leadership -- 5.3 Integration of Infrastructural Aspects -- 5.4 Different Participatory Approaches -- 5.5 Instrument Mix and Holistic Perspective -- 5.6 Conclusions -- Literature -- 3 Education for Sustainability: A Wisdom Model -- Abstract -- 1 Introduction -- 2 Sustainable Development, Sustainability, and Wisdom -- 3 Wisdom as an Organizing Concept for Education for Sustainability -- 4 Benefits of Aligning the Four Pillar Wisdom Model and Education for Sustainability -- 5 Application of the Four Pillar Model for Curriculum -- 6 Conclusion -- References -- 4 ecoGIS-A Solution for Interactive Facility Management to Support the European Eco-Management and Audit Scheme (EMAS) -- Abstract -- 1 Introduction -- 2 Requirements -- 3 Actors. , 3.1 Actors and Their Roles -- 4 User Interfaces -- 4.1 Mobile App -- 4.2 Web-Services -- 5 The Data Model -- 6 Beneficiaries -- 7 Implementation -- 8 Summary and Outlook -- Acknowledgments -- References -- 5 A Real-World Lab Approach to the Carbon Neutral Campus Transition: A Case Study -- Abstract -- 1 Background -- 2 HFT Stuttgart and EnSign -- 3 Project Area -- 4 Methods -- 4.1 Transformation -- 4.2 Real-World Labs -- 4.3 Iterative Approach -- 5 EnSign Real-World Lab Focal Areas -- 5.1 Project Management -- 5.2 Urban Planning -- 5.3 Energy Management and User Behavior -- 5.4 Architecture and Refurbishment -- 5.5 Integration of Renewable Energies -- 5.6 Indicators of Sustainability -- 5.7 Sustainable Finance -- 5.8 Engagement -- 6 Initial Findings -- 6.1 Teaching -- 6.2 External Stakeholder Integration -- 6.3 TR Literacy -- 6.4 Management Structures -- 6.5 Assessment -- 7 Conclusions -- Acknowledgments -- References -- 6 Sustainable Academic Libraries: A Campus Partnership at Michigan State University -- Abstract -- 1 Introduction -- 2 Methods -- 3 History of Sustainability at MSU -- 4 Collaborations -- 5 Recycling and Waste Management -- 6 Composting Pilot -- 7 Library Materials -- 8 Transportation -- 9 Energy Use -- 10 Lessons Learned -- 11 Conclusion -- References -- 7 Becoming Sustainable in Our Own Way: Sustainability at the Flagship Massachusetts Public University -- Abstract -- 1 Introduction: Campus Planning and Sustainable Development at Higher Education Institutions (HEIs) -- 2 Methodology -- 3 Case Study Theoretical Approach -- 4 University of Massachusetts Amherst -- 5 SD at UMA Phase I: Grassroots/Awakening 2001-2007 -- 6 SD at UMA Phase II: Executive Acceptance/Pioneering 2008-2014 -- 6.1 Empower Broad-Based Action -- 7 Conclusions for University Sustainable Development -- 7.1 Process, Governance and Internal Leadership. , 7.2 Research and Data -- 7.3 Leadership for Society -- References -- 8 Identifying Relevant Versus Received Sustainability Education at Industrial Engineering and Management Programs -- Abstract -- 1 Introduction -- 2 Method -- 2.1 Purpose and Aim -- 2.2 Delimitations -- 2.3 Phase 1-Identifying Relevant Sustainability Content for Industrial Engineering and Management Students -- 2.4 Phase 2-Mapping Received Sustainability Content in Industrial Engineering and Management Programs -- 2.4.1 The Interview Technique -- 2.4.2 The Compilation and Analysis of Results -- 3 Results and Analysis -- 3.1 Broad Content List -- 3.2 Skewedness of Content Covered Relative to Expert Opinion -- 3.3 Lack of Integrative Instances -- 3.4 Key Challenges -- 3.5 Uncertainty-Normativity, Interconnectedness and Pedagogics -- 4 Conclusions -- Acknowledgments -- References -- 9 Implementing Sustainability in the Classroom at Université Laval -- Abstract -- 1 Introduction -- 1.1 SD at Université Laval -- 2 Drawing up a List of Courses in SD -- 2.1 The Mandate and Task of the Advisory Committee -- 2.2 A List of Courses in SD -- 2.3 Theoretical Approach -- 2.4 Operationalizing the Process of Drawing up a List of Courses in SD -- 3 Survey of SD Courses -- 3.1 Methodology -- 3.2 Developing the Questionnaire -- 3.3 The Questionnaire Items -- 3.3.1 Systems-Thinking Competence -- 3.3.2 Anticipatory Competence -- 3.3.3 Normative Competence -- 3.3.4 Strategic Competence -- 3.3.5 Overall Analysis of the Course by the Professor in Charge -- 3.4 Preliminary Results of the First Version of the Questionnaire -- 3.5 Challenges and Difficulties -- 4 Conclusion -- Acknwoledgment -- References -- 10 Environmental Dashboards: Fostering Pro-environmental and Pro-community Thought and Action Through Feedback -- Abstract. , 1 Introduction: Challenges and Changes in Environment, Society and Higher Education -- 1.1 The Loss of Feedback Related to Natural Resources and Its Implications -- 1.2 The Role of the University in Social and Environmental Problem-Solving: Alternative Models -- 2 Using Feedback to Change Thought and Behavior: What We Know -- 3 Environmental Dashboards: Employing Multiple Scales of Feedback to Promote Systems Thinking -- 3.1 Concept and Goals -- 3.2 Implementation: Developing Content for Community Voices -- 3.2.1 Generating Messages that Promote Pro-environmental and Pro-community Thought and Behavior -- 3.3 Integration with Teaching and Learning at Oberlin College -- 3.4 Integration with Teaching and Learning in Oberlin Public Schools -- 3.5 Research on Environmental Dashboard -- 3.5.1 Effect of Citywide Dashboard on Systems Thinking -- 3.5.2 Effects of Lessons Using Environmental Dashboard on Content Retention and Systems Thinking -- 3.5.3 Effects of Community Voices -- 3.5.4 Impact of Exposure to Digital Signage -- 3.6 Expansion of Environmental Dashboard to Other Communities -- 4 Conclusion -- References -- 11 The Implementation of Sustainable Development in the Nordic Higher Education Institutions (HEIs) -- Abstract -- 1 Introduction -- 2 Theoretical Framework -- 3 Research Methods and Methodology -- 3.1 The Project Survey -- 3.2 The Workshops -- 3.3 Limitations -- 4 Results -- 4.1 The Number of Institutions and Experts Engaged in the Project -- 4.2 Outcome of the Survey -- 4.2.1 Implementation of SD -- 4.2.2 Key Drivers and Barriers in Implementing SD -- 4.3 Findings of the Copenhagen and Gothenburg Workshops -- 4.3.1 Implementation of SD -- 4.3.2 Drivers and Barriers to the Implementation of SD -- 4.4 The Oslo Workshop -- 5 Discussion -- 6 Conclusions and Future Prospect -- References -- Implementation Strategies. , 12 Energy Consumption in Student Hostels of Universiti Sains Malaysia: Energy Audit and Energy Efficiency Awareness -- Abstract -- 1 Introduction -- 2 Literature Review -- 3 Methodology -- 3.1 Total Energy Consumption of Each Hostel Buildings -- 3.1.1 Facility and Utility Data Analysis -- 3.2 Energy Consumption for Lighting in Each Hostel and the Level of Student Engagement in Sustainable Energy Consumption Practices -- 3.2.1 Field Questionnaires -- 3.2.2 Walk Through Survey -- 4 Results -- 4.1 Total Energy Consumption in Each Hostel Buildings -- 4.2 Energy Consumption for Lighting in Each Hostel and Level of Student Engagement in Sustainable Energy Consumption Practices -- 5 Discussion -- 5.1 Electricity Wastage -- 5.2 Earth Hour -- 5.3 Light Emitting Diode (LED) as Replacement for Fluorescent Lamp -- 5.4 LED Motion Sensor Light -- 6 Conclusion and Recommendations -- Acknowledgments -- References -- 13 Resilience Thinking in Higher Education: Institutional Resilience as a Sustainability Goal -- Abstract -- 1 Introduction -- 2 Situating Sustainability in HEIs -- 3 Situating Resilience in HEIs Toward Sustainability -- 4 A Framework for Organizational Resilience Toward Sustainability -- 5 Conclusion -- References -- 14 The Campus as a Living Laboratory: Macalester College Case Study -- Abstract -- 1 Introduction -- 2 Methodology -- 3 Macalester College Living Laboratory Case Study -- 4 Living Laboratory Academic Projects -- 5 Analysis -- 6 Eight Elements to Building a Campus Living Lab and Macalester College -- 7 Lessons Learned -- 8 Conclusion -- References -- 15 Sustainable Energy Campus: A Challenge on Smart Facilities and Operations -- Abstract -- 1 Introduction -- 2 Sustainable Campus at Técnico-Lisbon -- 3 Main Actions -- 4 Results Achieved So Far -- 5 Conclusions and Future Work -- References. , 16 Unipoli Green-Four Universities Working Together for Sustainability.