Note: Intro -- Preface -- Contents -- Sustainability-Based Approach and Methods -- Moving Towards Sustainable Agriculture Through Higher Education -- 1 Introduction -- 2 Literature Review -- 2.1 Sustainable Agriculture -- 2.2 Agriculture and the 17 Sustainable Development Goals -- 2.3 Education for Sustainable Development and Adult Education: Role in Agriculture -- 2.4 Agriculture in Malta -- 3 Methodology -- 4 Results -- 4.1 Challenges in Farming -- 4.2 Impacts of Farming on the Environment -- 4.3 Indigenous Farming Knowledge -- 4.4 A Sustainable Farming Future -- 4.5 Education for Sustainable Development and Farming -- 4.6 Discussion on Main Findings -- 5 Conclusion -- References -- Balancing Sustainable Livelihoods and Conservation in the Marine Environment -- 1 Introduction to MPA Management and People's Livelihoods -- 2 Livelihoods and the Local Context -- 3 Methodology -- 4 Results -- 4.1 Main Themes -- 4.2 Discussion and from the Thematic Analysis of Qualitative Data -- 5 Recommendations -- 6 Conclusion -- References -- Linking Biodiversity and Human Health to Achieve Sustainability -- 1 Introduction -- 2 The Maltese Context -- 2.1 The Maltese Environment and Biodiversity -- 2.2 Pollution and Health -- 2.3 Effects of Biodiversity on Human Health and Well-Being -- 2.4 Biodiversity, Stress and Mental Health -- 2.5 Biodiversity and Physical Health -- 2.6 Ecosystem Services -- 2.7 Loss of Human-Nature Connection -- 2.8 Sustainable Exploitation -- 2.9 Humans and Their Perceptions of Nature -- 2.10 Research Gaps Identified -- 3 Methodology -- 3.1 The Interviews -- 3.2 Data Analysis -- 4 Discussion -- 5 Assessment of Study Findings -- 6 The Influence-Process-Action Model -- 7 Recommendations -- 8 Conclusion -- References -- Understanding Scale in Wicked Problems of Sustainable Development: Who Needs Dedicated Courses in Higher Education?. , 1 Introduction -- 2 The Meaning of Scale -- 3 A Classification of Work Assignments -- 4 Learning to Solve a Complex Problem -- 5 Creating a Hierarchy of Problems -- 6 Using Scale in Assignments-Examples from Different Disciplines -- 7 Conclusion-Whom to Teach About Scale -- References -- Presenting an Interdisciplinary Teaching Approach to Involve University Students in Issues of Sustainable Development -- 1 Introduction -- 2 Concept of the Course -- 3 Feedback and Evaluation -- 4 Conclusions -- References -- Methods of Transdisciplinary Collaboration Within Sustainable Research and Development Projects -- 1 Introduction -- 2 Description of Approaches for Transdisciplinary Research and Development -- 3 Application of the TDR Approaches in the Field of Climate Adaptation -- 3.1 Climate Adaptation as a Case Study -- 3.2 TDR Methods Applied in Three Projects Aimed at Climate Change Adaptation -- 4 Conclusions -- References -- Universities as 'Global Citizens': Reflections and Learning from a Project on Female Leadership for Sustainable Development of Fishing Communities in Colombia -- 1 Introduction -- 2 Project Background -- 2.1 Project on Sustainable Development and Women's Leadership -- 2.2 Community Based Participatory Research -- 3 Methods -- 4 Results -- 4.1 Analysis of Power Relations (Symmetrical and Asymmetrical) -- 4.2 Agency -- 4.3 Identity -- 5 Discussion and Conclusions -- 5.1 Agency and Identity and Their Links to Asymmetrical and Symmetrical Power Relations -- 5.2 The Role of HE as Global Citizen, Considerations and Potential Impact -- References -- Geography of Food Summer School: International Exchange for Sustainable Food Value Chains -- 1 Introduction -- 2 The Geography of Food Education Programme -- 2.1 Background and Goals -- 2.2 Educational Concept -- 2.3 Course Phases and Content. , 2.4 Integration of Key Educational Elements into Course Phases -- 3 Experiences and Learnings -- 3.1 Implementation -- 3.2 Evaluation -- 3.3 Quality Assessment -- 4 Conclusion and Outlook -- References -- The Role of Higher Education Stakeholder Networks for Sustainable Development: A Systems Perspective -- 1 Introduction -- 2 Stakeholder Networks as Drivers of Sustainable Development Implementation in Higher Education Institutions -- 3 Systems Thinking, Analysis and Assessment of Stakeholders' Networks in HEIs -- 3.1 Soft Systems Methodology (SSM) a Way of Enquiring About Complexity -- 3.2 Soft Systems Methodology (SSM): Managing and Controlling the Transformation Process -- 3.3 Measuring the Performance of a System with SSM: CATWOE, the Transformation Process and the Three 'Es': Efficacy, Efficiency and Effectiveness -- 3.4 Assessing the Performance of Stakeholder's Network: A Soft Systems Methodology (SSM) Model -- 4 Conclusions -- References -- Corporate Sustainability Benchmarking in Academia: Green Campus, Living Labs, Socioeconomic and Socioenvironmental Initiatives in Brazil -- 1 Introduction -- 1.1 Climate Change -- 1.2 Green Campuses -- 1.3 Living Labs -- 1.4 Economic and Socioenvironmental Sustainability Initiatives -- 2 Methodology -- 2.1 Themes -- 2.2 Indicators -- 2.3 Obtaining Information -- 2.4 Selecting the Reference Universities -- 2.5 Selecting the Universities in Santa Catarina -- 3 Profile of the Selected Universities -- 3.1 European and North American Campuses (EACs) -- 3.2 Santa Catarina Campuses (SCCs) -- 4 Corporate Sustainbility Bench Marking -- 4.1 Green Campus -- 4.2 Living Labs -- 4.3 Economic and Socioenvironmental Sustainability for Society Initiatives -- 5 Conclusions -- References. , What About the Human Side of Climate-Induced Migration? The Role of Universities in Improving Refugees' Wellbeing by Implementing the Sustainable Development Goals -- 1 Introduction -- 2 Literature Review -- 2.1 Climate Change-Induced Migration, the Climate Refugees -- 2.2 Universities for the Sustainable Development Goals: Assisting the Climate Refugees -- 3 Methods -- 4 Results and Discussions: The Contributions of Universities to Implement the Sustainable Development Goals for Climate Refugees -- 5 Conclusions and Recommendations -- References -- Critical Thinking, Moral Courage, and Sustainable Development Goals. Universities as a Driving Force for Societal Change -- 1 Introduction -- 2 Critical Thinking and Courage as Hallmarks of Higher Education -- 3 The Purpose of the University. Sustainability as the Teleological, Greater Good -- 4 Conclusions -- Bibliography -- Sustainable Development: An Analysis Based on Conference Papers -- 1 Introduction -- 2 Literature Review -- 3 Method -- 4 Results -- 4.1 Citations Analysis from Conference Papers on Sustainable Development -- 4.2 Case Study of One International Conference in Brazil -- 4.3 Relevance for Society and Implementation of the SDGs -- 5 Conclusions -- References -- Strategic Planning for a Sustainable Development Centre Using the Balanced Scorecard -- 1 Introduction -- 2 Theoretical Reference -- 2.1 Balanced ScoreCard-BSC, Perspectives and Premises -- 2.2 BSC and Its Relationship to the Strategic Map -- 3 Methodology -- 4 Results and Analysis -- 4.1 BSC Greens Group: The Strategic Map -- 5 Conclusions -- References -- Drawing Sustainability: Helping Students to Know What They Know -- 1 Introduction -- 2 The Role of Business Schools in Education for Sustainability -- 3 The Importance on Learning Recognition -- 4 The Value of Drawing -- 5 Drawing Sustainability as a Learning Activity. , 6 Research Process -- 7 Results -- 7.1 Drawing Sustainability as a Tool to Benchmark Students' Knowledge -- 7.2 Recognition of Learning Through Drawing Sustainability -- 7.3 Other Learning Outcomes Recognised -- 8 Drawing Sustainability and Indicators of Learning -- 9 Impacts and Implications of Drawing Sustainability -- 10 Limitations Recognised in This Research -- 11 Conclusions -- References -- We Can Only Do It Together: Addressing Global Sustainability Challenges Through a Collaborative Paradigm -- 1 Introduction -- 2 The Role of Higher Education in Addressing Global Challenges -- 3 Blueprint for a New Paradigm in HEIs -- 4 Knowledge and Policy-Which Knowledge Is Needed in a Time of Systemic Shifts? -- 5 Limits to and Risks with the "Technological" Approach -- 6 Particular Challenges for Universities -- 7 Why Do We Need Agile Learning Organisations in Higher Education? -- 8 A Role for the SDGs in Higher Education? -- 9 Conclusions -- References -- Change Project Approach for Reorienting University Teaching Towards the Implementation of Sustainability Principles -- 1 Introduction -- 2 Change Project Approach (CPA) as a Response to Socio-Economic Challenges of Sustainable Development -- 2.1 Change Project Action Research Cycle and Stages -- 3 Materials and Methods -- 3.1 Materials: Description of Cases -- 3.2 Methods: Case Study Analysis and Value Creation Conceptual Framework -- 4 Results and Discussion on CPA Case Study Analysis -- 5 Conclusions -- Annex: Change Project Value Creation Stories -- References -- Case Studies on Sustainable Development at Universities -- Education for Sustainable Development: A University Perspective -- 1 Introduction: Sustainable Development on the Political Agenda of Latvia -- 2 Sustainability and Universities -- 3 New Concepts-New Challenges -- 4 Conclusions -- References. , Students' Perception of Campus Sustainability in a Brazilian University.

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.

Note: Intro -- Preface -- Contents -- Part I Engaging Stakeholders -- 1 Creating a Sustainable Learning District by Integrating Different Stakeholders' Needs. Methodology and Results from the University of Cantabria Campus Master Plan -- Abstract -- 1Introduction -- 2Design of an Integral and Innovative Method of Governance: The Santander Campus Master Plan -- 2.1 Master Plan Elaboration Process: Integrating Stakeholders Needs -- 2.2 Definition of the Master Plan Proposal -- 2.3 Framework of Instruments for the Plan -- 3Research Methods and Tools -- 4Results and Discussion -- 5Conclusion -- Acknowledgments -- References -- 2 Built Environment Sustainability and Quality of Life (BESQoL) Assessment Methodology -- Abstract -- 1Introduction -- 2Built Environment Sustainability and Quality of Life (BESQoL) Assessment Methodology---Background and Principles -- 3BESQoL Scope and Process of Assessment -- 4BESQoL Applications -- 5Review of Teaching Methods and Learning Outcomes -- 6Conclusion -- References -- 3 Contributing Towards More Sustainable Cities---Learning Through Collaboration -- Abstract -- 1Introduction -- 2Theoretical Framework and Methodological Approach to Development of the Study Program -- 3Developing the Master's Thesis---A Process of Collaborative Learning -- 4Conclusion -- Acknowledgments -- References -- 4 Campus Sustainability: Does Student Engagement with Eco-Campus Environmental Activities and Green Initiatives Really Matter? -- Abstract -- 1Introduction -- 2Literature Review -- 2.1 Personal Willingness Towards Environmental Activities -- 2.2 Attitudes Towards the Faculty's Responsibility and Attitudes Towards Personal Responsibility for Creating a Sustainable Environment -- 3Methods and Research Instruments -- 3.1 Sampling -- 3.2 Questionnaire Development -- 3.3 Statistical Techniques Used -- 4Results. , 4.1 Frequency to Engage with Environmental Activities -- 4.2 Factor Analysis of Willingness to Engage in Environmental Activities -- 4.3 Factor Analysis of Attitudes Toward Personal Responsibility for Sustainability -- 4.4 Factor Analysis of Attitudes Towards the Faculty's Responsibility for Sustainability -- 4.5 Reliability Analysis -- 4.6 Correlation Analysis -- 4.7 Relationships with Students' Intention to Engage in Eco-Campus Environmental Activities and Green Initiatives -- 5Discussion -- 6Conclusion -- References -- 5 Supporting Grassroots-Led Initiatives in the Spanish Energy Field Through Transformative Education for Sustainable Development -- Abstract -- 1Different Approaches to Sustainability in Higher Education -- 2Transformative Education for Sustainable Development in Higher Education -- 3A Comprehensive Approach to Transformative ESD -- 4Supporting Grassroots-Led Initiatives in the Energy Field Through Transformative ESD -- 5Discussion -- 5.1 Who Participates in the Transformative ESD Initiative? -- 5.2 How Is Transformative ESD Implemented? -- 5.3 What Is the Purpose of a Transformative ESD? -- 6Conclusions, Limitations and Recommendations -- Acknowledgments -- References -- 6 An Integrative Framework for Re-thinking 2nd Generation Sustainable Development (SD2.0) Projects, Education and the University as Catalyst -- Abstract -- 1Introduction -- 1.1 Complex, Compelling Context -- 1.2 ``Sustainable Development'' Versus ``Sustainability'' -- 2Framework for SD2.0 System Design -- 2.1 Axes of Integration -- 2.2 SD2.0 System -- 3The University for the 21st Century -- 3.1 Re-imagining the University -- 3.2 University Roles for SD2.0 -- 4Illustrative Cases -- 4.1 Holliston Health Project, Central Massachusetts -- 4.2 Sustainable Agriculture, Central Massachusetts -- 4.3 Climate Resilience Project, Fijian Islands -- 5Conclusion. , References -- 7 Student Work Placements as a Focus for Building Partnerships Between Universities and Sustainable Development Stakeholders -- Abstract -- 1Introduction -- 2The Work Placement Module at Northumbria University -- 3Completing the Work Placement -- 4Evidence of Success -- 5Graduate Destinations -- 6Challenges -- 7Conclusions -- References -- 8 The Role of Education for Sustainable Development in Maltese Marine Protected Areas: A Qualitative Study -- Abstract -- 1Introduction -- 1.1 Marine ESD and Higher Education -- 2Background to the Study -- 2.1 Marine ESD in Malta -- 2.2 MPAs in Malta -- 3Methods -- 4The Findings -- 4.1 The Need for Marine ESD -- 4.2 The Relationship Between MPA Enforcement and ESD -- 4.3 Collaborative Approach to Management of Malta's MPAs -- 5Discussion -- 6Conclusion -- References -- 9 Educational Landscapes for Sustainable Development in Cities. Actors, Structures and Processes in Osnabrück -- Abstract -- 1The Role of Cities and Communities for ESD---International -- 2The Treasure Within Learning---Learning Cities---Sustainable Learning Cities and Regions -- 3Sustainable Development (SD) as a Six-Dimensional Concept -- 4Local/Regional ESD in Germany -- 5About the Term ``Educational Landscape'' and Its Significance for ESD -- 6Osnabrück---Many Steps on the Way Towards a City of ESD -- 7Survey of ESD Activities in Osnabrück -- 8Building Educational Landscapes for Sustainable Development in Osnabrück -- 9Future Perspectives and Problems -- 10General Conclusions -- References -- 10 Involvement of Advanced Level Students Using Ecological Modelling in Research About Regional Sustainability -- Abstract -- 1Introduction -- 2Background and Method -- 3The Role of the University -- 4Tools and Knowledge for Educating Sustainable Development -- 5Involvement of Advanced Level Students -- 6Conclusion. , References -- Part II Case Studies from Universities -- 11 Aligning Goals for Sustainable Outcomes: Case Study of a University Building in Australia -- Abstract -- 1Introduction -- 1.1 Sustainability Education in the Built Environment -- 2RMIT University -- 2.1 The Idea -- 2.2 Swanston Academic Building (SAB) Case Study -- 3Method -- 3.1 Post Occupancy Evaluation (POE) -- 3.2 Stakeholder Interviews -- 3.3 Student Projects -- 4Analysis and Discussion -- 4.1 Post Occupancy Evaluation (POE) -- 4.2 Interviews -- 4.3 Limitations of the Study -- 5Conclusions -- References -- 12 Science-Society Interfaces---Transforming Universities -- Abstract -- 1Introduction -- 2Discourses of Change -- 3Knowledge and Change -- 3.1 Transformative Universities -- 3.2 Transformative Education in Higher Education -- 3.3 Science-Society Interface: Regional Centres of Education for Sustainable Development -- 4Perspectives and Concluding Remarks -- References -- 13 The Role of Students in the Co-creation of Transformational Knowledge and Sustainability Experiments: Experiences from Sweden, Japan and the USA -- Abstract -- 1Introduction and Background -- 2Methods -- 3Overview of Cases -- 3.1 Oberlin Project -- 3.2 Malmö Innovation Platform -- 3.3 Urban Reformation Program for the Realisation of a Bright Low Carbon Society -- 4Findings -- 4.1 Key Participation Models and Impacts -- 4.1.1 Project-Based Learning -- 4.1.2 Transacademic Research -- 4.1.3 Internships -- 4.1.4 Project Management and Planning -- 4.1.5 Stakeholder Interactions and Sustainability Experiments -- 5Discussion -- 6Conclusion -- References -- 14 Transition to Transformation in Fashion Education for Sustainability -- Abstract -- 1Introduction -- 2The Origins of a Connected Curriculum -- 3Fashion as Challenge and Possibility -- 4Kering X LCF -- 5Capture and Review. , 6The University/Industry Semi-Permeable Membrane -- 7The Bridge -- 8What ESD Might Offer to Fashion and What Fashion Might Offer to ESD -- 9What Do We Want to Sustain? -- 10The Pushmi Pullyu -- 11Transformative Scenario Planning -- 12Be the Change -- 13Findings and Conclusions -- References -- 15 The Great Problems Seminars: Connecting Students with External Stakeholders in Project-Based Approaches to Sustainable Development Education in the First Year -- Abstract -- 1Introduction -- 2The Great Problems Seminars -- 3Project Partners -- 4Conclusion -- References -- 16 The Role of Solution-Oriented Knowledge Transfer Programme and Networking in Charting a New Course in University-Stakeholder Engagement -- Abstract -- 1Introduction -- 2Background -- 3U-SE in Action -- 4The Knowledge Transfer Programme (KTP) -- 5The Networks -- 5.1 APUCEN: Asia-Pacific University-Community Engagement -- 5.2 SEASN: South East Asia Sustainability Network -- 5.3 ALKN: ASEAN Local Knowledge Network -- 5.4 RSEN: Regional Sejahtera ESD Network -- 6Conclusion -- References -- 17 Engineering Education for Sustainable Development in Malaysia: Student Stakeholders Perspectives on the Integration of Holistic Sustainability Competences Within Undergraduate Engineering Programmes -- Abstract -- 1Introduction -- 2Background of Study -- 3Gauging Student Stakeholders' Perspectives on the Integration of Sustainable Development Competences Within Undergraduate Engineering Programmes in Malaysia -- 4Key Findings and Guidelines for the Integration of Holistic Sustainability Competences to Advance EESD Within Undergraduate Engineering Programmes in Malaysia -- 4.1 Competences to Become Sustainability Competent Engineers -- 4.2 Competences for Inclusion as Learning Outcomes in Undergraduate Engineering Modules. , 4.3 Competences for Inclusion as Learning Outcomes in Undergraduate English Language and Communication Modules.

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.

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: Creating a Sustainable Learning District by Integrating Different Stakeholders’ Needs. Methodology and Results from the University of Cantabria Campus Master PlanContributing Towards more Sustainable Cities - Learning Through Collaboration -- Supporting Grassroots-led Initiatives in the Spanish Energy Field Through Transformative Education for Sustainable Development -- The Role of Education for Sustainable Development in Maltese Marine Protected Areas: A Qualitative Study -- Aligning Goals for Sustainable Outcomes: Case Study of a University Building in Australia -- Transition to Transformation in Fashion Education for Sustainability -- Student Capital in Green Cities: Building University - Student - City Coalitions -- Engaging Stakeholders for Sustainable Development.

Note: Gehört zu einem 17-bändigen Gesamtwerk (vergleiche: Series preface, Seite vi) , Literaturangaben