6
N. H. Mohamed et al.
1 Introduction
Over the past decades, many authors have highlighted the concept of sustainability
and sustainable development in different sectors (Ragazzi and Ghidini 2017; Belu
et al. 2014; Ivascu and Cioca 2015; Biasutti and Frate 2017; Holdsworth and
Thomas 2016; Cioca et al. 2015; Scott 2014). In 1987, Brundtland Report defined
sustainable development as the “development that meets the needs of the present
without compromising the ability of future generation to meet their own need”
(Report of the World Commission on Environment and Development: Our Common
Future 1987). This has become one of the most recognised definitions of sustainable
development. It has three main pillars; social sustainability, environmental sustainability and economic sustainability. To achieve sustainability, these three pillars of
sustainability must be balanced in equal harmony (Ragazzi and Ghidini 2017).
The role of Higher Education Institutions (HEIs) in sustainable development is
universally recognised. They play a fundamental role in society and have the duty
to adopt and promote the principles of sustainability in forming future generation
and preparing future professionals (Ragazzi and Ghidini 2017; Corcoran and Wals
2004; Disterheft et al. 2013). Supporting this notion, Velazquez et al. (2006) referred
sustainable university to “a higher educational institution, as a whole or as a part,
that addresses, involves and promotes, on a regional or a global level, the minimisation of negative environmental, economic, societal and health effects generated in
the use of their resources to fulfil its functions of teaching, research, outreach and
partnership as well as stewardship in ways to help society making the transition to
sustainable lifestyles”. This suggests that there should be sufficient environmental
and sustainability concerns in the campus physical and academic planning processes
when establishing a university (Alshuwaikhat and Abubakar 2008).
Ragazzi (2017) stated that it is no longer possible to ignore campuses’ externalities
on environmental quality and integrity and there are needs to consider sustainability
in academic institutions. According to Alshuwaikhat (2008), universities can be
considered as “small cities”, which may have heavy impacts on the environment due
to their activities, movement of goods and persons inside campuses. He also added
that the responsibility of educating students and the society about sustainability serves
as one of the universities missions.
One of the key factors to improve the university’s environmental sustainability
performance is by implementing effective initiatives and best practices. Since the
activities and operations of universities have a huge impact on the environment,
campus sustainability has become an issue of global concern for university policy
makers and planners (Alshuwaikhat and Abubakar 2008). In this book chapter, the
effective initiatives and best practices in universities with the aim of highlighting
underlying issues and necessary improvements are focused. To accomplish this aim,
environmental sustainability initiatives (ESI) of three (3) research universities (RUs)
in Malaysia were reviewed, namely Universiti Putra Malaysia (UPM), Universiti
Malaya (UM), and Universiti Teknologi Malaysia (UTM). This RUs are ranked Top
100 in UI GreenMetric World University Ranking for Malaysia with UPM ranked
27th, UM ranked 34th and UTM ranked 66th.
N. H. Mohamed et al.
1 Introduction
Over the past decades, many authors have highlighted the concept of sustainability
and sustainable development in different sectors (Ragazzi and Ghidini 2017; Belu
et al. 2014; Ivascu and Cioca 2015; Biasutti and Frate 2017; Holdsworth and
Thomas 2016; Cioca et al. 2015; Scott 2014). In 1987, Brundtland Report defined
sustainable development as the “development that meets the needs of the present
without compromising the ability of future generation to meet their own need”
(Report of the World Commission on Environment and Development: Our Common
Future 1987). This has become one of the most recognised definitions of sustainable
development. It has three main pillars; social sustainability, environmental sustainability and economic sustainability. To achieve sustainability, these three pillars of
sustainability must be balanced in equal harmony (Ragazzi and Ghidini 2017).
The role of Higher Education Institutions (HEIs) in sustainable development is
universally recognised. They play a fundamental role in society and have the duty
to adopt and promote the principles of sustainability in forming future generation
and preparing future professionals (Ragazzi and Ghidini 2017; Corcoran and Wals
2004; Disterheft et al. 2013). Supporting this notion, Velazquez et al. (2006) referred
sustainable university to “a higher educational institution, as a whole or as a part,
that addresses, involves and promotes, on a regional or a global level, the minimisation of negative environmental, economic, societal and health effects generated in
the use of their resources to fulfil its functions of teaching, research, outreach and
partnership as well as stewardship in ways to help society making the transition to
sustainable lifestyles”. This suggests that there should be sufficient environmental
and sustainability concerns in the campus physical and academic planning processes
when establishing a university (Alshuwaikhat and Abubakar 2008).
Ragazzi (2017) stated that it is no longer possible to ignore campuses’ externalities
on environmental quality and integrity and there are needs to consider sustainability
in academic institutions. According to Alshuwaikhat (2008), universities can be
considered as “small cities”, which may have heavy impacts on the environment due
to their activities, movement of goods and persons inside campuses. He also added
that the responsibility of educating students and the society about sustainability serves
as one of the universities missions.
One of the key factors to improve the university’s environmental sustainability
performance is by implementing effective initiatives and best practices. Since the
activities and operations of universities have a huge impact on the environment,
campus sustainability has become an issue of global concern for university policy
makers and planners (Alshuwaikhat and Abubakar 2008). In this book chapter, the
effective initiatives and best practices in universities with the aim of highlighting
underlying issues and necessary improvements are focused. To accomplish this aim,
environmental sustainability initiatives (ESI) of three (3) research universities (RUs)
in Malaysia were reviewed, namely Universiti Putra Malaysia (UPM), Universiti
Malaya (UM), and Universiti Teknologi Malaysia (UTM). This RUs are ranked Top
100 in UI GreenMetric World University Ranking for Malaysia with UPM ranked
27th, UM ranked 34th and UTM ranked 66th.