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E. E. Mukwevho and M. Togo
contexts. The University of Pretoria has also committed resources to making its
operations more sustainable which can be seen in its water and energy management
practices which are aimed at conservation. The University of Venda is restricted in its
research outputs but has focused on addressing issues that affect its local community.
Sustainable initiatives at The University of Venda are aimed more at resolving its
lack of resources, developing ways to attain resources in a sustainable manner. The
influence of structure was quite clear especially in terms of the scale of implementation and allocation of resources. The capacity of agents is then limited by what is
possible or is given priority at the level of the structure.
Keywords Sustainability in higher education · Environmental management ·
Campus greening · Sustainability practices · Critical realism
1 Introduction
Addressing mounting environmental pressures rising from high population growth,
economic activities and the associated increased rate of consumption has become an
important agenda for the world. The environmental crisis is quiet extensive ranging
from increasing pollution, loss of habitats, loss of biodiversity, diminishing resources
and increased greenhouse gas emissions. There is an overriding view from scientists
that in order to prevent further degradation, and to prevent further increases in emissions, organizations, industries and governments must adopt sustainable practices
and commence mitigation actions (Stern 2006). In 2015, UN member states adopted
agenda 2030 on sustainable development, which is an agenda for people planet and
prosperity and is to be implemented by all countries and stakeholders in collaborative partnerships (Dhlamini 2017). The call was made for all activities within
developments to be sustainable and this translated to universities as well as they
have significant environmental impacts associated with their activities and complex
operations.
Sustainability in higher education is not a new concept. Since 1990, 300 university signed the Talloires Declaration (UNESCO 1990a, b). The Swansea Declaration
was developed in 1993 (UNESCO 1993) and in Rio de Janeiro in 2012, education
for sustainable development was placed on the global agenda by the United Nations
(UN). The Kyoto protocol also challenged higher education to integrate sustainability into student education and within community outreach and was adopted by 90
universities around the world (Anderberg et al. 2009). The Global Action Plan on
Education for Sustainable Development (ESD) is a follow-up programme aimed at
strengthening education and learning in all agendas, programmes and activities that
promote sustainable development, ultimately contributing substantially to the 2030
agenda (UNESCO 2019).
Under the mounting pressure, Universities have become more inclined to adopt
environmentally sustainable practices into their activities and environments. A sustainable university is defined by Velazquez et al. (2006, p. 812) as “A higher edu-
E. E. Mukwevho and M. Togo
contexts. The University of Pretoria has also committed resources to making its
operations more sustainable which can be seen in its water and energy management
practices which are aimed at conservation. The University of Venda is restricted in its
research outputs but has focused on addressing issues that affect its local community.
Sustainable initiatives at The University of Venda are aimed more at resolving its
lack of resources, developing ways to attain resources in a sustainable manner. The
influence of structure was quite clear especially in terms of the scale of implementation and allocation of resources. The capacity of agents is then limited by what is
possible or is given priority at the level of the structure.
Keywords Sustainability in higher education · Environmental management ·
Campus greening · Sustainability practices · Critical realism
1 Introduction
Addressing mounting environmental pressures rising from high population growth,
economic activities and the associated increased rate of consumption has become an
important agenda for the world. The environmental crisis is quiet extensive ranging
from increasing pollution, loss of habitats, loss of biodiversity, diminishing resources
and increased greenhouse gas emissions. There is an overriding view from scientists
that in order to prevent further degradation, and to prevent further increases in emissions, organizations, industries and governments must adopt sustainable practices
and commence mitigation actions (Stern 2006). In 2015, UN member states adopted
agenda 2030 on sustainable development, which is an agenda for people planet and
prosperity and is to be implemented by all countries and stakeholders in collaborative partnerships (Dhlamini 2017). The call was made for all activities within
developments to be sustainable and this translated to universities as well as they
have significant environmental impacts associated with their activities and complex
operations.
Sustainability in higher education is not a new concept. Since 1990, 300 university signed the Talloires Declaration (UNESCO 1990a, b). The Swansea Declaration
was developed in 1993 (UNESCO 1993) and in Rio de Janeiro in 2012, education
for sustainable development was placed on the global agenda by the United Nations
(UN). The Kyoto protocol also challenged higher education to integrate sustainability into student education and within community outreach and was adopted by 90
universities around the world (Anderberg et al. 2009). The Global Action Plan on
Education for Sustainable Development (ESD) is a follow-up programme aimed at
strengthening education and learning in all agendas, programmes and activities that
promote sustainable development, ultimately contributing substantially to the 2030
agenda (UNESCO 2019).
Under the mounting pressure, Universities have become more inclined to adopt
environmentally sustainable practices into their activities and environments. A sustainable university is defined by Velazquez et al. (2006, p. 812) as “A higher edu-