Comparative Analysis of Sustainable Practices …
589
Various factors influence the progress of sustainability practices in universities.
In a study of Australian and English universities, Ralph and Stubbs (2014) found
that universities are finding it easier to green the operational areas of their campuses,
rather than taking transformational changes across all universities activities. Another
aspect identified by Ralph and Stubbs (2014) was that financial motivations drive
the focus in operational areas. Wright and Elliot (2011) support the observation by
Ralph and Stubbs and highlighted how implementation of sustainability initiatives at
universities can be limited due to financial constraints because of rivaling priorities
for limited resources and because the long term savings of these projects are not
accounted for. Ferrer-Balas et al. (2008) indicated that there is some correlation
between developing incentives and a better organizational framework for sustainable
development; they also noted that the predominant trend is lack of incentive structures
to promote changes at the local level.
Faculties and students play important roles in generating awareness about sustainability issues and influencing decisions made by management as seen through student
initiatives, which, sometimes, are consequently adopted by the entire university. The
existence of coordinatiing bodies and projects and the creation of centers or other
structures that act as an interface to external actors may be important internally and
can be converging drivers (Ferrer-Balas et al. 2008). Brinkhurst et al. (2011) highlight the importance of faculty and staff in areas ranging from facilities design and
maintenance, in the design of programs and curricula, procurement and administrative policies, student engagement and encouragement, fundraising, and networking
campus groups with other sustainability action organisations.
The important role of students and staff is supported by Ralph and Stubbs (2014)
who reported how ‘people’ were a key success factor identified in the study of Australian and English Universities; committed individuals in operations and teaching
areas gave dedicated resources and quality work above what was required from their
functional role to promote the objectives of environmental sustainability. Abubakar
et al. (2016) found in their study that 65% of students expressed a great deal of concern about environmental sustainability. In addition, 26.3% indicated a great deal of
willingness to participate in planning sustainability and implementing sustainability
initiatives. These figures highlight the human resource capital that universities have
with regards to implementation of initiatives; it is only a matter of creating opportunities. Ferrer-Balas et al. (2008) found that an indirect driver for more sustainable
focus on research and curriculum was a growing demand for environmental managers
from the corporate sector.
2 Research Sites
The focus of this research is the University of Pretoria and the University of Venda.
The two institutions are situated in different contexts, with the University of Pretoria
located in Pretoria urban area, which is also the administrative capital of South Africa
while the University of Venda is located in a rural area. Development in the country
589
Various factors influence the progress of sustainability practices in universities.
In a study of Australian and English universities, Ralph and Stubbs (2014) found
that universities are finding it easier to green the operational areas of their campuses,
rather than taking transformational changes across all universities activities. Another
aspect identified by Ralph and Stubbs (2014) was that financial motivations drive
the focus in operational areas. Wright and Elliot (2011) support the observation by
Ralph and Stubbs and highlighted how implementation of sustainability initiatives at
universities can be limited due to financial constraints because of rivaling priorities
for limited resources and because the long term savings of these projects are not
accounted for. Ferrer-Balas et al. (2008) indicated that there is some correlation
between developing incentives and a better organizational framework for sustainable
development; they also noted that the predominant trend is lack of incentive structures
to promote changes at the local level.
Faculties and students play important roles in generating awareness about sustainability issues and influencing decisions made by management as seen through student
initiatives, which, sometimes, are consequently adopted by the entire university. The
existence of coordinatiing bodies and projects and the creation of centers or other
structures that act as an interface to external actors may be important internally and
can be converging drivers (Ferrer-Balas et al. 2008). Brinkhurst et al. (2011) highlight the importance of faculty and staff in areas ranging from facilities design and
maintenance, in the design of programs and curricula, procurement and administrative policies, student engagement and encouragement, fundraising, and networking
campus groups with other sustainability action organisations.
The important role of students and staff is supported by Ralph and Stubbs (2014)
who reported how ‘people’ were a key success factor identified in the study of Australian and English Universities; committed individuals in operations and teaching
areas gave dedicated resources and quality work above what was required from their
functional role to promote the objectives of environmental sustainability. Abubakar
et al. (2016) found in their study that 65% of students expressed a great deal of concern about environmental sustainability. In addition, 26.3% indicated a great deal of
willingness to participate in planning sustainability and implementing sustainability
initiatives. These figures highlight the human resource capital that universities have
with regards to implementation of initiatives; it is only a matter of creating opportunities. Ferrer-Balas et al. (2008) found that an indirect driver for more sustainable
focus on research and curriculum was a growing demand for environmental managers
from the corporate sector.
2 Research Sites
The focus of this research is the University of Pretoria and the University of Venda.
The two institutions are situated in different contexts, with the University of Pretoria
located in Pretoria urban area, which is also the administrative capital of South Africa
while the University of Venda is located in a rural area. Development in the country