University and Community Engagement:
Toward Transformational
Sustainability-Focused Problem Solving
Hock Lye Koh and Su Yean Teh
Abstract University community partnership is a key to sustainability. Anthropogenic activities coupled with natural hazards, environmental degradation and climatic shocks can generate local risks and undermine community resilience, wellbeing and sustainability. As an important element in sustainability, communities
should be educated about the impacts of natural and anthropogenic hazards and be
prepared to mitigate or adapt to these hazards and risks. University should devise
curricular and pedagogy to deliver sustainability learning outcomes (SLOs) to serve
the society. Universities play two important roles: (1) Equip students and educators
with SLO-based sustainability competences and capability (SCC) and (2) Educate
the public on mitigation and adaptation concepts and measures. These SLO and
SCC enable university to effectively connect with community to empower the attainment of the United Nations’ Sustainable Development Goals. Universities have the
unique characteristics, infrastructures and social responsibility to transform university community towards true sustainability through problem-based, solution-oriented
and action-motivated projects. This paper advocates strong university community
partnership based upon experimental pathways empowered by SLO and SCC. The
connectivity between the three pillars of sustainability, i.e. environment, economics
and society is illustrated by case studies aimed to support community employment
opportunity (SDG8) and to promote social inclusiveness (SDG11), while conserving
the environment and water (SDG6). It presents examples, experiences and aspirations on strengthening beneficial partnerships (SDG17). The goal is to empower
climate change mitigation and adaptation (SDG13) including the preservation of
coastal resources such as mangroves (SDG14, SDG15), through quality education
and research (SDG4).
H. L. Koh
Jeffrey Sachs Center on Sustainable Development, and Jeffrey Cheah Institute on Southeast Asia,
Sunway University, 47500 Bandar Sunway, Selangor, Malaysia
e-mail: hocklyek@sunway.edu.my
S. Y. Teh (B)
School of Mathematical Sciences, Universiti Sains Malaysia, 11800 USM, Pulau Pinang, Malaysia
e-mail: syteh@usm.my
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities and Sustainable Communities:
Meeting the Goals of the Agenda 2030, World Sustainability Series,
https://doi.org/10.1007/978-3-030-30306-8_49
791
Toward Transformational
Sustainability-Focused Problem Solving
Hock Lye Koh and Su Yean Teh
Abstract University community partnership is a key to sustainability. Anthropogenic activities coupled with natural hazards, environmental degradation and climatic shocks can generate local risks and undermine community resilience, wellbeing and sustainability. As an important element in sustainability, communities
should be educated about the impacts of natural and anthropogenic hazards and be
prepared to mitigate or adapt to these hazards and risks. University should devise
curricular and pedagogy to deliver sustainability learning outcomes (SLOs) to serve
the society. Universities play two important roles: (1) Equip students and educators
with SLO-based sustainability competences and capability (SCC) and (2) Educate
the public on mitigation and adaptation concepts and measures. These SLO and
SCC enable university to effectively connect with community to empower the attainment of the United Nations’ Sustainable Development Goals. Universities have the
unique characteristics, infrastructures and social responsibility to transform university community towards true sustainability through problem-based, solution-oriented
and action-motivated projects. This paper advocates strong university community
partnership based upon experimental pathways empowered by SLO and SCC. The
connectivity between the three pillars of sustainability, i.e. environment, economics
and society is illustrated by case studies aimed to support community employment
opportunity (SDG8) and to promote social inclusiveness (SDG11), while conserving
the environment and water (SDG6). It presents examples, experiences and aspirations on strengthening beneficial partnerships (SDG17). The goal is to empower
climate change mitigation and adaptation (SDG13) including the preservation of
coastal resources such as mangroves (SDG14, SDG15), through quality education
and research (SDG4).
H. L. Koh
Jeffrey Sachs Center on Sustainable Development, and Jeffrey Cheah Institute on Southeast Asia,
Sunway University, 47500 Bandar Sunway, Selangor, Malaysia
e-mail: hocklyek@sunway.edu.my
S. Y. Teh (B)
School of Mathematical Sciences, Universiti Sains Malaysia, 11800 USM, Pulau Pinang, Malaysia
e-mail: syteh@usm.my
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities and Sustainable Communities:
Meeting the Goals of the Agenda 2030, World Sustainability Series,
https://doi.org/10.1007/978-3-030-30306-8_49
791