Universities, Regional Development and Sustainability
837
Last but not least, attempts to implement regional initiatives related to sustainability at universities should be followed according to a proper structure (e.g. Regional
Sustainability Programmes, Regional Sustainability Action Plans, etc.). Although
this is not always possible or easy, it helps to provide a sense of direction as to where
efforts are going into. They also help to measure results against aims within a number of months or years. Such results are, without any doubt, the most persuading
arguments in dismissing, once and for all, misconceptions about sustainability.
3 Conclusions
One of the first documents outlining the need for further engagement of universities
into environmental affairs, the “Magna Charta of European Universities” promulgated in Bologna in September 1998, states that:
…universities must give future generations education and training that will teach them, and
through them, others to respect the great harmonies of their natural environment and of life
itself.
Among the most effective ways of achieving this, mention can be made to the need
to afford sufficient emphasis to sustainability, since it deals not only with “ecological”
matters, but also with the pool of factors that influence the environmental balance
and quality of life.
Although the value of regional sustainability initiatives is broadly acknowledged
within the university community, there are still various barriers that need to be
addressed so as to clear the way for action. Prior to being able to undertake longterm works in this area, it is important that current misconceptions are also duly
addressed. One of the ways to do that is via concrete initiatives at the regional level,
in the framework of which the practicality and efficiency of sustainable approaches
are shown. This need, which has been largely overlooked in the past, should be duly
addressed, since it is not only responsible for the lack of action in the past, but future,
long-term progress depends on it.
References
Abel JR, Deitz R (2011) Do colleges and universities increase their region’s human capital? J Econ
Geogr 12(3):667–691
Göransson B, Brundenius C (eds) (2011) Universities in transition the changing role and challenges
for academic institutions. Springer, Cham
Leal Filho W (ed) (1999) Sustainability and university life. Verlag Peter Lang, Frankfurt
Leal Filho W (ed) (2002) Teaching sustainability—towards curriculum greening. Peter Lang Scientific Publishers, Frankfurt
Leal Filho W (ed) (2005) Handbook of sustainability research. Peter Lang Scientific Publishers,
Frankfurt
837
Last but not least, attempts to implement regional initiatives related to sustainability at universities should be followed according to a proper structure (e.g. Regional
Sustainability Programmes, Regional Sustainability Action Plans, etc.). Although
this is not always possible or easy, it helps to provide a sense of direction as to where
efforts are going into. They also help to measure results against aims within a number of months or years. Such results are, without any doubt, the most persuading
arguments in dismissing, once and for all, misconceptions about sustainability.
3 Conclusions
One of the first documents outlining the need for further engagement of universities
into environmental affairs, the “Magna Charta of European Universities” promulgated in Bologna in September 1998, states that:
…universities must give future generations education and training that will teach them, and
through them, others to respect the great harmonies of their natural environment and of life
itself.
Among the most effective ways of achieving this, mention can be made to the need
to afford sufficient emphasis to sustainability, since it deals not only with “ecological”
matters, but also with the pool of factors that influence the environmental balance
and quality of life.
Although the value of regional sustainability initiatives is broadly acknowledged
within the university community, there are still various barriers that need to be
addressed so as to clear the way for action. Prior to being able to undertake longterm works in this area, it is important that current misconceptions are also duly
addressed. One of the ways to do that is via concrete initiatives at the regional level,
in the framework of which the practicality and efficiency of sustainable approaches
are shown. This need, which has been largely overlooked in the past, should be duly
addressed, since it is not only responsible for the lack of action in the past, but future,
long-term progress depends on it.
References
Abel JR, Deitz R (2011) Do colleges and universities increase their region’s human capital? J Econ
Geogr 12(3):667–691
Göransson B, Brundenius C (eds) (2011) Universities in transition the changing role and challenges
for academic institutions. Springer, Cham
Leal Filho W (ed) (1999) Sustainability and university life. Verlag Peter Lang, Frankfurt
Leal Filho W (ed) (2002) Teaching sustainability—towards curriculum greening. Peter Lang Scientific Publishers, Frankfurt
Leal Filho W (ed) (2005) Handbook of sustainability research. Peter Lang Scientific Publishers,
Frankfurt