130
J. I. J. Ilham et al.
as well as lacking active involvement in participatory leadership programmes. This
is highly debatable for universities in Malaysia, as there is an improving trend that
higher institutions are adopting sustainable practices, as SDGs as an international
framework has become a national agenda.
The question on the awareness affecting campus sustainability against readily available sustainable facilities affect the campus community awareness is a
chicken and egg dilemma. To achieve whole-of-institution change and adopt a
holistic sustainability approach to the universities, there are a number of criteria
to take into consideration, which primarily starts at an institutional level. Universities with clear goals and strong sustainable policy directions will be able to
advance ESD more smoothly (Ralph and Stubbs 2014). However, will this translate
into pro-environmental behaviour change and increase in environmental awareness?
Behavioural change and awareness takes time, and is dependent on the effectiveness of the environment and surrounding influence in influencing pro-environmental
choices and decision. For example, a student is more likely to recycle if recycling
bins are easily found around the campus, because it is convenient for them. But what
happens when there are no recycling bins that can found around? The student will
most likely to discard the recyclable disposals in a trash can.
What the three case studies have in common is that they provide a platform and
avenue for the campus community to be more environmental cautious and to increase
awareness on sustainability. The UNMC Bicycle Project aims to provide a bicycle
rental service, to encourage more people to cycle, the K2K USM project dedicates
an outdoor space for nature based learning, catering to hands on experiential training
and reconnecting human back to nature, whereas SYSD SU is a common platform for
youth to learn from one another to enhance youth leadership in sustainability, hence
organising activities to further inspire others to be more aware on the environment.
Continuity of sustainability projects in universities is vital to ensure that more
campus community can benefit from them. A key success factor that is identified
through the three case studies is people, particularly committed individuals. People
who hold leadership roles in the projects are responsible for the operational and
implementation of the project. Other attributes that are important to maintain the
sustainability of the projects is commitment and funding. Hence, capacity building
plays a fundamental key to ensure continuity of the projects. Being able to identify
key potential individuals to carry on what was started is a challenge, but is definitely
needed. It is considered a challenge as universities has a high turnover rate, as students
only spend three to four years in a university.
5.3 Limitations and Lessons Learnt
The key success factors are also key limitations that were identified in determining
the success of projects. In moving forward, it is pertinent to address leadership, funding, policies and human resource challenges. The case studies did not highlight the
timeframe, manpower and number of activities carried out per year. These attributes
J. I. J. Ilham et al.
as well as lacking active involvement in participatory leadership programmes. This
is highly debatable for universities in Malaysia, as there is an improving trend that
higher institutions are adopting sustainable practices, as SDGs as an international
framework has become a national agenda.
The question on the awareness affecting campus sustainability against readily available sustainable facilities affect the campus community awareness is a
chicken and egg dilemma. To achieve whole-of-institution change and adopt a
holistic sustainability approach to the universities, there are a number of criteria
to take into consideration, which primarily starts at an institutional level. Universities with clear goals and strong sustainable policy directions will be able to
advance ESD more smoothly (Ralph and Stubbs 2014). However, will this translate
into pro-environmental behaviour change and increase in environmental awareness?
Behavioural change and awareness takes time, and is dependent on the effectiveness of the environment and surrounding influence in influencing pro-environmental
choices and decision. For example, a student is more likely to recycle if recycling
bins are easily found around the campus, because it is convenient for them. But what
happens when there are no recycling bins that can found around? The student will
most likely to discard the recyclable disposals in a trash can.
What the three case studies have in common is that they provide a platform and
avenue for the campus community to be more environmental cautious and to increase
awareness on sustainability. The UNMC Bicycle Project aims to provide a bicycle
rental service, to encourage more people to cycle, the K2K USM project dedicates
an outdoor space for nature based learning, catering to hands on experiential training
and reconnecting human back to nature, whereas SYSD SU is a common platform for
youth to learn from one another to enhance youth leadership in sustainability, hence
organising activities to further inspire others to be more aware on the environment.
Continuity of sustainability projects in universities is vital to ensure that more
campus community can benefit from them. A key success factor that is identified
through the three case studies is people, particularly committed individuals. People
who hold leadership roles in the projects are responsible for the operational and
implementation of the project. Other attributes that are important to maintain the
sustainability of the projects is commitment and funding. Hence, capacity building
plays a fundamental key to ensure continuity of the projects. Being able to identify
key potential individuals to carry on what was started is a challenge, but is definitely
needed. It is considered a challenge as universities has a high turnover rate, as students
only spend three to four years in a university.
5.3 Limitations and Lessons Learnt
The key success factors are also key limitations that were identified in determining
the success of projects. In moving forward, it is pertinent to address leadership, funding, policies and human resource challenges. The case studies did not highlight the
timeframe, manpower and number of activities carried out per year. These attributes