Mobilising the Sustainable Development Goals …
131
would influence the effectiveness of the projects and how the projects are able to outreach to the community and achieve goals accordingly. A multifaceted approach can
be adopted in advancing ESD and sustainability initiatives on campus, that include:
• Establishing a sustainability framework in universities to govern, enhance and
support the strategic directions of environmental sustainability on campus;
• Consistency in funding being allocated to sustainability initiative to encourage
students and staff to carry out sustainability initiatives and integrate sustainability
in the curricula;
• Engaging with environmental leaders and advocates within the university to
mobilise the sustainability movement and create awareness in the community;
• Providing capacity building training to hone skills to staff and students of the
university to further understand the university’s environmental sustainability principles, directions and policy (Ralph and Stubbs 2014).
6 Conclusion
Universities play important role in shaping the leaders of the tomorrow, today. Progressing closer to 2030, the importance of achieving the 2030 Agenda has increasingly become a priority for universities that put forward Sustainable Development
as one of the key areas of development, emphasising the SDGs to be embedded as
core values and principles in the everyday teachings and activities. Adopting best
practices from the case studies could elevate universities in Malaysia in terms of
sustainability, making universities in Malaysia align with the global United Nations
standards, thus increasing the university’s performance in producing more valuable
and holistic graduates that are environmentally conscious and sustainably aware of
the present condition of the planet.
References
Abd-Razak MZ, Utaberta N, Handryant A (2012) A study of students’ perception on sustainability
of campus design: a case study of four research universities campus in Malaysia. Res J Environ
Earth Sci 4(6):646–657
Akiyama T, An KJ, Furumai H, Katayama H (2013) Chapter 2, The concept of environmental leader.
In: Mino T, Hanaki K (eds) Environmental leadership capacity building in higher education.
https://doi.org/10.1007/978-4-431-54340-4_2
Cole L (2003) Assessing sustainability on Canadian University campuses: development of a campus
sustainability assessment framework. Canada Royal Roads University
Griggs D, Stafford Smith M, Rockström J, Öhman MC, Gaffney O, Glaser G, Kanie N, Noble I,
Steffen W, Shyamsundar P (2014) An integrated framework for sustainable development goals.
Ecol. Soc.19(4):49 https://doi.org/10.5751/es-07082-190449
Habib MA, Ismaila A (2008) An integrated approach to achieving campus sustainability: assessment
of the current campus environmental management practices. J Clean Prod 16:1777–1785
131
would influence the effectiveness of the projects and how the projects are able to outreach to the community and achieve goals accordingly. A multifaceted approach can
be adopted in advancing ESD and sustainability initiatives on campus, that include:
• Establishing a sustainability framework in universities to govern, enhance and
support the strategic directions of environmental sustainability on campus;
• Consistency in funding being allocated to sustainability initiative to encourage
students and staff to carry out sustainability initiatives and integrate sustainability
in the curricula;
• Engaging with environmental leaders and advocates within the university to
mobilise the sustainability movement and create awareness in the community;
• Providing capacity building training to hone skills to staff and students of the
university to further understand the university’s environmental sustainability principles, directions and policy (Ralph and Stubbs 2014).
6 Conclusion
Universities play important role in shaping the leaders of the tomorrow, today. Progressing closer to 2030, the importance of achieving the 2030 Agenda has increasingly become a priority for universities that put forward Sustainable Development
as one of the key areas of development, emphasising the SDGs to be embedded as
core values and principles in the everyday teachings and activities. Adopting best
practices from the case studies could elevate universities in Malaysia in terms of
sustainability, making universities in Malaysia align with the global United Nations
standards, thus increasing the university’s performance in producing more valuable
and holistic graduates that are environmentally conscious and sustainably aware of
the present condition of the planet.
References
Abd-Razak MZ, Utaberta N, Handryant A (2012) A study of students’ perception on sustainability
of campus design: a case study of four research universities campus in Malaysia. Res J Environ
Earth Sci 4(6):646–657
Akiyama T, An KJ, Furumai H, Katayama H (2013) Chapter 2, The concept of environmental leader.
In: Mino T, Hanaki K (eds) Environmental leadership capacity building in higher education.
https://doi.org/10.1007/978-4-431-54340-4_2
Cole L (2003) Assessing sustainability on Canadian University campuses: development of a campus
sustainability assessment framework. Canada Royal Roads University
Griggs D, Stafford Smith M, Rockström J, Öhman MC, Gaffney O, Glaser G, Kanie N, Noble I,
Steffen W, Shyamsundar P (2014) An integrated framework for sustainable development goals.
Ecol. Soc.19(4):49 https://doi.org/10.5751/es-07082-190449
Habib MA, Ismaila A (2008) An integrated approach to achieving campus sustainability: assessment
of the current campus environmental management practices. J Clean Prod 16:1777–1785