Towards a Learning System for University Campuses …
147
through enhanced transparency impact behaviours and decisions to ensure maximum
sustainability benefits?
In the area of educational and research outcomes questions arise about how to use
campus-based sustainability projects to maximise educational outcomes, for example
how can we make ‘invisible’ sustainability improvements ‘visible’ and a source of
learning for both the student and staff population, through what is referred to as the
‘hidden’ or ‘subliminal’ curriculum (Winter and Cotton 2012; Robinson and Madley
2017), and how do we engage the breadth of the research community?
Finally, in the area of solution design, applicability, scalability and culture, questions arise in how we encourage the replication and upscaling of the process, ensuring
a culture which values incremental advances, and the replication of process, so that
we are not all driven to design our own version of the wheel. Our framework can
be seen as yet another approach. However, through its incremental, participatory
and on-going development, we hope that this framework can be something that the
global university community can own, develop, and apply within their own contexts
to maximise the benefits to all stakeholders, as well as being used to share the stories
of Living Labs and related scholarship in ways that make the research more accessible and in turn applicable, and ultimately help universities drive genuine and lasting
change towards a more sustainable future.
References
Baumgärtner S, Becker C, Frank K et al (2008) Relating the philosophy and practice of ecological
economics: the role of concepts, models, and case studies in inter and transdisciplinary sustainability research. Ecol Econ 67(3):384–393
Boserup E (2010) An interdisciplinary visionary relevant for sustainability. PNAS
107(51):21963–21965
Botero L, Bossert M, Eicker U, Cremers J, Palla N, Schoch C (2017) A real-world lab approach to
the carbon neutral campus transition: a case study. In: Leal Filho W, Mifsud M, Shiel C, Pretorius
R (eds) Handbook of theory and practice of sustainable development in higher education. World
sustainability series. Springer, Cham
Brandt P, Ernst A, Gralla F, Luederitz C, Lang D, Newig J et al (2013) A review of transdisciplinary
research in sustainability science. Ecol Econ 92:1–15
Bódi Z et al (eds) Living lab services for business support and internationalisation. ENoLL (2015)
Cortese AD (2003) The critical role of higher education in creating a sustainable future. Plan High
Educ 31(3):15–22
den Heijer A (2011) Managing the University Campus. Eburon Academic Publishers, Delft, ISBN
978-90-5972-487-7 (paperback); 978-90-5972-488-4 (eBook)
Dunphy DC, Benn S, Griffiths A (2014) Organizational change for corporate sustainability. Routledge, Abingdon, Oxon
EdStats (2018) Worldbank/ UNESCO Institute for statistics. Retrieved 19 Mar 2018
Evans J, Jones R, Karvonen A, Millard L, Wendler J (2015) Living labs and co-production. University campuses as platforms for sustainability science. Curr Opin Environ Sustain 16:1–6. https://
doi.org/10.1016/j.cosust.2015.06.005
Farley J, Batker D, de la Torre I, Hudspeth T (2010) Conserving mangrove ecosystems in the
philippines: transcending disciplinary and institutional borders. Environ Manage 45:39–51
147
through enhanced transparency impact behaviours and decisions to ensure maximum
sustainability benefits?
In the area of educational and research outcomes questions arise about how to use
campus-based sustainability projects to maximise educational outcomes, for example
how can we make ‘invisible’ sustainability improvements ‘visible’ and a source of
learning for both the student and staff population, through what is referred to as the
‘hidden’ or ‘subliminal’ curriculum (Winter and Cotton 2012; Robinson and Madley
2017), and how do we engage the breadth of the research community?
Finally, in the area of solution design, applicability, scalability and culture, questions arise in how we encourage the replication and upscaling of the process, ensuring
a culture which values incremental advances, and the replication of process, so that
we are not all driven to design our own version of the wheel. Our framework can
be seen as yet another approach. However, through its incremental, participatory
and on-going development, we hope that this framework can be something that the
global university community can own, develop, and apply within their own contexts
to maximise the benefits to all stakeholders, as well as being used to share the stories
of Living Labs and related scholarship in ways that make the research more accessible and in turn applicable, and ultimately help universities drive genuine and lasting
change towards a more sustainable future.
References
Baumgärtner S, Becker C, Frank K et al (2008) Relating the philosophy and practice of ecological
economics: the role of concepts, models, and case studies in inter and transdisciplinary sustainability research. Ecol Econ 67(3):384–393
Boserup E (2010) An interdisciplinary visionary relevant for sustainability. PNAS
107(51):21963–21965
Botero L, Bossert M, Eicker U, Cremers J, Palla N, Schoch C (2017) A real-world lab approach to
the carbon neutral campus transition: a case study. In: Leal Filho W, Mifsud M, Shiel C, Pretorius
R (eds) Handbook of theory and practice of sustainable development in higher education. World
sustainability series. Springer, Cham
Brandt P, Ernst A, Gralla F, Luederitz C, Lang D, Newig J et al (2013) A review of transdisciplinary
research in sustainability science. Ecol Econ 92:1–15
Bódi Z et al (eds) Living lab services for business support and internationalisation. ENoLL (2015)
Cortese AD (2003) The critical role of higher education in creating a sustainable future. Plan High
Educ 31(3):15–22
den Heijer A (2011) Managing the University Campus. Eburon Academic Publishers, Delft, ISBN
978-90-5972-487-7 (paperback); 978-90-5972-488-4 (eBook)
Dunphy DC, Benn S, Griffiths A (2014) Organizational change for corporate sustainability. Routledge, Abingdon, Oxon
EdStats (2018) Worldbank/ UNESCO Institute for statistics. Retrieved 19 Mar 2018
Evans J, Jones R, Karvonen A, Millard L, Wendler J (2015) Living labs and co-production. University campuses as platforms for sustainability science. Curr Opin Environ Sustain 16:1–6. https://
doi.org/10.1016/j.cosust.2015.06.005
Farley J, Batker D, de la Torre I, Hudspeth T (2010) Conserving mangrove ecosystems in the
philippines: transcending disciplinary and institutional borders. Environ Manage 45:39–51