16
C. Shiel et al.
study institution. Two sources of information have informed the case study: literature
related to higher education, sustainable development and the SDGs; and reflection
and analysis on the part of the authors, who are members of the case study university’s
Sustainability Strategy Group (SSG) but also champions of change. A single site
case study obviously has limitations but learning from such cases is important to
inform processes of systemic transformation across higher education (Sharp 2002);
therein, rests the value of this paper, case studies are useful in that they demonstrate
to others possibilities and challenges. They are particularly pertinent in the early
stages of developments such as engaging with the SDGs within an HE setting, where
examples of practice may inspire others to follow similar paths.
5 The Case Study Context: Sustainable Development at BU
Bournemouth University (BU) has consistently aimed for an integrative approach to
sustainability and was one of the first institutions that sought to explore a holistic
approach, the challenges of which have been documented (see Shiel and Williams
2014; Shiel and Smith 2017).
The institution (BU) is a medium-sized UK university, inaugurated in 1992, with
around 19,000 students, 740 full-time equivalent academic staff and 846 professional
and support staff. Environmental issues became a focus of attention at the end of the
nineties with a concern for saving resources, particularly utilities. Engagement with
the broader concept of sustainable development became a more strategic concern in
2005, when a strategy was developed for the whole institution; from 2006, strategy
embraced both global citizenship and sustainability (Shiel 2007) with education for
sustainable development becoming a curriculum requirement. The importance of a
holistic approach and integrative ways of working on over-lapping agendas (Shiel
et al. 2005) was established at the outset but has never been fully achieved or easy
to reinforce (Shiel 2011). However the driver has been to implement an approach
not dissimilar to the “4C” model (curriculum, campus, community and culture) at
Plymouth University (Jones et al. 2010, p. 7). The strategic vision for the university
up to 2018, has made a clear commitment to “a holistic approach” to sustainable
development, with the aim of “inspiring our students, graduates and staff to enrich
the world”, and the assurance that: “we will ensure our environmental credentials
are held in high esteem” (Bournemouth University 2012). Substantial progress has
been made over the course of the strategy and BU is perceived as one of the greener
universities in the UK, with a ‘first-class’ award, consistently maintained in the UK
Green League (People and Planet 2017). Campus sustainability is such that the estates
at BU provide a very good ‘Living Lab’ environment where students learn from and
contribute to campus greening approaches.
In 2016, a number of actions were pursued to achieve a “step change” in progress,
and to reinforce a holistic approach:
C. Shiel et al.
study institution. Two sources of information have informed the case study: literature
related to higher education, sustainable development and the SDGs; and reflection
and analysis on the part of the authors, who are members of the case study university’s
Sustainability Strategy Group (SSG) but also champions of change. A single site
case study obviously has limitations but learning from such cases is important to
inform processes of systemic transformation across higher education (Sharp 2002);
therein, rests the value of this paper, case studies are useful in that they demonstrate
to others possibilities and challenges. They are particularly pertinent in the early
stages of developments such as engaging with the SDGs within an HE setting, where
examples of practice may inspire others to follow similar paths.
5 The Case Study Context: Sustainable Development at BU
Bournemouth University (BU) has consistently aimed for an integrative approach to
sustainability and was one of the first institutions that sought to explore a holistic
approach, the challenges of which have been documented (see Shiel and Williams
2014; Shiel and Smith 2017).
The institution (BU) is a medium-sized UK university, inaugurated in 1992, with
around 19,000 students, 740 full-time equivalent academic staff and 846 professional
and support staff. Environmental issues became a focus of attention at the end of the
nineties with a concern for saving resources, particularly utilities. Engagement with
the broader concept of sustainable development became a more strategic concern in
2005, when a strategy was developed for the whole institution; from 2006, strategy
embraced both global citizenship and sustainability (Shiel 2007) with education for
sustainable development becoming a curriculum requirement. The importance of a
holistic approach and integrative ways of working on over-lapping agendas (Shiel
et al. 2005) was established at the outset but has never been fully achieved or easy
to reinforce (Shiel 2011). However the driver has been to implement an approach
not dissimilar to the “4C” model (curriculum, campus, community and culture) at
Plymouth University (Jones et al. 2010, p. 7). The strategic vision for the university
up to 2018, has made a clear commitment to “a holistic approach” to sustainable
development, with the aim of “inspiring our students, graduates and staff to enrich
the world”, and the assurance that: “we will ensure our environmental credentials
are held in high esteem” (Bournemouth University 2012). Substantial progress has
been made over the course of the strategy and BU is perceived as one of the greener
universities in the UK, with a ‘first-class’ award, consistently maintained in the UK
Green League (People and Planet 2017). Campus sustainability is such that the estates
at BU provide a very good ‘Living Lab’ environment where students learn from and
contribute to campus greening approaches.
In 2016, a number of actions were pursued to achieve a “step change” in progress,
and to reinforce a holistic approach: