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L. Liu and L. Gao
Universities can adopt a whole-institution approach to optimize their role as agents
of change with regard to sustainability. This whole institution approach explicitly
links curriculum, research, operations and outreach activities, and encourage a collaborative space within the curriculum for students, academics and managers to
critically reflect on the sustainability performance of the university (Mcmillin and
Dyball 2009). This approach has been widely promoted and adopted in the world.
Five steps are recommended to start and deepen universities’ engagement with SDGs
(SDSN 2016).
The CUFE is on its way to become a first-class university and has clearly expressed
its intention to promote sustainability on campus. The university does not have an
official sustainability mission and coordination office at this stage. As shown in this
case study, sustainability education is confined to specific course teaching, being
generally isolated from research and disconnected from sustainable campus operations. However, the creation of the sustainability course is a foot-in-the-door attempt
towards improvement in the university’s performance with regard to sustainability.
The Office of Teaching Affairs requested schools to improve the curriculum for each
major and to evaluate the necessity of prerequisite as well as optional specialized
courses. An application for creating a general education course will be unitarily
evaluated and completed by this Office. In terms of research, a new research hub,
the Center for Global Economy and Sustainable Development was established by
the Scientific Research Office to promote international collaborative research and
broaden its traditional focus on finance and economics. How to bridge and balance
the different areas of education, research and operations is still a challenge to the
university. The CUFE can involve all levels of faculty, staff and students into the
discussion of where the current strengths and weaknesses are, and where there may
be room for improvement.
6 Conclusion
Many universities have responded to the challenge of sustainable development and
added impetus to inspire curriculum development. Engagement is an important factor
that influences outcomes of teaching and learning. Taking the experience gained with
the teaching of a sustainability course at a Chinese university as a case, this study
analyzed factors that influence student engagement in class by integrating survey
results obtained from students with reflections by the teacher on lessons learned.
Engagement in the classroom builds on good communication between faculty and
students and their mutual efforts to improve teaching contents and pedagogy. The
curricula can be redesigned to be more connected to inspire collaboration between
disciplines and between faculty and students. Students’ feedback on their experience
and suggestions for improvement provide valuable “process assets” that needs time
to mature. In addition, student engagement has the greatest chance of success when a
systematic whole institution approach is adopted so that courses can be aligned with
L. Liu and L. Gao
Universities can adopt a whole-institution approach to optimize their role as agents
of change with regard to sustainability. This whole institution approach explicitly
links curriculum, research, operations and outreach activities, and encourage a collaborative space within the curriculum for students, academics and managers to
critically reflect on the sustainability performance of the university (Mcmillin and
Dyball 2009). This approach has been widely promoted and adopted in the world.
Five steps are recommended to start and deepen universities’ engagement with SDGs
(SDSN 2016).
The CUFE is on its way to become a first-class university and has clearly expressed
its intention to promote sustainability on campus. The university does not have an
official sustainability mission and coordination office at this stage. As shown in this
case study, sustainability education is confined to specific course teaching, being
generally isolated from research and disconnected from sustainable campus operations. However, the creation of the sustainability course is a foot-in-the-door attempt
towards improvement in the university’s performance with regard to sustainability.
The Office of Teaching Affairs requested schools to improve the curriculum for each
major and to evaluate the necessity of prerequisite as well as optional specialized
courses. An application for creating a general education course will be unitarily
evaluated and completed by this Office. In terms of research, a new research hub,
the Center for Global Economy and Sustainable Development was established by
the Scientific Research Office to promote international collaborative research and
broaden its traditional focus on finance and economics. How to bridge and balance
the different areas of education, research and operations is still a challenge to the
university. The CUFE can involve all levels of faculty, staff and students into the
discussion of where the current strengths and weaknesses are, and where there may
be room for improvement.
6 Conclusion
Many universities have responded to the challenge of sustainable development and
added impetus to inspire curriculum development. Engagement is an important factor
that influences outcomes of teaching and learning. Taking the experience gained with
the teaching of a sustainability course at a Chinese university as a case, this study
analyzed factors that influence student engagement in class by integrating survey
results obtained from students with reflections by the teacher on lessons learned.
Engagement in the classroom builds on good communication between faculty and
students and their mutual efforts to improve teaching contents and pedagogy. The
curricula can be redesigned to be more connected to inspire collaboration between
disciplines and between faculty and students. Students’ feedback on their experience
and suggestions for improvement provide valuable “process assets” that needs time
to mature. In addition, student engagement has the greatest chance of success when a
systematic whole institution approach is adopted so that courses can be aligned with