24
C. Shiel et al.
8 Conclusion
Maintaining momentum with ESD and particularly holistic approaches to sustainable
development, poses challenges; those leading the agenda need to be continually
evaluating their approaches and instigating new initiatives (Shiel and Williams 2014),
or progress may falter. This paper reflects one institution’s evaluation of progress,
provides a snapshot of the process of change, and highlights initiatives undertaken
to develop further engagement. It has shown how the SDGs have captured support
to the extent that, they have been used to inform strategic change, and will become a
central feature in the new university’s strategy. The SDGs have provided a platform
to revitalise institutional efforts in relation to ESD and because of their breadth,
it is anticipated that wider academic engagement will be catalysed as institutional
strategy rolls out. Academics, who previously might have felt that sustainability
had nothing to do with them, are already beginning to explore how particular goals
resonate with their discipline, teaching and professional practice. The SDGs have
enabled a change of focus at BU, which has increased awareness of the university’s
sustainable development agenda and extended discussion. The impact of efforts will
be evaluated in the future.
This paper will be useful to anyone interested in embedding sustainable development within universities, maintaining momentum of such approaches, and developing
strategy to embrace the SDGs. Substantial efforts have been required to reinforce the
responsibilities of higher education in relation to sustainable development, similar
efforts will be required to ensure that higher education accepts its crucial contribution to the achievement of the SDGs. Universities need to ensure that the SDGs
are addressed in the curriculum, through research, on campus and in the community.
Through outreach activities, universities can influence significant change within their
regions. Further research in all those areas will be important. It may be no easier to
address the SDGs strategically and in an integrative way, than it has been historically
to address sustainable development, so it will be important to evaluate approaches and
research the impacts and challenges in different geographical and cultural contexts.
Until such time as implementation is commonplace, case studies sharing experience
of how the SDGs are being developed will continue to be required.
References
Albareda-Tiana S, Vidal-Raméntol S, Fernández-Morilla M (2018) Implementing the sustainable
development goals at University level. Int J Sustain High Educ 19(3):473–497. https://doi.org/
10.1108/IJSHE-05-2017-0069
Amaral LP, Martins N, Gouveia JB (2015) Quest for a sustainable university: a review. Int J Sustain
High Educ 16(2):155–172. https://doi.org/10.1108/Ijshe-02-2013-0017
Association of Commonwealth Universities (2015) Progress and potential: higher education playing its part in the sustainable development goals. https://www.acu.ac.uk/publication/download?
publication=540. Last accessed 30 Jan 2018
C. Shiel et al.
8 Conclusion
Maintaining momentum with ESD and particularly holistic approaches to sustainable
development, poses challenges; those leading the agenda need to be continually
evaluating their approaches and instigating new initiatives (Shiel and Williams 2014),
or progress may falter. This paper reflects one institution’s evaluation of progress,
provides a snapshot of the process of change, and highlights initiatives undertaken
to develop further engagement. It has shown how the SDGs have captured support
to the extent that, they have been used to inform strategic change, and will become a
central feature in the new university’s strategy. The SDGs have provided a platform
to revitalise institutional efforts in relation to ESD and because of their breadth,
it is anticipated that wider academic engagement will be catalysed as institutional
strategy rolls out. Academics, who previously might have felt that sustainability
had nothing to do with them, are already beginning to explore how particular goals
resonate with their discipline, teaching and professional practice. The SDGs have
enabled a change of focus at BU, which has increased awareness of the university’s
sustainable development agenda and extended discussion. The impact of efforts will
be evaluated in the future.
This paper will be useful to anyone interested in embedding sustainable development within universities, maintaining momentum of such approaches, and developing
strategy to embrace the SDGs. Substantial efforts have been required to reinforce the
responsibilities of higher education in relation to sustainable development, similar
efforts will be required to ensure that higher education accepts its crucial contribution to the achievement of the SDGs. Universities need to ensure that the SDGs
are addressed in the curriculum, through research, on campus and in the community.
Through outreach activities, universities can influence significant change within their
regions. Further research in all those areas will be important. It may be no easier to
address the SDGs strategically and in an integrative way, than it has been historically
to address sustainable development, so it will be important to evaluate approaches and
research the impacts and challenges in different geographical and cultural contexts.
Until such time as implementation is commonplace, case studies sharing experience
of how the SDGs are being developed will continue to be required.
References
Albareda-Tiana S, Vidal-Raméntol S, Fernández-Morilla M (2018) Implementing the sustainable
development goals at University level. Int J Sustain High Educ 19(3):473–497. https://doi.org/
10.1108/IJSHE-05-2017-0069
Amaral LP, Martins N, Gouveia JB (2015) Quest for a sustainable university: a review. Int J Sustain
High Educ 16(2):155–172. https://doi.org/10.1108/Ijshe-02-2013-0017
Association of Commonwealth Universities (2015) Progress and potential: higher education playing its part in the sustainable development goals. https://www.acu.ac.uk/publication/download?
publication=540. Last accessed 30 Jan 2018