498
H. Rosli et al.
these ideas become a reality, rather than just rhetoric, the system of our society needs
to face a huge challenge to deliver the idea of sustainable development for a more
sustainable future (Abdul Razak et al. 2008). Kofi Annan, the former UN Secretary
General, (as cited in Abdul Razak et al. (2008), has voiced his views, “Our biggest
challenge in this new century is to take an idea that sounds abstract—sustainable
development—and turn it into reality for the world’s people”. Hence, educating people on sustainability is not something impossible but to ensure that they put the
knowledge to practice is not an easy task to implement. In addition, as sustainability
idea seems to be vital, it should be embedded into the higher education programmes
for nurturing the sustainability practices right from the roots (Hussin and Kunjuraman 2015). Education for sustainable development (ESD) is the major means to
ensure the human behaviour and practices parallel the healthy and sustainable life
(Yasin and Rahman 2011).
This paper is based on research to gauge students’ perceptions on sustainable studies programme offered by a university. This paper will discuss how Universiti Sains
Malaysia, Penang, Malaysia adopts the four keys actions framework from its Blue
Ocean Strategy, to integrate sustainability elements into its teaching and learning
activities. This paper will also focus on Sustainable Cities and Communities Master
Programme (MSc SCC) which has been offered at postgraduate level, as an extension of the adoption. Hence, this research aims to obtain the students’ perceptions on
MSc SCC programme, offered at the School of Humanities, USM, and its effectiveness in conveying and educating the idea of sustainable development, and ensuring
the delivery goals are met. This research was conducted using qualitative research
method, by conducting in-depth interviews with seven of graduate students from the
Sustainable Cities and Communities Master Programme offered at Universiti Sains
Malaysia, Penang, Malaysia. From the analysis of the data, the study found that this
MSc SCC programme is a good platform in disseminating sustainable development.
However, it needs more effective strategies if this programme were to be a catalyst
in changing individual’s lifestyle towards sustainability.
2 Integrating Sustainable Development into University
Programmes
Higher education is the core dynamics of the development of skilled and knowledgeable human resources. Providing the skill practices, consultancies, trainings, and
knowledge exchange, higher education can contribute unique intellectual sources
for building a sustainable society (Shi and Lai 2013). For that reason, the Organization for Economic Cooperation and Development (OECD) suggested that higher
education institutions should be the key players for generating human capital in
areas of sustainability; higher education institutions need to play role as the sources
of expertise in sustainability through research, consultancy and demonstration. They
can play a brokerage role in bringing together diverse regional actors and elements of
H. Rosli et al.
these ideas become a reality, rather than just rhetoric, the system of our society needs
to face a huge challenge to deliver the idea of sustainable development for a more
sustainable future (Abdul Razak et al. 2008). Kofi Annan, the former UN Secretary
General, (as cited in Abdul Razak et al. (2008), has voiced his views, “Our biggest
challenge in this new century is to take an idea that sounds abstract—sustainable
development—and turn it into reality for the world’s people”. Hence, educating people on sustainability is not something impossible but to ensure that they put the
knowledge to practice is not an easy task to implement. In addition, as sustainability
idea seems to be vital, it should be embedded into the higher education programmes
for nurturing the sustainability practices right from the roots (Hussin and Kunjuraman 2015). Education for sustainable development (ESD) is the major means to
ensure the human behaviour and practices parallel the healthy and sustainable life
(Yasin and Rahman 2011).
This paper is based on research to gauge students’ perceptions on sustainable studies programme offered by a university. This paper will discuss how Universiti Sains
Malaysia, Penang, Malaysia adopts the four keys actions framework from its Blue
Ocean Strategy, to integrate sustainability elements into its teaching and learning
activities. This paper will also focus on Sustainable Cities and Communities Master
Programme (MSc SCC) which has been offered at postgraduate level, as an extension of the adoption. Hence, this research aims to obtain the students’ perceptions on
MSc SCC programme, offered at the School of Humanities, USM, and its effectiveness in conveying and educating the idea of sustainable development, and ensuring
the delivery goals are met. This research was conducted using qualitative research
method, by conducting in-depth interviews with seven of graduate students from the
Sustainable Cities and Communities Master Programme offered at Universiti Sains
Malaysia, Penang, Malaysia. From the analysis of the data, the study found that this
MSc SCC programme is a good platform in disseminating sustainable development.
However, it needs more effective strategies if this programme were to be a catalyst
in changing individual’s lifestyle towards sustainability.
2 Integrating Sustainable Development into University
Programmes
Higher education is the core dynamics of the development of skilled and knowledgeable human resources. Providing the skill practices, consultancies, trainings, and
knowledge exchange, higher education can contribute unique intellectual sources
for building a sustainable society (Shi and Lai 2013). For that reason, the Organization for Economic Cooperation and Development (OECD) suggested that higher
education institutions should be the key players for generating human capital in
areas of sustainability; higher education institutions need to play role as the sources
of expertise in sustainability through research, consultancy and demonstration. They
can play a brokerage role in bringing together diverse regional actors and elements of