Integrating Sustainability within University Sustainability …
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capacity to the sustainability process. They can promote sustainability good practices
in on-campus management and development activities, strategic planning, building
design, waste minimization and water and energy consumption efficiency, pursuing
good citizen type as well as giving recognition and reward to members of the staff
and students who participate and are committed to sustainability practices in campus
(OECD 2007).
The interdependence between human and the environment, and the role of higher
education in achieving sustainability have been addressed in The Stockholm Declaration, 1972. The declaration focused on the relation of the sources of higher
education such as their leaders, lecturers, researchers and students with the functions of responding to all challenges in balancing the human quest for economic
and technological development, with the environmental preservation (Shi and Lai
2013). The Stockholm Conference on the Human Environment in 1972 has sparked
international interest in fostering the most important role in promoting sustainability through higher education (Calder and Clugston 2003). Among them, Agenda 21
and a series of HESD declarations and conferences in the 1990s have been shaped
and have integrated sustainability appropriately with higher education level (Calder
and Clugston 2003). The UN Decade of Education for Sustainable Development
(2005–2014) has been specially designed purposely to mobilise sustainability into
the educational resources of the world (Newman 2014).
Sherry (2003, as cited in Lozano 2006) has specified that elements of initiation,
implementation and institutionalisation as three stages of “innovation adoption” of
sustainability in higher education institutions. Winter and Cotton (2012) highlighted
that to adopt ESD in higher education institutions, not only that the teaching and
learning aspects have to be taken into consideration, but also the extra-curricular
activities, the so-called “hidden curriculum” have to be considered. Integrating ESD
into higher education institutions are the results of global developments such as the
DESD, SDGs, and so on (Kapitulcinova et al. 2018). Effectively, this effort works in
two ways; shaping the universities and being shaped by the universities (Kapitulcinova et al. 2018). This integration involves different levels and various pathways, such
as via national or international channels, including individuals (faculty, researchers,
or students).
Figure 1 shows that there are three stages of sustainability maturation process or
innovation adoption curve (Kapitulcinova et al. 2018; Lozano 2006; Newman 2007;
Rogers 2003; Sherry 2003), and the “sustainable university” concept (Lukman and
Glavic 2007; Velazquez et al. 2006). The figure shows that a “sustainable university”
begins its sustainability journey from its “business-as-usual university” as the starting
point (Kapitulcinova et al. 2018). Afterwards, as the degree of integration keeps on
rising, the integration stages start to reach the awakening stage, then, pioneering
and transformation stages respectively until it reaches the aspirational state where it
becomes a “sustainable university.”
499
capacity to the sustainability process. They can promote sustainability good practices
in on-campus management and development activities, strategic planning, building
design, waste minimization and water and energy consumption efficiency, pursuing
good citizen type as well as giving recognition and reward to members of the staff
and students who participate and are committed to sustainability practices in campus
(OECD 2007).
The interdependence between human and the environment, and the role of higher
education in achieving sustainability have been addressed in The Stockholm Declaration, 1972. The declaration focused on the relation of the sources of higher
education such as their leaders, lecturers, researchers and students with the functions of responding to all challenges in balancing the human quest for economic
and technological development, with the environmental preservation (Shi and Lai
2013). The Stockholm Conference on the Human Environment in 1972 has sparked
international interest in fostering the most important role in promoting sustainability through higher education (Calder and Clugston 2003). Among them, Agenda 21
and a series of HESD declarations and conferences in the 1990s have been shaped
and have integrated sustainability appropriately with higher education level (Calder
and Clugston 2003). The UN Decade of Education for Sustainable Development
(2005–2014) has been specially designed purposely to mobilise sustainability into
the educational resources of the world (Newman 2014).
Sherry (2003, as cited in Lozano 2006) has specified that elements of initiation,
implementation and institutionalisation as three stages of “innovation adoption” of
sustainability in higher education institutions. Winter and Cotton (2012) highlighted
that to adopt ESD in higher education institutions, not only that the teaching and
learning aspects have to be taken into consideration, but also the extra-curricular
activities, the so-called “hidden curriculum” have to be considered. Integrating ESD
into higher education institutions are the results of global developments such as the
DESD, SDGs, and so on (Kapitulcinova et al. 2018). Effectively, this effort works in
two ways; shaping the universities and being shaped by the universities (Kapitulcinova et al. 2018). This integration involves different levels and various pathways, such
as via national or international channels, including individuals (faculty, researchers,
or students).
Figure 1 shows that there are three stages of sustainability maturation process or
innovation adoption curve (Kapitulcinova et al. 2018; Lozano 2006; Newman 2007;
Rogers 2003; Sherry 2003), and the “sustainable university” concept (Lukman and
Glavic 2007; Velazquez et al. 2006). The figure shows that a “sustainable university”
begins its sustainability journey from its “business-as-usual university” as the starting
point (Kapitulcinova et al. 2018). Afterwards, as the degree of integration keeps on
rising, the integration stages start to reach the awakening stage, then, pioneering
and transformation stages respectively until it reaches the aspirational state where it
becomes a “sustainable university.”