324
H. Pundt et al.
A second aspect of universities’ responsibilities concerning society is that they
themselves must turn into sustainable organizations. “A sustainable university is an
educational institution that trains global citizens in sustainable development, offers
relevant insights into societal challenges and reduces the environmental and social
footprints of its campus operations, empowers students and staff to act sustainably,
and makes sustainability a central priority” (GreenOfficeMouvement 2019).
One of the central mandates of universities is to educate students. Increasingly,
curricula are provided that concern climate protection, and/or climate change adaptation in particular. Additionally, universities have a mandate concerning research.
They can initiate and participate in projects that are related to (a) scientific foundations of climate change, or (b) the development of concrete measures to support
climate change adaptation. Especially (b) concerns the ability of universities to
participate in both inter- and transdisciplinary projects.
This paper picks up both perspectives, universities as educational and as research
organizations, but will focus on the second aspect. An applied research project
serves as an example to explain universities’ role in coordinating a transdisciplinary
team of scientists and local authorities, towns, forest and agricultural administration,
districts, larger administrative bodies, in order to make suggestions on sustainable
and societally accepted climate change adaptation measures in a collaborative way.
2 Four General Aspects of Universities’ Engagement
in Climate Change Adaptation
Universities can provide significant contributions to the mitigation of negative, if not
harmful, consequences of climate change. Universities bundle expertise and knowledge. Both have to be communicated to society to support an objective and scientifically sound debate about climate change. In contrast to enterprises and political
parties or organizations, universities are open and independent organizations. This
makes them ideal partners in participating not only in pure scientific projects, but
also in those that aim at integrating science and “the real world outside university”.
Climate change adaptation is a field that requires a multi-perspective view of possible
threats and risks. In many cases it is not sufficient to look only at one single sector.
Instead, different sectors and their specific expertise are of vital interest. The integration of a range of perspectives, opinions, and goal-settings of various stakeholders can
ideally be managed by universities. Their interest to produce recommendations and
solutions that are independent from economic and financial interests, is a profound
advantage.
H. Pundt et al.
A second aspect of universities’ responsibilities concerning society is that they
themselves must turn into sustainable organizations. “A sustainable university is an
educational institution that trains global citizens in sustainable development, offers
relevant insights into societal challenges and reduces the environmental and social
footprints of its campus operations, empowers students and staff to act sustainably,
and makes sustainability a central priority” (GreenOfficeMouvement 2019).
One of the central mandates of universities is to educate students. Increasingly,
curricula are provided that concern climate protection, and/or climate change adaptation in particular. Additionally, universities have a mandate concerning research.
They can initiate and participate in projects that are related to (a) scientific foundations of climate change, or (b) the development of concrete measures to support
climate change adaptation. Especially (b) concerns the ability of universities to
participate in both inter- and transdisciplinary projects.
This paper picks up both perspectives, universities as educational and as research
organizations, but will focus on the second aspect. An applied research project
serves as an example to explain universities’ role in coordinating a transdisciplinary
team of scientists and local authorities, towns, forest and agricultural administration,
districts, larger administrative bodies, in order to make suggestions on sustainable
and societally accepted climate change adaptation measures in a collaborative way.
2 Four General Aspects of Universities’ Engagement
in Climate Change Adaptation
Universities can provide significant contributions to the mitigation of negative, if not
harmful, consequences of climate change. Universities bundle expertise and knowledge. Both have to be communicated to society to support an objective and scientifically sound debate about climate change. In contrast to enterprises and political
parties or organizations, universities are open and independent organizations. This
makes them ideal partners in participating not only in pure scientific projects, but
also in those that aim at integrating science and “the real world outside university”.
Climate change adaptation is a field that requires a multi-perspective view of possible
threats and risks. In many cases it is not sufficient to look only at one single sector.
Instead, different sectors and their specific expertise are of vital interest. The integration of a range of perspectives, opinions, and goal-settings of various stakeholders can
ideally be managed by universities. Their interest to produce recommendations and
solutions that are independent from economic and financial interests, is a profound
advantage.