Beruflich Dokumente
Kultur Dokumente
www.elsevier.com/locate/jclepro
Abstract
This article presents a comprehensive managerial model for a sustainable university created by D.Sc. L. Velazquez with empirical data
collected from about 80 higher education institutions around the world. The sustainable university model offers a clear perspective about
how people responsible for sustainability initiatives achieve their initial momentum to progress to advanced steps in the process to become a
sustainable university.
This model depicts a structured framework that is comprised of four phases in a strategic management process. In these phases, four diverging
strategies, and many practices undertaken by key players of sustainability initiatives in higher education institutions are analyzed.
2006 Elsevier Ltd. All rights reserved.
Keywords: Sustainability; Higher education institutions; Sustainability model
1. Introduction
Sustainability is an issue that has been present in many official agendas [1] for at least 15 years in private, governmental,
and educational sectors. However, as reported by the United
Nations, the progress towards the goals established in Rio de
Janeiro has been slower than it was hoped, it would be and
in some cases we are worse than we were then [2]. Universities
are not immune to this dilemma. Sometimes, progress can be
painfully slow and frustrating [3]. As a tool to help university
leaders speed up their progress towards sustainability, this article presents a model that offers a structured framework for
visualizing and achieving a sustainable university system.
This model can be used to assist universities to improve the
effectiveness of their potential or current sustainability initiatives through the identification of strategies and opportunities
for sustainability within universities.
Throughout the course of the years, there have been some
institutions that have taken and followed plans of action to
2. Methodology
Because sustainability is a high level, complex, and multidimensional concept, the research process in this study was
framed by the general systems theory. This theory outlines the
essential elements for understanding factors in the context of
a dynamic system [4] such as a higher educational institution.
In order to create the sustainable university model, the authors used a benchmarking process. It consisted of benchmarking the best practices used by different universities that were
active in implementing sustainability in eighty higher education institutions around the world.
To assure the quality of the research, data source triangulation [5] was used as a method of increasing reliability of the
conclusions drawn from the research data. A literature review
and the completion of a survey were the data sources used for
triangulation. With these complementary approaches, the
knowledge necessary for understanding the constituent elements that influence the process for becoming a sustainable
university were obtained.
2.1. Data sources
2.1.1. Literature review
As a first step in the data triangulation, a literature review
was conducted of published and unpublished articles, conference proceedings, university reports, books, website documents, and education for sustainability profiles identified
through the website of second nature.1 See Table 1. While
no single discipline was targeted, most of the materials were
from engineering, economics, sociology, and related sciences.
The ultimate goal of the literature review was the identification of the diverging strategies and practices undertaken
by key players of sustainability initiatives in order to be able
to generate initial meaningful insights about organizational
institutional areas and issues for exploring how to effectively
implement sustainability in university contexts.
To ensure that the model reflects the most current and cutting-edge approaches to become a sustainable higher educational institution, the time frame of the literature review was
from 1990 to 2002. Important references prior to1990 were
also analyzed. In particular, the authors evaluated the following information: sustainability initiatives, metrics, barriers, environmental management systems, teaching, research projects,
failures, successes, outreach relations, among others. The
collection of papers concerning a particular university was
arranged in a portfolio.
2.1.2. Survey
The knowledge derived from the experiences of universities
around the world in the literature review was very useful in
helping the authors to develop the initial stage of the model.
However, conducting a survey was necessary to expand the
1
Education for sustainability profiles. Available in Second Nature website at
http://www.secondnature.org/efs/efs_profiles.html.
811
812
Table 1
Literature sources
Sustainability portfolios
Portfolio
number
University name
Journal
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Book
Conference
proceedings
University
report/website
document
Education for
sustainability
profile
been drawn from the best practices found in the literature and
in the survey.
3.1.1. Phase one: developing a sustainability vision
for the university
Theoretically, the strategic move towards sustainability begins when someone, or many people, in the university dreaming about or envisioning the possibility that the institutions
members behave according to the sustainable development
philosophy. This means that all the resources are used to accomplish the mission of the university in a sustainable manner.
At this point, there are neither barriers nor constraints, only
imagination and creativity.
Table 3
Role in the university of people surveyed
No.
Institution
Country
Type
No. of
students
1
2
University of Bremen
Alkmaar University for
Professional Education
North Island College
Dalhousie University
Technical University
of Catalonia
Universidad Politecnica
de Valencia
Autonomous University
of Barcelona
Abo Akademi University
Germany
The Netherlands
Public
Public
>10,000
0e5000
Canada
Canada
Spain
Public
Public
Public
0e5000
0e5000
>10,000
Spain
Public
>10,000
Spain
Public
>10,000
Finland
Public
Sweden
The Netherlands
Public
Public
5,001e
10,000
>10,000
>10,000
Sweden
United States
United States
Public
Public
Private
>10,000
>10,000
>10,000
Sweden
United States
United States
Public
Private
Public
>10,000
0e5000
0e5000
South Africa
United Kingdom
Sweden
Mexico
Public
Public
Public
Public
0e5000
0e5000
>10,000
>10,000
United States
United States
United States
United States
Finland
Mexico
Public
Public
Public
Private
Public
Public
0e5000
>10,000
0e5000
0e5000
10,000
>10,000
United
United
United
United
States
States
States
States
Private
Public
Public
Private
0e5000
>10,000
>10,000
0e5000
United States
United States
Public
Public
South Africa
Brazil
Public
Public
Peru
Public
>10,000
5001e
10,000
>10,000
5001e
10,000
>10,000
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Goteborg University
Delft University
of Technology
Lund University
University of Michigan
St Johns University and
College of St. Benedict
Vaxjo University
Prescott College
Sustainable Universities
Initiative SC
Rhodes University
Sheffield Hallam University
Uppsala University
Universidad Autonoma
de Baja California
Morehead State University
University of Idaho
University of Nebraska
Antioch College
University of Tampere
Universidad Autonoma
de Mexico
Northland College
University of Oklahoma
Ball State University
Saint Mary-of-theWoods College
Michigan State University
University of Wisconsin
Technikon Pretoria
Universidade Federal do
Rio Grande do Sul
Universidad Nacional
de San Marcos
813
Since sustainability means different things to different people, each university should define its own concept of their sustainable university. In practice, only a few universities have
defined ways of conceptualizing a sustainable university in
a formal document. In the literature review, it was found
that only 8% of the portfolios examined stated their definition,
while, according to the survey, 52% of the people surveyed
claimed that the concept of a sustainable university is used
on their campuses. However, 39% of the participants in the
survey affirmed that their universities have at least an official
Role
Frequency
Percent (%)
Professor/Researcher
Student
Staff
Authority
Other
Total
17
17
5
1
2
42a
40
40
12
2
5
814
Table 5
Incorporating sustainability in the mission of a sustainable university
Table 4
Developing a vision of a sustainable university
Answer
Yes
No
Total
Literature review
Answer
Survey
Answer
Answer
3
37
40
8
92
100
21
19
40
52
48
100
Literature review
Survey
Answer
Answer
8
92
0
100
23
13
4
40
57
33
10
100
Yes
3
No
37
No Answering 0
Total
40
815
Table 6
Years of having incorporated sustainability in university mission statements
Table 8
Policies for supporting sustainability initiatives
Year
No. of missions
Answer
2000
1999
1998
1997
1996
1994
1980
1
2
1
1
2
1
1
Yes
No
Total
Literature review
Survey
Have established
sustainability policies
Answer
Answer
24
16
40
60
40
100
21
19
40
52
48
100
out inside or outside the campus. The other is aimed at implementing sustainability on the campus itself.
Table 9 shows the preference of people responsible for sustainability programs within the first three strategies. Specifically, 90% of the initiatives studied referred to education as
a way to promote sustainability in their institutions, 80% of
the portfolios referenced research as an activity in their universities for promoting sustainability, and 60% of initiatives analyzed in the literature review are involved in outreach and
partnership practices. The survey was not aimed at this topic.
The fourth strategy, sustainability on campus, is the most
recent of all strategies for fostering sustainability in universities. While projects and programs in education, research, and
outreach and partnership have been in operation since the
early 1970s, sustainability initiatives on campus, also called
greening the campus, began to flourish just a decade ago.
Table 10 shows the initiatives identified in the literature review. It does not include the surveys results since the survey
was not aimed at specific initiatives.
All of these four strategies have two fundamental means for
successfully fulfilling their goals. One is to enhance the awareness of sustainability issues among the people related with the
initiative; the other is the use of technology that permits reduction of the environmental burden at the local or global level
depending on where the initiative is being implemented. Frequently, succeeding in raising levels of awareness does not automatically translate into expected results [13]. Sixty-three per
cent of the programs reviewed in the literature, highlighted
that one of their goals was to increase awareness. The results
from the survey show that 40% of the sustainability initiatives
rely on cultural awareness to meet their goals, and 25% rely on
both awareness and technology for succeeding in their initiatives Table 11.
Table 9
Education, research, outreach and partnership sustainability strategies
Table 7
University-wide sustainability committee
Answer
Literature review
Survey
Have a sustainability
committee
Answer
Yes
No
Total
Strategy
Answer
28
10
40
55
45
100
Education
Research
Outreach and partnership
Literature review
Have implemented
this strategy
Answer
Answer
34
32
24
90
80
60
4
8
16
10
20
40
The respondents marked more than one strategy; hence the results are not mutually exclusive.
816
Table 10
Sustainability initiatives on campus
Initiative
Answer
Energy efficiency
Water efficiency
Non-hazardous waste
management
Transportation and
commuting
Recycling
Environmentally preferable
procurement
Green buildings
Natural heritage
Reducing
Hazardous waste
management
EMS
Reusing
Global climate change
Composting
Dining services
Integrating pest management
28
24
24
70
60
60
23
57
21
17
52
43
17
17
16
15
43
43
40
38
14
12
12
10
9
7
35
30
30
25
23
18
The percent column is based on 40 portfolios. Reducing, recycling, and reusing initiatives are aimed at both hazardous and non-hazardous waste.
Awareness
Technology
Both
Table 12
Initiatives using sustainability indicators
Literature review
Survey
Answer
Answer
Answer
27
N/A
N/A
67
16
N/A
10
40
25
Yes
No
N/A
N/A, no answer.
Literature review
Survey
Answer
Answer
9
31
e
23
77
8
17
15
20
42
38
found in the study are environmental rather social or economic. These indicators are reported individually rather than
on a composite index.
3.4. Continuous improvement: PlandDodCheckdAct
This model emphasizes that sustainability initiatives must
be based on a continuous improvement.
Promoted by W. Edwards Deming, the PlandDodCheckd
Act (PDCA) cycle is a useful tool to coordinate continuous
improvement efforts. This is a management philosophy that
seeks improvements as a never-ending process of achieving
small improvements. [24] Under the continuous improvement
philosophy, progress is most often incremental, delivering
small improvements over prolonged periods. [25]
The first stage of the PDCA cycle calls for identifying what
is going wrong and generating ideas for solving the problems
of unsustainability.
After this phase, people responsible for sustainability initiatives must evaluate the selected proposal in a small scale. This
minimizes costs if the proposed changes do not work.
Check refers to review if the proposed changes are achieving the desired result or not.
Finally, the next step is to implement those tasks that are
designed to solve the problem or to improve the efficiency
of an initiative. However, the cycle is not stopped at this
step. It is always necessary to go through the cycle again for
solving new challenges and problems. The implementation
of the model must not be a static process for generating a particular initiative. Therefore, the four phases of the model are
a series of iterations that are designed to continuously work
to improve the sustainability of the institution.
4. Validity and reliability
In order to evaluate the reliability of the findings in this article for accurately representing what a sustainable university
is about, this section offers a comparison against results generated in The State of the Campus Environment report.2
This report was developed by the National Wildlife Federation. Authors of this report claim that it provides a means on
the national and institutional level for assessing, comparing
and improving environmental performance, while heightening
public interest and stimulating dialogue about environmental
aspects of educational performance. Because both studies differed in their methodological approach, the similarities between findings in this study and The State of the Campus
Environment report are strong evidence to prove the validity
of the sustainable university model.
4.1. Similarities in the results
Despite all sustainability initiatives implemented in universities, colleges; and technological institutions, both studies
2
817
revealed that only a few institutions have included sustainability in their mission statements. The State of the Campus Environment report reported that only 27% of the institutions have
already incorporated environmental concerns in their missions.
Findings in this study show that only 8% of the universities
had special reference to the mission and 12.5% of the people
surveyed were able to show the mission of their universities.
The incorporation of policies for supporting sustainability
is more usual than the incorporation of sustainability in missions. In this paper, 60% of the universities studied in the literature review have established policies for supporting
sustainability initiatives and 52% of the universities in the survey have established policies for supporting initiatives of sustainability. The researchers found 43% of the institutions have
or plan to have a written commitment to support sustainability
on campus.
The necessity for increasing the coordination among
different initiatives on campus was evident in both studies.
Fifty-five per cent of the people surveyed reported that there
is a department to coordinate efforts among different initiatives on their campus. The State of the Campus Environment
report found that in most of the American campuses there
are campus environmental coordinators to facilitate implementation of specific environmental tasks rather than for coordinating all initiatives on campus.
According to both studies, almost all institutions are offering environmental courses and are researching sustainability
issues. Both studies reveal that sustainability initiatives on
campuses began to flourish about five years ago. Findings in
the State of the Campus Environment report show that 56%
of environmental programs in higher education institutions
started five years ago. Another 16% started just a year ago
and 30% commenced more than five years ago. Similarly,
this study found that most of the sustainability initiatives on
campus began between the years 1997 and 2001, but mainly
in the period from 1999 to 2001.
Energy and water conservation initiatives were favored
among people responsible for sustainability programs. Both
studies found that at least 60% of the institutions have implemented some practices to use these resources more efficiently.
Recycling is a popular sustainability practice in higher educational institutions. Both investigations found that more than
50% of the campuses have a recycling program for organic
or inorganic materials. Finally, neither this study nor the State
of the Campus Environment report inquired about the quality
of performance in the initiatives, projects, or programs analyzed, in part due to the lack of accurate quantitative data.
5. Discussion
The sustainable university model presents a systematic procedure for how people responsible for sustainability initiatives
within academic institutions may obtain their initial momentum to get started and to continue to advanced steps in the
process of becoming sustainable. However, it is important to
understand that currently, in most universities, there is a dearth
818
819