Master's in Sustainable Development (minor)
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Markets and Cultural Voices. Preference Pollution. Trust, Ethnicity, and Identity.
Altruistically Inclined? Economics as a Social Science. DOI: Except where otherwise noted, this work is subject to a Creative Commons Attribution 3. How do college students develop personal connections to their college campuses, which they view as temporary habitats? Sense of place is critical in the development of an environmentally conscious and responsive citizenry for the sustainability of our natural resources. In doing so, it summarizes the findings from a collaborative inquiry study, an example of educational research involving two graduate students and their instructor as co-researchers, and describes their personal journeys in defining sense of place, leading towards their understanding of personal and campus sustainability as states of mind.
Maastricht University UM in particular has a unique form of maintaining the student-driven, bottom-up component, and has pioneered in recent years in student activism for sustainability. The drive was to see how AR can be used as a tool to assess and influence organisational transformation towards sustainability at an HEI.
Other theories and lenses used included an organisational change management approach to embedding sustainability, assessment strategies from CSR, and insights from behavioural change. AR provides a moment for reflection after a full cycle—diagnose, plan, act, and evaluate action—has taken place.
This paper represents the outcome of the reflection of this continuous process of transformation after one year of engagement by the researcher, with the focus on the internal causal mechanisms from which an organisational transformation gains traction and propagates. Institutions of higher education, which have historically responded to the cultural, economic, and technological needs of society, possess great potential for influencing societal transitions towards sustainability.
Today, colleges and universities are experimenting with campus-based social innovations that integrate infrastructure, operations, curriculum, research, and funding while communicating new ways of thinking within and outside of the campus community.
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Food production, for example, has created an integrating context for sustainability on campuses throughout the country and has been praised for its impact. This exploratory study examines the role of colleges and universities in facilitating the diffusion of campus-based food production. Considering food production as a niche level innovation in higher education, we measure the success of this niche as determined by its potential to grow and facilitate the diffusion of innovative practices that influence larger transitions towards sustainability.
We find that while necessary processes for successful niche growth are present, the data provides less evidence of the conditions necessary for innovation diffusion. At a time when environmental problems are growing and biophysical limits-to-growth are apparent, encouraging sustainable behavior is a critical societal objective.
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Within the college campus sustainability movement this is expressed as the need to broaden student involvement in environmental stewardship initiatives. This chapter proposes that campus community gardens are particularly well-suited to the task of increasing student engagement across the entire campus population, not just among those with a prior interest in sustainability or gardening. To explore this proposition, a survey of undergraduate attitudes about motivations for and interest in gardening at a large, non-land-grant, research university was conducted.
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Results show that student interest is strongly related to how the campus gardening experience is structured. In particular, interest in gardening is related to clearly defined personal and community benefits. What is most fascinating is that the level of interest is not related to prior gardening experience or to strong pro-environmental attitudes, suggesting that campus gardens and farms may be made to appeal to a wide range of students.
This poses a particular challenge on the implementation process for Education for Sustainable Development ESD at these universities. We look at these implementation processes from a managerial and organisational point of view. We have a twofold focus: The processes and methods to implement ESD at a university. Purpose This chapter demonstrates how marketing principles can be used to incentivize universities to engage in sustainable practices, by developing institutional image and reputation. This paper illustrates the Green Campus project through the lens of two organizational theories, i.
DCT is used to describe the capabilities which Politecnico di Bari should leverage on to integrate, build, and reconfigure resources in order to meet the challenges of sustainability and actually implement the project. The novel field of application of these theories is an interesting insight of the paper. Moreover, this study contributes to give a theoretical foundation to the topic of sustainable university, so covering a lack of the extant literature. Finally, it suggests specific directions in terms of resources and capabilities that universities need to commit to a sustainable future through the creation of a green campus.
Following the heels of a very successful campaign in the College of Agriculture and Life Sciences called CALS Green, Cornell University sought to develop a university-wide behavior change campaign that would support its climate neutrality goals. Thus, the Think Big, Live Green campaign was designed to be entirely customizable for each college and unit based on their own operations, resources, and community culture. These programs work in tandem to provide avenues of faculty, staff, and student engagement in sustainable actions.
Community research, behavior economics, social norms, competitions, community-based social marketing, and peer education are embedded throughout the campaign programs to target specific sustainable actions within each college and unit. Other key components include the College Green Teams and College Green Ambassadors that serve as role models, leaders and program facilitators within their community.
These peer educators have a personal interest in sustainability and undergo training in behavior change strategies to design programs for their community. Purpose This paper articulates how the efforts of curriculum greening reformers are mediated by surrounding constituents, including departmental colleagues, chemistry colleagues from outside their department, campus administrators, and students.
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Findings Surrounding constituents mediate reformer efforts through the resistance they exert, or through the resources they provide, such as green teaching materials, and the resources required to integrate the materials. Personal tools Web Editor Log in. Search Site only in current section. Advanced Search…. Search Site.
To engage with local and marginalised communities. To offer a holistic approach to communication that includes mediated as well as interpersonal communication processes. How can communication processes facilitate the participation of marginalised communities in the global market? How can grassroots communities and individuals resist the hegemony of powerful market actors?
Do mediated discourses undermine or promote ethical and sustainable behaviours? How can we, as social scientists, promote sustainable behaviours?