First
of all, let’s look at the context of this blog post on the practicability of
the University of Planetshire Proposal.
The
last two blog posts introduced an innovative approach for integrating
sustainability across the curriculum of a university and then considered in
some detail its outputs. This has been branded as The University of Planetshire
Approach, based a fictitious UK university.
These
blog posts are:
·
University
of Planetshire approach to integrating sustainability across the curriculum
(Part 3 of EDUCATION pathway to a Sustainable University) http://su-notes.blogspot.co.uk/2013/10/university-of-planetshire-approach-to.html
·
Outputs
of the University of Planetshire Approach to integrating sustainability across
the curriculum (Part 4 of EDUCATION pathway to a Sustainable University) http://su-notes.blogspot.co.uk/2013/11/outputs-of-university-of-planetshire.html
Their
immediate context is the EDUCATION pathway to a Sustainable University, as
presented in these two posts:
·
EDUCATION
pathway to a Sustainable University (Part 1): curriculum content and delivery http://su-notes.blogspot.co.uk/2013/10/education-pathway-to-sustainable.html
·
Opportunities
for integrating sustainability across curricula (Part 2 of EDUCATION pathway to
a Sustainable University) http://su-notes.blogspot.co.uk/2013/10/opportunities-for-integrating.html
The
EDUCATION pathway is in turn one of the six pathways to a Sustainable
University – the others being OPERATIONS, RESEARCH, OUTREACH, CULTURE and INSTITUTION.
These pathways are outlined in:
·
Pathways
to a sustainable university http://su-notes.blogspot.co.uk/2013/07/pathways-to-sustainable-university.html
This
way, a robust framework has gradually been developed around this fictitious Planetshire
University. Meant to be more than a framework, it is a concept that has been
developed for implementation at a university as a research and development
project in order to support the institution’s programme on integrating
sustainability across its curriculum.
In
this sense, the question is: will it really
work? The answer is: Yes, it will. Let’s see why…..
Broadly
speaking, there are three main reasons:
·
The
current pressures-opportunities mix is right for universities to integrate
sustainability across their curricula
·
This
Planetshire proposal is robust and has been informed by a three-year old, live
experiment, namely The Sustainable University One-stop Shop (http://www.sustainableuni.kk5.org/), recognised in UNEP’s
Greening Universities Toolkit (page,
61)
·
The
proposer can deliver this project because of his versatility and strengths – knowledge,
skills, experience, networks and passion
Let’s
consider these in more detail as follows:
·
The
pressures -opportunities mix for integrating sustainability across university
curricula
·
The
robustness of the Planetshire Proposal
·
The
potential of the Planetshire proposer
The pressures-opportunities
mix for integrating sustainability across university curricula
The
first reason is that the current environmental factors are right for
universities to integrate sustainability across their curricula.
In
the context of sustainability, universities are facing a variety of pressures
but there exist opportunities too.
Pressures
The
pressures are of four types:
·
Social
pressures
·
Regulatory
pressures
·
Sector
pressures
·
Funding
pressures
Social pressures: Universities are facing
a growing social pressure to become more sustainable, particularly in the
context of extreme weather events that continue to increase in terms of
intensity and frequency. Moreover, sustainability is widely interpreted as a
knowledge crisis, so the wider community – local to global – turn to these
pinnacles of knowledge for solutions. Society also expects universities to
produce sustainability oriented and competent graduates to lead and work in
green economies.
Regulatory pressures:
Regulatory
pressure is increasing on universities to become more sustainable on the
grounds that they, like other organisations, have to contribute their share. An
example is achieving national carbon reduction targets.
Sector pressures: The higher education
sector itself directs universities towards sustainability pathways. In a UK
context, as 2014 dawns, two consultations are in progress: (1) the Quality
Assurance Agency (QAA) on the ESD guide for UK higher education developed by
the QAA and The Higher Education Academy (HEA); and (2) the Higher Education
Funding Council for England (HEFCE) on its Sustainable Development Framework (Online consultation on QAA/HEA draft guidance
on ESD for UK higher education open until 3 January 2014 http://sunewsinfo.wordpress.com/2013/11/29/online-consultation-on-qaahea-draft-guidance-on-esd-for-uk-higher-education-open-until-3-january-2014-2/; and HEFCE consultation on Sustainable Development Framework until 7
February 2014 http://sunewsinfo.wordpress.com/2013/12/17/hefce-consultation-on-sustainable-development-framework-until-7-february-2014/).
Growing
prominence of the Green Gown Awards of the Environment Association for
Universities and Colleges (EAUC) and the Green League of the People and Planet
continues to influence universities to consider sustainability seriously (Green
Gown Awards 2013 – Winners and Highly Commended http://sunewsinfo.wordpress.com/2013/11/13/green-gown-awards-2013-winners-and-highly-commended-2/; and Manchester
Metropolitan tops People & Planet Green League 2013 http://sunewsinfo.wordpress.com/2013/06/11/manchester-metropolitan-tops-people-planet-green-league-2013/).
Moreover,
the prominent Higher Education Awards of the media, such as Times Higher
Education and Guardian University Awards have dedicated categories on
sustainability-related themes (Times Higher Education Awards 2013:
Greenwich wins Outstanding Contribution to Sustainable Development http://sunewsinfo.wordpress.com/2013/12/01/times-higher-education-awards-2013-greenwich-wins-outstanding-contribution-to-sustainable-development/; and CELEBRATION: Guardian University Awards 2013
– University of Wales TSD wins Best Sustainability Project award http://sunewsinfo.wordpress.com/2013/03/02/celebration-guardian-university-awards-2013-university-of-wales-tsd-wins-best-sustainability-project-award/)
Above
all, a high regard for sustainability is visible among UK students as reflected
in a recent report by the HEA and the National Union of Students (NUS) and also
in their high level of enthusiasm in the recent Students Green Fund programme
of the NUS (HEA-NUS Report 2013: Student attitudes towards and skills for
sustainable development http://sunewsinfo.wordpress.com/2013/10/03/hea-nus-report-2013-student-attitudes-towards-and-skills-for-sustainable-development/; and NUS announces 25 Students’ Green Fund
projects in England http://sunewsinfo.wordpress.com/2013/08/14/nus-announces-25-students-green-fund-projects-in-england/).
All
these indicate a sustainability-oriented direction of future UK higher
education.
International
collaborations and initiatives in higher education are another source of
pressure on universities to consider sustainability seriously. Examples include
Europe-focused COPERNICUS Alliance, North America-focused Association for the
Advancement of Sustainability in Higher Education (AASHE), UNEP’s Global Universities Partnership on Environment
and Sustainability (GUPES)
and Greening Universities Toolkit, United Nations University’s global RCE
network and UNESCO’s ESD Global Action Plan, the successor to the UN Decade on
ESD (2005-14).
Funding pressures: Funding pressure is
another challenge that universities have to deal with in a grim economic
climate. In the UK, for example, restrictions to access to public funding would
mean that universities should be more self-sufficient financially. Thus
universities should be more conscious about their sustainability image,
resulting from their sustainability policy, practice and performance. In a
society in which sustainability is gradually finding itself in the mainstream,
universities need to carefully consider the views of their stakeholders,
especially future students (for income on tuition fees), funding bodies (for
income of research grants) and businesses (for income through consultancy and
collaborations). In the future, such stakeholders to associate with an
unsustainable university in the context of a society with a growing
sustainability orientation.
Opportunities
The
good thing is that sustainability offers universities opportunities too
although only forward looking, innovative institutions have noticed its
potential for their development.
Such
opportunities for a university include:
·
Opportunities
for cost savings
·
Marketing
and reputation opportunities
·
Opportunities
to enrich the institution’s other higher education agendas
·
A
unification opportunity under one university banner
Opportunities for
cost savings: Sustainability
offers opportunities for cost savings, direct and indirect. For example, a
sustainability culture in a university is likely to result in immediate cost
savings in terms of lower utility bills and reduced waste handling and disposal
costs. Sustainability policy and practice will lower the risks of breaching environmental
regulations, hence lowering the likelihood of paying fines and penalties.
Marketing and
reputation opportunities: Sustainability can be used for indirect marketing and
reputation enhancement. For example, in student recruitment in the future, a
university’s sustainability credentials are likely to play an increasingly
critical role in attracting sustainability minded-future students to the
institution. Moreover, through outreach, a university could position itself as
a sustainability leader in the wider community, especially at the local level,
to obtain the ‘social license to operate’.
Opportunities to
enrich other higher education agendas: Other higher education agendas can
significantly benefit from sustainability. Today, a widely accepted notion is
that universities, being the educators/trainers of future professionals, managers,
educators and leaders, have a responsibility to ensure that their graduates are
fit for working in growing green economies and living in a finite, fragile and
crowded world as global citizens and leaders. It links to three agendas of
graduate employability, internationalisation and global citizenship.
A unification
opportunity under one university banner: Sustainability is relevant to all stakeholders
of a university so it provides that institution with an overarching mission to
rally all its stakeholders – external as well as internal – under its banner. Its
unification potential could be strategically used for the institution’s
development and reputation enhancement.
The
robustness of the Planetshire Proposal
The
second reason is that the Planetshire Proposal is robust so it can effectively
support a university’s endeavour of integrating sustainability across its
curriculum.
The
robustness comes from following:
·
The
proposal is based on a globally-known experiment launched three years ago
·
It
has a sound academic basis
·
It
strategically integrates the relevant elements
·
It
is rich in marketing and reputation potential
·
It
is cost effective
·
It
is simple in implementation
Globally-known
experiment: The
Planetshire Proposal is based on a live experimentation that started in January
2011. This experiment, titled The Sustainable University One-stop Shop, has
been informed by feedback from experts in sustainability in higher education
and ESD. With a globally visible presence on social networking and recognition
at all levels, including global (United Nations) level, this experiment is
significantly known in the higher education community worldwide (especially in
the UK, the US and Australia). Please see the visitor locations maps of The
Sustainable University One-stop Shop (http://www.sustainableuni.kk5.org/) and its News website
(http://sunewsinfo.wordpress.com).
Academic basis: This Approach has a sound
academic foundation based on the contemporary literature. Perceiving campus as
a living laboratory for sustainability (Beringer and Adomssent, 2008), it
synthesises the three curricula opportunities – formal, informal and campus (Hopkinson
et al., 2008) – in the context of an adapted version of the 4-C model
comprising campus, curriculum, culture and community
(e.g. Blake and Sterling 2011). It is also informed by the proposer’s Masters
Dissertation on Green Universities (at Kingston University) and his Masters
education in Education for Sustainability (at London South Bank University).
Strategic integration:
The
Planetshire is a holistic approach that engages all relevant stakeholders,
systems, disciplines, core functions and outputs, unlocking their synergies. It
offers incentives to all stakeholders involved and has great potential to rally
them around a university’s (sustainability-informed) mission. This proposal can
also contribute to an institution’s other higher education agendas such as
graduate employability, internationalisation and global citizenship.
Marketing and
reputation potential: This approach can harvest the marketing and reputation
potential of being a sustainability-oriented university, which not only
produces sustainable graduates but also helps wider community in their
sustainability endeavours. It can therefore be viewed as a rich source of
indirect marketing and reputation for student recruitment, research grants,
business consultancy and collaboration and corporate social responsibility
(CSR). By walking the talk, the Approach itself strives to adopt sustainability
principles in its implementation (e.g. free online access to all resources,
avoidance of printing, collaborative learning opportunities through open sharing).
Cost effectiveness: The Planetshire is a cost
effective approach due to its extensive dependence on free resources (e.g. free
website builders, social networking and MS Word/PDF combination) and avoidance
of printed matter. The proposer with versatile strengths, namely knowledge,
skills, experience, networks and passion, will resemble a team, contributing to
cost-effectiveness.
Simple implementation:
The
Planetshire proposal can be implemented easily by way of a three-year research
and development project, minimising the burden on the host university in terms
of administration and financial commitment. Implementation would be further
simplified due to its being run by a versatile single person acting like a
team. The proposed Planetshire programme is meant to act as a support provider
to a university’s endeavour on integrating sustainability across its
curriculum. So this proposal aims to use the opportunities in formal, informal
and campus curricula in that institution while avoiding any direct interference
with the formal curriculum. Because this indirect approach would avoid resistance
to changes to the formal curriculum, the Planetshire proposal is a good first
step for any university that would like to start the journey of integrating
sustainability across its curriculum.
The
potential of the Planetshire proposer
We
have so far covered two of the three reasons why the Planetshire Proposal has a
high level of success in implementation, namely (1) the pressures-opportunities
mix is right for a university to do something like this and (2) the proposal
itself is robust.
Finally,
the third reason is that the proposer has a high potential to deliver this
proposed programme successfully. His potential can be outlined as follows:
·
His
strengths
·
His
past work similar to the proposed Planetshire outputs
Strengths of the proposer
The
proposer’s strengths can be classified as follows:
·
Knowledge
·
Skills
·
Experience
·
Networks
·
Passion
·
Achievements
KNOWLEDGE
The
proposer has a multi-disciplinary and sustainability-relevant education
background that cuts across social sciences and natural sciences/ engineering:
·
MSc Sustainability, Environment and Change,
Kingston University UK (2013)
·
MSc Education for
Sustainability (EfS),
London South Bank University (LSBU), UK (2009)
·
MPhil Energy
Efficient Buildings, University
of Moratuwa, Sri Lanka (2002)
·
BSc Eng (Hons) in
Civil Engineering, University
of Moratuwa, Sri Lanka (1998)
SKILLS
The
proposer’s skills can be outlined as follows:
·
Innovation
(including innovative use of free web resources)
·
Research
·
Social
networking
·
Science
communication
·
Arts
(painting, photography and poetry)
·
Writing,
editing, touch-typing and proof-reading
·
Lay-out
making on MS Word to produce PDFs
·
Entrepreneurship
EXPERIENCE
The
proposer has a range of experience as follows:
·
Online
one-stop Shop making
·
Research
and academic
·
Communications
(Sustainability)
·
Communications
(Corporate with a sustainability focus)
·
Social
networking
·
Print
media (in Sri Lanka)
·
Resource
development
·
RCE
development
Online one-stop Shop
making: Since
5 January 2011, The Sustainable University (SU) One-stop Shop experiment (http://www.sustainableuni.kk5.org/) has advanced
Sustainability in higher education (HE) and Education for Sustainable
Development (ESD) worldwide, achieving over 27,000 hits. It comprises seven
satellite websites and ‘Sharing for a Sustainable World’ #SSW (a social updates
sharing scheme of eight types). This unfunded and unsupervised self-driven
experiment has entirely been developed using free web resources. It has
achieved recognition at a range of levels, from local to global, and is
featured in the UNEP Greening
Universities Toolkit
The
satellite websites of the SU One-stop Shop are:
Its
eight types of social updates comprising ‘Sharing for a Sustainable World’ (#SSW)
are:
·
Sustainable
Development #SDupdate
·
Climate
Change #CCupdate
·
SU
News #SUnews
·
SU
Research #SUresearch
·
SU
Good Practice #SUgoodpractice
·
SU
Quotes #SUquotes
·
SU
Blog #SUblog
·
SU
Diary (reflections on ESD) #SUdiary
Research and academic:
The
proposer’s research experience comes from two dissertations, namely
sustainability in higher education (at Kingston University) and education for
sustainability (at London South Bank University LSBU), a research degree (on
energy efficient buildings at Moratuwa University) and a research project (on
understanding structural behaviour, also at Moratuwa University). He has also
been engaged in own research to develop the SU One-stop Shop. Turning to his
academic experience, he was a Distance Learning Tutor on the Education for
Sustainability at LSBU and a Lecturer at the English Language Teaching Centre
of Moratuwa University.
Communications
(Sustainability): Since
March 2010, the proposer has volunteered as Communications Intern at LSBU-based
London RCE (Regional Centre of Expertise) on ESD, which is part of the global RCE
network of the UN University. Having played a key role in its communication
strategy development, he developed a branding scheme for communications. Then,
using free resources, he designed its logo (http://issuu.com/aij3/docs/lrce-logo) and produced its website
(http://www.londonrce.kk5.org), e-newsletter (http://issuu.com/aij3/docs/lrce-nl) and a resource on
Sustainable Business (http://issuu.com/aij3/docs/lrce-sb-bklt). In addition to the
website, he currently runs its news website (http://londonrcenews.wordpress.com/) and twitter (http://twitter.com/rcelondon). An overview on the
tools developed for the London RCE http://issuu.com/aij3/docs/rce-sheet-130812
Moreover,
he has worked as a Communications Intern
at a number of other UK organisations, including LSBU, London Environmental
Education Forum (LEEF) and Leisurevest Ltd (now Innohabitat Ltd), mainly
producing communication tools.
Communications
(Corporate with a sustainability focus): The proposer worked for 4½ years as a
full time Communications Consultant for Holcim (Lanka) Ltd, which is part of
the Switzerland-based global cement manufacturing Group with a strong focus on
Alternative fuels and raw materials and Sustainable construction. There, he was
instrumental in initiating four corporate
publications (three bilingual print publications – internal newsletter,
external newsletter, Holcim Tsunami Fund newsletter – and an e-newsletter,
English-only version of the Tsunami Fund newsletter), producing 38
issues altogether. He covered the entire spectrum of the production, including article
ideas, planning, collecting material, photography, writing, editing, laying-out
(with printer’s technical help), proof-reading and co-ordination (with printer
and in distribution). His civil engineering educational background, arts skills
and ability to convert mundane (usually technical) information into compelling
stories helped him in attracting readers to these publications. An issue of Holcim Voice, the external newsletter: http://issuu.com/aij3/docs/hll-voice-nl
Social networking: The proposer has
three years of experience in strategic integration of social networking tools,
including Twitter, LinkedIn, Wordpress and Google Blogspot, with the central
website of the SU One-stop Shop. Please also see ‘Network’ below.
Print media (in Sri
Lanka): In
1993-2007, the proposer has published in the national press in Sri Lanka a
total of 141 press articles, a quotations-based column called Mind Mirror (39
parts) and 105 poems. He mainly wrote about buildings, construction, energy and
sustainability, often with academics at Moratuwa University as resource
persons. Although his articles contained scientific/technical information, they
were presented in simple language, attracting non-specialist readers. Some of his
press articles (with academics as resource persons) are:
·
Understanding
waste – the first step in solving Waste Crisis (Part 1) http://www.island.lk/2007/06/12/L2.pdf
·
World
Trade Centre (WTC) disaster: Lessons of safety http://archives.dailynews.lk/2001/09/21/fea02.html
Resource development:
As a
volunteer, he has developed a number of resources, including Sustainable Business guide (http://issuu.com/aij3/docs/lrce-sb-bklt) for the London RCE
and (Buildings for Sustainable Development, http://issuu.com/aij3/docs/uom-bsd-bklt), a self
study resource for engineering undergraduates of Moratuwa University.
RCE development: As Communications
Intern of the London RCE, the proposer has attended its quarterly meetings soon
after they started. Therefore he has a good idea on how to develop an RCE
through tapping into ESD-related networks at a variety of levels, local to
global.
NETWORKS
The
proposer’s networks are of two types:
·
General
networks
·
Networks
developed through social networking
The
proposer is:
·
Connected
to the global RCE network of the UN University (as the London RCE communications
intern for nearly four years)
·
Connected
to the Global Learning network of the EfS programme of LSBU (as an alumnus/ former
distance learning tutor)
·
Connected
to some academics and top level administrators at Moratuwa University (as an
alumnus and as a science/engineering journalist dependent on Moratuwa academics
as resource persons)
·
Connected
to a few editors in Sri Lanka as a result of publishing press articles and a
column
Through
integrated social networking, he has developed a global network on
Sustainability in Higher Education and ESD:
·
LinkedIn
(750 connections, including VCs and CEOs, especially in UK, e.g. Five VCs, 7
DVCs/ Assistant VCs; and 9 PVCs)
·
Twitter
(1100 followers)
·
Wordpress
used as satellite websites of the SUOSS, namely News, Research, Good Practice,
Quotes and Diary websites
·
Google
Blogspot used for the Sustainable University Notes blog
PASSIONS
The
proposer’s passions are of two types:
·
Primary passions: Sustainability in
higher education, ESD and Innovation
·
Secondary passions: Research, Writing,
Green buildings, Science for sustainability, Arts (painting, photograph and
poetry) and Cultural diversity
ACHIEVEMENTS
The
proposer’s achievements are as follows:
Innovation
Recognition and awards for The Sustainable
University One-stop Shop, http://www.sustainableuni.kk5.org/:
·
UNEP
(United Nations Environment Programme) Greening
Universities Toolkit (http://www.unep.org/Training/docs/Greening_University_Toolkit.pdf, page 61) (2013)
·
One of the ‘Selected websites’ in the book The Sustainable University: Progress and
prospects (http://www.routledge.com/books/details/9780415627740/#description, page 318) (2013)
·
A resource on the HEFCE (Higher Education Funding
Council for England) website http://www.hefce.ac.uk/whatwedo/lgm/susdevresources/strategy/
·
A First Prize in
the Bright Ideas contest 2012 of WestFocus University Collaboration (http://www.westfocus.org.uk/news.php?article_id=32) (2012)
Research:
·
Professor EOE
Pereira Memorial Award for the Best Paper presented at Annual
Sessions 2001 of the Institution of
Engineers Sri Lanka, IESL (as a
co-author) (2002)
·
Seven
peer-reviewed research publications (2000-2003), including two in the
international journal Energy for
Sustainable Development (http://www.sciencedirect.com/science/article/pii/S0973082608603002, http://www.sciencedirect.com/science/article/pii/S0973082608603452)
Science
communication: Two special awards from the Society of Structural Engineers Sri
Lanka for promoting Structural Engineering
in the national press (1997, 2000)
Arts: In
secondary school, subject awards for Art and the First Place (Middle School) at the 150th Anniversary Art Exhibition of Royal College, Colombo
Proposer’s past work similar to the outputs of the Planetshire
proposal
In
other contexts, mainly in his current experiment called The Sustainable
University One-stop Shop, the proposer has developed tools similar to those
proposed in the Planetshire proposal. (For an outline of the tools of the
Planetshire proposal, please visit http://su-notes.blogspot.co.uk/2013/11/outputs-of-university-of-planetshire.html.) The following
table gives such tools similar to some of those proposed in the Planetshire
Proposal.
Tools of the Planetshire proposal
|
His past work similar to the proposed
Planetshire tools
|
Planetshire Curriculum for a
Sustainable Future
|
|
Research for a Sustainable Future
|
SU Research website http://suresearch1.wordpress.com/
|
Sustainable Campus
|
SU Good Practice http://sugoodpractice.wordpress.com/
|
Sustainability in the Wider World
|
|
Light & Deep Sustainability
|
Published poetry:
|
Flier
|
Flier (sample) for the London RCE http://www.slideshare.net/sustainableuni/lrce-flierlaidout110126
|
Knowledge sheets
|
|
Newsletter
|
Holcim
Voice
newsletter
http://issuu.com/aij3/docs/hll-voice-nl (printed, not
using Word-PDF combination)
|
Project blog
|
SU Blog http://su-notes.blogspot.co.uk/
|
ESD (Education for Sustainable
Development) Reflective Diary blog
|
|
Twitter
|
|
LinkedIn
|
Proposer’s LinkedIn profile http://uk.linkedin.com/in/asithaj/
|
Flickr (photos)
|
Photography stream http://www.flickr.com/photos/aij3/
|
Online Library (issuu.com)
|
|
Academic papers
|
Two
papers on thermal comfort in passive buildings published in 2002 and 2003 in
the journal Energy for Sustainable
Development
|
Press articles
|
Three press articles published in the
national press in Sri Lanka
·
Understanding waste – the first step in solving Waste
Crisis (Part 1) http://www.island.lk/2007/06/12/L2.pdf
·
World Trade Centre (WTC) disaster: Lessons of safety http://archives.dailynews.lk/2001/09/21/fea02.html
A column published in the national press in
Sri Lanka
|
RCE Planetshire’s website, news website
and Twitter
|
|
Interested
in the Planetshire proposal?
Summing
up, the Planetshire Proposal will effectively support a university’s endeavour
of integrating sustainability across its curriculum, mainly due to three
reasons. The time is right for universities to embark on integrating
sustainability across their curricula; the Planetshire proposal is robust; and
the proposer has the required potential to deliver it successfully.
If
you are interested in the Planetshire proposal, or in a similar idea or
project, please feel free to contact the proposer Asitha Jayawardena:
References
Beringer,
A. and Adomssent, M. (2008) Sustainable university research and development:
inspecting sustainability in higher education research. Environmental
Education Research, 14(6),
pp.607-623.
Blake,
J. and Sterling, S. (2011) Tensions and transitions: effecting change towards
sustainability at a mainstream university through staff living and learning at
an alternative, civil society college. Environmental Education Research,
17(1), pp.125-144.
Hopkinson,
P., Hughes, P. and Layer, G. (2008) Sustainable graduates: linking formal,
informal and campus curricula to embed education for sustainable development in
the student learning experience. Environmental Education Research, 14(4), pp.435-454.
The Sustainable University One-stop Shop:
Central platform: http://www.sustainableuni.kk5.org/
Satellite websites: News and Information | Research | Good Practice | Quotes | Blog | Diary | Micro-blog (Twitter)
