Handbook of Best Practices in Sustainable Development at University Level

Preface
Contents
University Governance and Strategies Towards SD
Sustainable Development Goals in University Strategies: Making Sense of Sustainable Development in the Context of a Finnish University
1 Introduction
2 SD and SDGs in Higher Education Institutions
3 Sustainable Development in the Finnish Context
4 The Case of Åbo Akademi University: A Methodological Approach
5 Scrutinising the Understanding of Sustainable Development
6 Implementation of SD and SDG in a University Context
7 Discussion: Aligning University Strategy and Sustainability
8 Conclusions
References
Best Practices in Research for Achieving SDG3 in Two Malaysian Universities
1 Introduction
1.1 Pandemics in Past Century
1.2 Economic Impacts of Covid-19
1.3 Organization of Paper
2 Covid-19 Pandemic
2.1 University-Community Engagement
2.2 MCO 2.0 in Malaysia
2.3 Basic Reproduction Number
2.4 MCO 1.0 in Malaysia
2.5 Covid-19 Simulation During MCO 1.0
2.6 FluSiM@USM Simulation Results
3 Tuberculosis (TB)
3.1 Social Determinants of TB Incidence
3.2 Vicious Cycle of TB and Poverty
3.3 Declaration of Alma-Ata
3.4 WHO End TB Strategy
3.5 Malaysia TB Control Strategy
3.6 Primary Health Care in TB Treatment
4 Dengue Vaccine Pricing
4.1 Pharmacoeconomic Pricing Models
4.2 Developing Countries Vaccine Manufacturers Network
4.3 Dengue Vaccine Price for Malaysia
5 Genetically Modified Mosquito OX513A
5.1 Release of OX513A in Malaysia
5.2 DEER Simulation on OX513A Efficacy
5.3 DEER Simulation Result 1
5.4 DEER Simulation Result 2
6 Conclusion
References
Toward a Faculty Aligned with the Sustainable Development Goals: Sustainability, Equality and Equity Action Plan (University of the Balearic Islands)
1 Introduction
2 Sustainability, Equality and Equity Values
3 Design and Validation of the Plan
3.1 Documentation Analysis
3.2 Development of the Proposal for the FEUIB First Plan for Sustainability, Equality and Equity
3.3 Assessment of the Design and Relevance of the Proposal
3.4 Approval of the FEUIB First Plan for Sustainability, Equality and Equity
4 Conclusion
References
Bachelor’s Program “Sustainable Engineering” at Bonn-Rhein-Sieg University of Applied Sciences: Development, Concept and Practical Experience
1 Introduction
2 Embedding the SE Study Course in the Strategy of the H-BRS and the EMT Department
3 The Concept of the SE Study Course
3.1 The Curriculum
3.2 The “Study Years” Within the Curriculum
3.3 The Study Platform
3.4 The 4-1 Model
4 Selected Examples of Profile-Forming Modules in the SE Study Course
4.1 Renewable Energies (A1)
4.2 Ethics and Sustainability (P2)
4.3 Sustainable Energy Storage (B3)
4.4 Life Cycle Assessment and Sustainability Analysis (B4)
4.5 Technologies for Sustainable Development (B6)
5 Occupational Fields for Graduates and Corresponding Learning Paths
5.1 Occupational Field of Electrical Engineering: Energy Supply and Electromobility
5.2 Occupational Field of Mechanical Engineering: Production, Product Management, Manufacturing and Automation
5.3 Occupational Field of Energy: Renewable Energies, Energy Saving and Environmental Technology
5.4 Professional Field of Sustainability: Products and Processes
5.5 Professional Field of Project Management: Sustainability Management and Business Administration
6 The Cooperative SE Study Course
7 Initial Practical Experience
7.1 Motivation of First-Year Students for Choosing the SE Degree Program
7.2 Proportion of Female Students on the SE Program of Study
7.3 Joint Teaching Modules with Other Engineering Programs at the H-BRS
7.4 Access to the Internship Within the Fifth Study Semester
8 Connection to University-Internal Research Focus Areas
9 Conclusion and Outlook
References
Enquiry-Based Learning as a Strategy to Include the SDGs in Initial Teacher Training
1 Introduction
2 The SDGs in Initial Teacher Training
3 Enquiry and Research Strategies to Learn Science Within the Framework of the SDGs
4 The Need to Assess Learning Objectives Related to the SDGs
5 Research Methodology
5.1 Context of Action, Description of the Experiment and Participants
5.2 Data Collection Instrument
5.3 Data Analysis
6 Results and Discussion
7 Conclusions
References
What Can “Promoting Sustainable Development” at a University Mean?—A Guideline from KTH
1 Introduction
2 Method
3 The Guide
3.1 Sustainable Development
3.2 To Promote Sustainable Development
3.3 Ecological Sustainable Development and the Environment
3.4 Social Sustainable Development
3.5 Economic Sustainable Development
4 Discussion
5 Conclusion
References
Sustainable Business Model Applied to a University: An Analysis of Eco-innovations
1 Introduction
2 Sustainable University and Eco-innovations
3 Representations of Sustainable Business Models
4 Method
5 Results
5.1 Stakeholders
5.2 Target Audience
5.3 Partners
5.4 Value Proposition
5.5 Services
5.6 Main Operational Activities
5.7 Resources
5.8 Benefits: Environmental/Social/Economic
5.9 Costs: Environmental/Social/Economic
6 Conclusions
7 Final Considerations
References
Assessment Design for Interdisciplinary, Professional and Sustainability Education
1 Introduction
2 Explorations in Learning and Assessment Design
2.1 Assessment Design
3 Research Methods
4 Results
4.1 Student Experience in BUIL1229
4.2 Student Experience in ENVI1043
5 Reflection on Delivery Using the HELD Framework
5.1 Framework Foundation
5.2 Framework Platform 2: Setting Learning Outcomes and Subject Design Imperatives
5.3 Framework Platform 3: Academic and Professional Knowledge
5.4 Overarching Framework Ethos: Pedagogy
6 Conclusion: Learnings from the Front Line
References
Participatory Design for Sustainability Processes. Experiences with Family Farming in Argentina
1 Introduction
1.1 Family Farming and Social and Solidarity Economy
1.2 Participatory Design and Research Approach
2 Methodology and Methods
3 Results in Participatory Design Experiences with Family Farming
3.1 Returnable Packaging for the Distribution of Fresh Vegetables in Direct Marketing Channels.
3.2 The Colors of Mar del Plata Agriculture
4 Conclusions
References
The Environmental Campus Birkenfeld as a Pilot User of the German Sustainability Code for Universities
1 Introduction
2 Sustainability Reporting Standards for Universities
3 The German Sustainability Code for Universities (GSC-U)
4 Overview About the Environmental Campus Birkenfeld (ECB)
5 Declaration of Compliance with the GSC-U at the ECB
6 Conclusion and Outlook
References
The Climate Framework for Higher Education Institutions in Sweden
1 Introduction
2 The Process
3 The Climate Framework
3.1 The Commitment
3.2 The Guidelines
4 The Continued Process
5 Discussion
6 Conclusions
Appendix
References
Best Practices in Campus Operations
Bio-ecological Drainage System (BIOECODS): A Sustainable Green University Drainage System
1 Introduction
2 Urban Stormwater Management Manual for Malaysia
3 BIOECODS Concept
4 Water Quantity and Quality Monitoring in BIOECODS
5 Performance of BIOECODS
5.1 Quantity Aspect
5.2 Water Quality Aspect
6 Biodiversity at BIOECODS
7 Recreational Pond for Recreational Activities
8 Other SUDS Projects
9 Conclusion
References
Feasibility Analysis of a Product-Service System in the State University of Pará
1 Introduction
2 Product-Service System (PSS)
2.1 Benefits Expected for a PSS
2.2 Benefits of PSS Related to Sustainability
3 Methodology
4 Results and Discussion
5 Conclusion
References
Leading the Pathway: How Unicamp Is Implementing Sustainable Practices in the Energy Sector in Its Campuses?
1 Introduction
2 Sustainability in the Context of Universities
3 Unicamp’s History and the Construction of Its Path Towards Sustainability: A Brief Reflection
4 Sustainable Energy Systems Practice at Unicamp: Sustainable Campus Project
4.1 Energy System Planning
4.2 Energy Supply
4.3 Mobility
4.4 Energy Efficiency
4.5 Education and Civil Society Integration
5 Conclusions and Lessons-to-Learn
References
Experiences of Sustainable Energy Development Within Federal Higher Education Institutions in the Amazon: The Case of the State of Amazonas
1 Introduction
2 Sustainability Within Higher Education Institutions
3 Research Methodology
4 Sustainable Energy Experiences at the Federal Institute of Amazonas—IFAM
4.1 Training of Staff in Energy Efficiency and Solar Photovoltaic Systems
4.2 Creation of a Technical Specialization Course in Solar Photovoltaic Energy
4.3 Self-funding of the First Photovoltaic Plant at IFAM/CMC
4.4 Creation of an Energy Efficiency and Renewable Energy Commission
4.5 Methodological Proposal for an Integrated Management of Energy Resources
5 Sustainable Energy Experiences at the Federal University of Amazonas—UFAM
5.1 The Center for Environmental Sciences—CCA
5.2 The Amazon Energy Development Center—CDEAM
5.3 Permanent Energy Forum
6 Conclusions
References
Lighting Retrofit: Consumption Reduction Practices in a University in Southern Brazil
1 Introduction
2 Lighting Retrofit—Concept, Application, and Benefits
3 Material and Methods
3.1 Study Area Characterization
3.2 Data Collection
4 Results
4.1 Retrofits Implemented
4.2 Lighting Retrofit Studies
5 Conclusion
References
Implementation of the Chemical Waste Management Program in the Laboratories of the Federal University of Paraiba—UFPB/Brazil
1 Introduction
2 Methodology
3 Diagnosis
4 Emergency Measures
5 Chemical Waste Management Plan (PGRQ)
6 Collection Methodology
7 Material Collected by the Program
8 Conclusion
References
Fostering Community Engagement
Partnerships to Deepen Social and Emotional Learning in Jamaica to Support Sustainable Development Goals 4 and 16
1 Introduction
2 Literature Review
2.1 Sustainable Development Goals
2.2 Partnerships for Sustainable Development
2.3 Social and Emotional Learning
3 Logic Model for the Webinar Series
4 Method
4.1 Procedures
4.2 Participants
4.3 Data Collection
4.4 Data Analysis
5 Findings
5.1 Feedback on the Webinars
5.2 Reflections on the Partnership
6 Discussion
7 Conclusion
References
Sustainability of University Campus and SDG 2030: Social Aspects
1 Introduction
2 Methodology
3 Sustainable Development Goals 2030
4 Inclusive Education and SDG 2030
5 Belarusian Experiences
6 Practical Realization of Broad and Narrow Concept of Inclusive Education
7 Conclusion
References
Student-Teachers’ Perspectives on Sustainable Development: An Analysis of Their Learning and Growth Experiences in Implementing an SD Project
1 Introduction
2 Statement of the Problem
3 Research Questions
4 Objectives and Significance of the Study
5 Theoretical Framework
6 Literature Review
6.1 Definition of Sustainable Development
6.2 Pre-Service and In-Service Teacher Levels of Preparedness to Execute SD Goals
6.3 Enablers of ESD
6.4 Bridging Teacher Deficit: Project-Based Learning as a Viable Solution
7 Methodology
7.1 Research Design
7.2 Sample
7.3 Data Collection, Instrumentation, and Analysis
7.4 Validity and Reliability
7.5 Ethical Considerations
8 Results
8.1 Question 1—What Are the Perspectives of Beginning Teachers on the Issue of Sustainable Development?
8.2 Question 2—How Do Beginning Teachers Assess the Responsiveness of Students and Other Stakeholders to the Implementation of Their Sustainable Projects?
8.3 Question 3—What Were the Major Obstacles that Beginning-Teachers Experienced in Their Efforts to Implement the Project?
8.4 Question 4—What Recommendations Do Beginning-Teachers Have Regarding the Implementation of the Project Aspect of the Course?
9 Discussion
9.1 Theme One: Awareness of the Scope of Sustainability
9.2 Theme Two: Students and Other Stakeholders Responsiveness to SD Project
9.3 Theme Three: Navigating the Obstacles
10 Conclusion and Recommendations
10.1 Conclusion
10.2 Recommendations
Appendix
References
Intercultural and Interdisciplinary Engagement for Embedding Sustainability
1 Introduction
2 Cultural Intelligence
3 Internships
3.1 Student Perspective
3.2 Professional Perspective
3.3 HEIs and Other Stakeholders
4 Study Tours
5 Low Carbon Developments: The Course
6 Analysis and evaluation
7 Discussion
8 Conclusion
References
Campus Farming and Sustainable Agriculture: Values and Beliefs
1 Introduction
2 Theoretical Framework: Interdisciplinary Learning Strategies for Agri-Food Education
3 Campus-Farming: Constructing a Platform for Stakeholders, Shaping a Visionary Community
3.1 Campus Farm Operation: Hands-On Practice and Preparation
3.2 “Agri-Food You and Me”: Course Design and Project-Based Learning
3.3 Semester Assignment: Project-Based Learning (PjBL)
4 Learning Outcome Assessment
4.1 Focus Group Interviews
4.2 Concept Mapping
4.3 Self-report On-Site Learning Sheet
5 Conclusion
References
Promoting Education for Sustainable Development: A Collaborative Project Between a Higher Education Institution and the Surrounding School Community
1 Introduction
2 Background and Framework of the Study
3 Methodology
4 Description of the Hands-On Experiments
4.1 Greywater Filtration System Made Out of Natural and Recycled Materials
4.2 Reuse of Plastic Caps
4.3 Sustainable Energy
5 Analysis of Answers to Questionnaires
6 Final Considerations and Work for the Future
References
Global Climate Change Week—An Engagement Initiative to Support Sustainable Development at Universities
1 Introduction
2 Global Climate Change Week
3 A Collaborative Autoethnographic Approach
4 Experiences of GCCW Coordinators
4.1 Kim
4.2 Fred
4.3 Zhi
5 Experiencing GCCW—Diversity as a Driver of Success
6 Delivering GCCW—Structures that Make the Difference
7 Going Forward
References
Designing with the Sun
1 Introduction
2 Background
2.1 Classification of Off-Grid Solar Charging Stations
2.2 Classification of e-bike
2.3 University Solar Charging Station Projects
3 Methodology
3.1 Designing with the Sun Curriculum
3.2 Student Solar Design Projects
3.3 Solar Energy Design Principles
3.4 Solar Charging Station Design Basics
3.5 Solar Electrical Engineering Basics
3.6 Student Solar Changing Station Concept Project Examples
4 Solar Charging Station Case Study
4.1 Campus Solar Charging Station, University of Texas at Austin
4.2 University of Texas Campus Solar Charging Station Data Collection, 2020
5 Discussion
6 Conclusion
References
Sustainable Green Technologies: The Brazilian Indigenous University Student Experience
1 Introduction
2 Overview of the Indigenous and Socio-Environmental Situation in Brazil
3 Food Security, Environmental Sustainability and Social Justice
4 Indigenous University Students at UFSCar
5 Indigenous University Students and Sustainable Green Technologies
6 The Socio-Environmental and Indigenous Issue: Perspectives Through Critical Theory
7 Conclusions
References
Pursuing Sustainable Development Across Disciplines
1 Introduction
2 Sustainable Development Across Disciplines
3 Future Trends in Sustainability
4 Conclusions
References