Emerald | International Journal of Sustainability in Higher Education

Using screening level environmental life cycle assessment to aid decision making: A case study of a college annual report

Wesley W. Ingwersen, Mary Ann Curran, Michael A. Gonzalez, Troy R. Hawkins — 2012-01-06 00:00:00.0

Abstract

Purpose – The purpose of this study is to compare the life cycle environmental impacts of the University of Cincinnati College of Engineering and Applied Sciences' current printed annual report to a version distributed via the internet. Design/methodology/approach – Life cycle environmental impacts of both versions of the report are modeled using the online environmental input-output life cycle assessment (EIO-LCA) tool. Most monetary model inputs were obtained from the University of Cincinnati and the others were estimated. Results are presented for greenhouse gas (GHG) emissions, energy use, water use, and human and ecosystem health impacts. Alternative scenarios reflecting different reader behaviors were evaluated. Findings – The electronic report reduces economic costs and all categories of environmental impacts so long as the recipients do not print the report at home. Impacts of the printed report were higher than the electronic report due to impacts associated with paper production and disposal and to a lesser extent differences in the impacts of mail versus electronic distribution. The environmental preferability of the options is heavily influenced by the number of users who choose to print the electronic report at home; if more than 10 percent print at home, it offsets the benefits of the e-report. Research limitations/implications – Using the EIO-LCA tool limited the accuracy of the results by using average US data for a specific supply chain. It was limited by assumptions about reader behavior with the e-report. Practical implications – This case study demonstrates how a screening level life cycle assessment (LCA) might be used by a university administrator to make decisions supported by quantitative environmental information. Originality/value – The screening level LCA-based approach can provide grounding for environmental decision making within a reasonable time period and cost while maintaining sufficient accuracy for guiding purchasing or product decisions.

Higher education's sustainability imperative: how to practically respond?

Kevin J. Krizek, Dave Newport, James White, Alan R. Townsend — 2012-01-06 00:00:00.0

Abstract

Purpose – The purpose of this paper is to describe four phases for how universities have addressed a sustainability agenda and offer specific lessons for how and where experiences on one campus, the University of Colorado Boulder, have been met with success and other challenges. The authors offer general reflections for executing university-wide sustainability initiatives with a central intent of illuminating central barriers against, and incentives for, a coordinated and integrated approach to campus sustainability. Design/methodology/approach – The approach for arriving at four phases and a description of the University of Colorado Boulder is based on experiences from learning, teaching, and administering within universities–collectively for almost a century among the authors–and lessons from “war room” discussions. Findings – Sustainability initiatives on campus may evolve through a series of phases labeled: grassroots; executive acceptance of the business case for sustainability; the visionary campus leader; and fully self-actualized and integrated campus community. The University of Colorado Boulder, while a leader in many respects of sustainability (research, student activities, facilities management) has experienced serious challenges for coordination. Originality/value – The four phases are a relatively novel contribution for the specific literature on sustainability education. Second, the tangible examples from University of Colorado Boulder demonstrate how coordination is difficult in these situations; these examples allow readers to better relate to and understand such challenges. Finally, the authors reflect on central issues according to three categories: self-reflection, recommendations, and advantages.

Tertiary student attitudes to bicycle commuting in a regional Australian university

Patricia Whannell, Robert Whannell, Richard White — 2012-01-06 00:00:00.0

Abstract

Purpose – The purpose of this paper is to provide executive management at a regional university with empirical data to justify, or otherwise, a substantial outlay of funds to support bicycle commuting as a viable strategy for the reduction of traffic congestion. Design/methodology/approach – A custom designed questionnaire was completed by 270 participants who were enrolled in a first year undergraduate science, technology and society course which focussed on the environment and sustainability issues. The questionnaire targeted the likelihood that participants would use a bicycle to commute to university and the factors which influenced the decision to bicycle commute. Findings – Principal components analysis identified a common underlying construct which addressed the likelihood to ride to university and involved the opportunity to ride on bike paths, the availability of appropriate facilities at the institution, knowledge of other people who rode to university and the number of study contact hours on a given day. Qualitative analysis identified route safety as the primary factor influencing the decision to bicycle commute. No association was identified between the likelihood to bicycle commute and the participants' confidence or experience level in riding a bicycle. While the study provides evidence to support the expenditure required to develop an appropriate built environment which facilitates bicycle commuting, it indicates that such action taken in isolation will have minimal effect on increasing this mode of commuting. Research limitations/implications – The study was conducted to meet the needs of a particular institution and is not considered generally applicable. However, it provides a framework for others who may wish to conduct similar research. Originality/value – This study targets a perceived gap in the literature in relation to the attitude of tertiary students towards bicycle commuting and provides empirical evidence to support bicycle commuting as a sustainable transport option.

A systems approach to reducing institutional GHG emissions

Sean R. Williamson — 2012-01-06 00:00:00.0

Abstract

Purpose – The purpose of this paper is to establish necessity and methods for considering greenhouse gas (GHG) mitigation policies at a system-level. The research emphasizes connecting narrowly focused GHG mitigation objectives (e.g. reduce single occupancy vehicle travel) with broader institutional objectives (e.g. growth in student population) to demonstrate how policies operating at different scales individually and collectively influence GHG reductions. Design/methodology/approach – First, a framework for defining divergent policy types and associated GHG impacts is developed. Second, relying on data from a higher education institution, a quantitative model for testing policy impacts is formulated. Last, through adjustment of the model's policy levers, GHG emission trajectories by policy type are compared. Findings – The central finding is that broad level policies associated with housing stock and student growth are more capable of influencing GHG emissions than traditionally classified mitigation policies such as investing in alternatives transportation services. Moreover, based on the divide between stationary and mobile emission sources and related energy intensities, the incentive exists for reducing housing investments and increasing student commuting rates as a means of cost-effectively managing GHG emissions in the short term. Originality/value – Tradeoffs exist in GHG mitigation efforts and wider higher education planning. However, institutions lack the methods and tools to evaluate these tradeoffs, either within the narrow field of GHG mitigation efforts or across broader institutional priorities. This research presents a method and case study for better understanding tradeoffs through a systems approach.

Sustainability in business education in the Asia Pacific region: a snapshot of the situation

Malik Naeem, Mark Neal — 2012-01-06 00:00:00.0

Abstract

Purpose – The purpose of this paper is to provide information about the extent to which sustainability is integrated into business school education and learning in the Asia Pacific region. Design/methodology/approach – A survey was developed, and administered to business schools in the Asia Pacific region. In addition to measuring the number of courses and programs integrating sustainability, the study solicited qualitative observations by respondents, to provide information and insight into the issues. Findings – The research found that whereas corporate governance, sustainability and business ethics were quite commonly taught in business schools, they were not generally prioritized. There was also an overall lack of systematic approaches to the integration of sustainability in business curricula, and significant barriers to the integration of sustainability into programs remained. Originality/value – This is the first region-wide survey of sustainability in business education in the Asia Pacific region.

Introducing sustainability into business education contexts using active learning

Jason MacVaugh, Mike Norton — 2012-01-06 00:00:00.0

Abstract

Purpose – The purpose of this paper is to explore how active learning may help address the legitimacy and practicability issues inherent in introducing education for sustainability into business-related degree programs. Design/methodology/approach – The focus of this study is the experience of the authors in the development and implementation of education for sustainability within their business-related higher education programs. To address the inherent challenges of the task, they apply the principles of active learning, with substantial use of problem-based learning, in the classroom and engage in a process of staff development in their personal time. The method used is a simplified version of action research where the authors worked together over two years and then reflected on the experience through interviews and extensive discussions with each other, with their respective teaching teams, and with sustainability educators from outside of their programs. Findings – The findings suggest that active learning approaches move learners away from dependence on (possibly illegitimate and unprepared) educators and towards a personal responsibility approach. This also means accepting that learners are free to understand sustainability in a “global” sense or instead choose only its “business as usual” applications. Originality/value – The paper provides a useful insight into the practical value of active learning for educators grappling with the dilemma of delivering globally responsible business and/or management-related education programs.

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