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Funded by the Government of Canada Faculty Mobility Program

Funded by HÂþ»­ University

This study provides an overview of research trends in the uptake of sustainability in higher education (SHE) policy. Using various quantitative (e.g. temporal, geographical) and qualitative methods, we identify trends in English language peer-reviewed research. Results suggest that drivers and barriers associated with the integration of SHE policy are well known; yet increased research is needed to understand best practices and processes by which sustainability can be furthered through higher education policy. In addition, findings demonstrate the need for future research to focus on various aspects of the ‘policy cycle’ including policy development and enactment, and on implications of policy for practice. Finally, we recommend further emphasis on comparative and critical policy studies as well as published research among under-represented regions and cultures. While there have been some literature reviews of the broader discipline of SHE, this review contributes to the literature by highlighting SHE research explicitly focused on policy.

Funded by SSHRC Partnership Grant

Higher education institutions (HEIs) have a role to play in the transition to a more sustainable society through academics and managing their operations using sustainable practices. This study aims to deepen our understanding of Canadian HEIs engaging in sustainability by investigating the content of sustainability policies and plans from a sample of 21 Canadian HEIs that have completed the Sustainability, Tracking, Assessment and Reporting System (STARS). A content analysis of sustainability policy and plan documents was conducted to understand: 1) how the policies conceptualize sustainability and a sustainable campus; 2) the sustainability goals outlined in the policies and plans; and 3) if the plans employ best practices of plan creation and design. The study found that most HEIs conceptualized sustainability as having environmental, economic, and societal aspects, and campus sustainability as including research, education, operations, and community outreach domains. Most policy and plan goals emphasized the environmental aspects of the facilities domain, while on-campus social and economic goals were less prevalent. While most sustainability plans were described as being created through a broad collaborative process, far fewer plans had assigned timelines and parties responsible for attaining the sustainability goals as was recommended in the literature. These findings are of importance to campus sustainability practitioners who are seeking to create or update their sustainability policies and plans, and for scholars interested in the role of these documents in promoting campus sustainability.

Funded by SSHRC Environmental Research Grant

Purpose: The purpose of this research was to examine how various stakeholders within Canadian universities conceptualize sustainable development, sustainable universities, the role universities play in achieving a sustainable future, key issues facing the university, and the barriers to implementing sustainability initiatives on campus.

Design/methodology/approach: Research was collected through in-depth interviews with university faculty leaders, student leaders, university presidents and Directors of Facilities Management departments from participating AUCC Canadian universities. Interviews included both closed and open-ended questions and two checklists focused on sustainable development and sustainable universities. Interview transcripts are analyzed through the identification of respondent themes and using N'Vivo software.

Findings: The majority of participants demonstrated they had previously given thought to their own understanding of sustainable development, but less had thought about the term sustainable university. The majority of participants would like to see their institutions incorporate sustainability in the avenues of education, research and daily operations. Participants agreed that the most obvious barriers to sustainability were financial and that leadership, incentive and demand are required to move forward with improving sustainability at universities.

Originality/value: There are few studies that explore the conceptualizations of sustainability, what constitutes a 'sustainable university' and what role universities should play in achieving sustainability held by major stakeholders. Higher education scholars share a reasonably common understanding of these concepts, but if universities are accountable for creating a sustainable future, all university stakeholders too must share a common understanding. This research made a contribution to this significant gap in the literature.

Funded by SSHRC Environmental Research Grant