Developing Sustainability in Higher Education Using Aishe

Roorda, Niko

doi:10.1007/0-306-48515-x_24

Cited by 37 publications

(60 citation statements)

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“…The research on SR in HESD has mainly focused on assessment tools [41,49,50], such as the Graphical Assessment of Sustainability in Universities (GASU) (based on the GRI) [42], the Sustainability Tracking, Assessment & Rating System (STARS) [51], the Campus Sustainability Assessment Framework (CSAF) [52], and the Auditing Instrument for Sustainability in Higher Education (AISHE) [53]. While some of the existing SD assessment tools can help identify a set of core activity indicators for SR in HEIs, in some cases the evaluation of such tools have pointed out that they fail to assess material impacts, see [42,50].…”

Section: Sustainability Reporting In Higher Educationmentioning

confidence: 99%

Sustainability Reporting in Higher Education: Interconnecting the Reporting Process and Organisational Change Management for Sustainability

2015

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Abstract:Although there has been a considerable increase in the publication of sustainability reports in the corporate world in the last decade, sustainability reporting in higher education institutions is still in its early stages. This study's aim was to explore the relationship between sustainability reporting and organizational change management for sustainability in higher education. A survey was sent to higher education institutions worldwide that have published sustainability reports in the last ten years. The survey was answered by 23 institutions out of a total of 64. The findings showed that sustainability reporting has been predominantly driven by internal motivations, and that the sustainability reporting process leads to incremental changes, such as an increase in awareness of sustainability and improvements in communication with internal stakeholders. Some factors impeding change are the absence of an external stakeholder engagement process, the lack of inclusion of material impacts in reports, and the lack of institutionalization of sustainability reporting in the higher education system. The paper proposes that higher education institutions need to consider sustainability reporting as a dynamic tool to plan sustainability changes, and not just as a communication activity. OPEN ACCESSSustainability 2015, 7 8882

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Section: Sustainability Reporting In Higher Educationmentioning

confidence: 99%

Sustainability Reporting in Higher Education: Interconnecting the Reporting Process and Organisational Change Management for Sustainability

2015

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“…as a self-assessment tool (Roorda, 2004;2008). Every university is free to do so, as all necessary equipment, such as the AISHE book (Roorda, 2001) and the computer application ' AISHE Reporter', can simply be downloaded.…”

Section: Introductionmentioning

confidence: 99%

“…This case study is innovative if compared to other AISHE applications (Roorda, 2004;2008). Firstly, it is important to emphasize that during the research, a wide variety of university departments were assessed, ranging from physics, chemistry and life sciences to, for example, Geography, History, Business Administration, Journalism and Music.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of sustainability using the AISHE Instrument: case study in a Brazilian University

Brandli

Frandoloso

Roorda

et al. 2014

Brazilian Journal of Science and Technology

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The role of Higher Education Institutions (HEI), which are in the forefront of the challenges of sustainable development, is becoming increasingly predominant, given the importance of these institutions in the dissemination of knowledge and the implementation of sustainable conscientiousness in society. This article presents the application of the Auditing Instrument for Sustainability in Higher Education (AISHE) at the University of Passo Fundo, which is situated in Southern Brazil. The research evaluated the level of sustainability in 30 undergraduate courses at this university, focusing on Education for Sustainability. To do this, interviews were conducted with course coordinators and quickscans were utilized with professors and students. The way in which the University of Passo Fundo applied AISHE is innovative and interesting: first of all, it is important to emphasize that during the research, a wide variety of university departments were assessed; secondly, this approach allowed a comparison between the courses, producing interesting outcomes that can easily be used for a successive phase of sustainability integration. The most innovative element in the UPF approach is the way in which the outcome of the twenty AISHE criteria are related to the results of the quickscans, which are part of the 'Check' criteria of AISHE. Considering the priorities within sustainability in the UPF, the need exists of an initial drive in the managerial stage, such as definition of vision and policy for the institution.

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“…This dimension represents the student dimension in Table 2 because it seems like developing the sustainability curriculum for the students, how the education may cater to the industrial demand, marketability and comparability with other institutions. Authors found four countries that discussed on sustainability in student dimension such as the USA by Anthony [18], Malaysia by Wilfredo and Crystal [2], Omidreza et al [4] and Rosazman and Velan [13], China by Hongwei et al [26], and Europe by Roorda [14], Manuel et al [23] and Staniskis and Katiliute [25]. Additionally, Missimer and Connell [22] focused on complex evaluation of sustainability in engineering education in Kaunas University Technology, Lithuania and Blekinge Institute of Technology, Sweden respectively.…”

Section: Research Methodsologymentioning

confidence: 99%

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2018

IJBM

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Abstract:The aims of this study are; (1) to review the sustainable development and sustainability practices for the Higher Education Institute (HEI) and (2) to present a conceptual framework of the dimensions of sustainability practices for the National Defence University of Malaysia (NDUM). This study uses a comprehensive literature review on sustainable development and sustainability practices in the HEI from year 1997 to 2016 at the national and international levels. This study identifies nine dimensions of the conceptual framework of sustainability practices for the NDUM which include: (1) Corporate Governance, (2) Students, (3) Staff, (4) Societal, (5) Environment, (6) Companies, (7) Health and Well-being, (8) Economic and Wealth, and (9) Continuous Improvement. This study can be extended to the construction of a survey to identify the items involved in each dimension of sustainability practices of the HEI in detail. In addition, this study can be lengthened to the creation of a sustainability index for the HEI to be used as a key performance index. Finally, this study can also be used for empirical studies to investigate the relationship between dimensions, regression and comparative study on sustainability practices among the HEI.

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Developing Sustainability in Higher Education Using Aishe

Cited by 37 publications

References 1 publication

Sustainability Reporting in Higher Education: Interconnecting the Reporting Process and Organisational Change Management for Sustainability

Sustainability Reporting in Higher Education: Interconnecting the Reporting Process and Organisational Change Management for Sustainability

Evaluation of sustainability using the AISHE Instrument: case study in a Brazilian University

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