Fostering sustainability through education, research and practice: a case study of TERI University

Jain, Suresh; Aggarwal, Preeti; Sharma, Neeraȷ; Sharma, Prateek

doi:10.1016/j.jclepro.2013.04.021

Cited by 55 publications

(35 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Outreach and collaboration, involving collaboration with other higher education institutions and non-academic stakeholders 2 The survey was validated with the help of a number of experts prior to its application. (Bremer and L opez-Franco, 2006) Case study ✓ (Cantalapiedra et al, 2006) Case study ✓ ✓ (Ceulemans and De Prins, 2010) Case study ✓ (Chalker- Scott and Collman, 2006) Case study ✓ (Chalker-Scott and Tinnemore, 2009) Case study ✓ ✓ (Crofton, 2000) Case study ✓ (Harpe and Thomas, 2009) Survey ✓ (Desha and Hargroves, 2010) Survey Ferrer-Balas et al, 2004) Case study Ferrer-Balas et al, 2009) Case study ✓ ✓ ✓ ✓ ✓ (Ferreira et al, 2006) Case study ✓ ✓ (Fisk and Ahearn, 2006) Case study ✓ (Gao et al, 2006) Case study ✓ (Geng et al, 2013) Case study ✓ ✓ ✓ (Goodnough et al, 2009) Case study ✓ ✓ ✓ ✓ ✓ (Gudz, 2004) Case study ✓ ✓ (Herat, 2000) Case study ✓ (Hesselbarth and Schaltegger, 2014) Case study ✓ (Holmberg et al, 2008) Multiple case studies ✓ (Huisingh and Mebratu, 2000) Case study ✓ (Jabbour et al, 2013) Multiple case studies ✓ ✓ ✓ (Jain et al, 2013) Case study ✓ (Jones et al, 2008) Case study ✓ ( Ju arez-N ajera et al, 2006) Case study ✓ ✓ (Kamp, 2006) Case study ✓ ✓ (Klein-Banai and Theis, 2013) Survey ✓ (Koester et al, 2006) Case study ✓ ✓ ✓ ✓ (Larsen et al, 2013) Case study ✓ ✓ (Lehmann et al, 2009) Case study ✓ (Lidgren et al, 2006) Case study ✓ Literature review Lozano, 2010) Case study ✓ ✓ (Lozano-García et al, 2008) Case study ✓ (Lozano, 2006a) Framework proposal ✓ Case study ✓ (Lozano and Young, 2013) Case study ✓ ✓ Case study ✓ (Marinho et al, 2014) Case ...…”

Section: Methodsmentioning

confidence: 99%

A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey

Lozano

Ceulemans

Alonso-Almeida

et al. 2015

Journal of Cleaner Production

754

553

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 99%

A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey

Lozano

Ceulemans

Alonso-Almeida

et al. 2015

Journal of Cleaner Production

754

553

View full text Add to dashboard Cite

“…The improvement of 3R principles within the community can reduce the usage of land for waste disposal, decreasing expenditure on SWM and minimizing the generation of waste [7], at the same time improving the useful life and the environmental sustainability of the final disposal sites [8]. The implementation of this approach has not been currently developed in the majority of low income countries due to development as implemented in other realities [38]. Universities campuses, due to their large size and number of people that live daily within the area, can be considered "small cities" [39] and many higher education institutes can generate significant environmental and social impacts [40] through both direct and indirect activities [41].…”

Section: Introductionmentioning

confidence: 99%

Social Surveys about Solid Waste Management within Higher Education Institutes: A Comparison

et al. 2017

View full text Add to dashboard Cite

Abstract:Solid waste mismanagement is a social burden that requires the introduction of reliable public policies, including recycling principles and technological facilities. However, the development of recycling plans is a real issue for municipal governments, since it involves psychological and cultural factors, both in developed and developing countries. Questionnaire survey is an important tool for evaluating which solid waste management policy is suited for each specific study area, involving citizens and stakeholders. The aim of this paper is to evaluate what approach should be applied for social surveys in higher education institutes, comparing developing and developed countries. Italy is the developed country analyzed, where two universities in different cities are compared, while La Paz (Bolivia) is the emerging reality considered. The research conducted in La Paz led us to understand that, although recycling rates are low (about 8%), many students (56.96%) separate up to half of the waste produced at home. At the same time, about 53% of those interviewed do not know the recycling practices implemented by the informal sector which is the one that constantly act for improving the recycling rates of the city. Low technological acceptance is instead underlined in the high income country, since there is a common negative opinion concerning the introduction of landfills and incinerators near residential areas (49% disagree). A comparison of the methodologies adopted for the two case studies is introduced whereas investigations results are presented.

show abstract

“…Various efforts at SU are detailed, such as the application of ground source heat pump, wastewater recycling at the campus level, integrated solid waste management, green education and research. Jain et al (2013) reported the implementation of sustainable development at TERI University through higher education and research. An example of its flagship postgraduate program in Environmental Studies and Resource Management has been illustrated.…”

Section: Green Initiatives In Higher Education Institutesmentioning

confidence: 99%

Green initiative in Suranaree University of Technology in Thailand

Benjaoran

Parinyakulset

2018

MATEC Web Conf.

View full text Add to dashboard Cite

Abstract. Suranaree University of Technology (SUT) has participated in the Universitas Indonesia (UI) GreenMetric World University Rankings since 2013. It attempts to pursue campus sustainability programs and policies. The rankings is broadly based on the frameworks of environment, economy, and equity. The measurement criteria are divided into six categories with different point weighting i.e. setting and infrastructure, energy and climate change, waste, water, transportation, and education. These criteria heavily and directly involve the tasks and responsibilities of SUT's the Division of Buildings and Ground. A lot of environmental challenges in civil engineering and infrastructure works need to be achieved. The results of this year self-assessment show that although the university is in the developing stage, it can preserve both natural and planted forests more than 90%. It takes seriously role in green initiative by contributing 30% of total budget on sustainable efforts each year. It receives four national awards in the recognition of energy conservation initiative for green buildings. The university establishes the Integrated Solid Waste Management Plant (ISWM Plant) based on mechanical and biological treatment (MBT) which turns general wastes into valuable and sellable refuse-derived fuel (RDF). Moreover, these sustainable movements are in the continuous improvement process.

show abstract

Fostering sustainability through education, research and practice: a case study of TERI University

Cited by 55 publications

References 5 publications

A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey

A review of commitment and implementation of sustainable development in higher education: results from a worldwide survey

Social Surveys about Solid Waste Management within Higher Education Institutes: A Comparison

Green initiative in Suranaree University of Technology in Thailand

Contact Info

Product

Resources

About