Globalization, Universities and Sustainable Human Development

Forrant, Robert; Pyle, Jean L.

doi:10.1057/palgrave.development.1110388

Cited by 13 publications

(7 citation statements)

References 2 publications

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“…Researchers call on the world's universities to educate about sustainability, implementing a change in values (Forrant and Pyle, 2002;Sharp, 2002;Kliucininkas, 2001;Filho, 2000;Simon-Brown, 2000;Van Weenen, 2000). Many individuals -faculty, staff and students -at numerous universities answer this call, employing sustainable projects to improve campuses and inform students (Keniry, 1995).…”

Section: Introductionmentioning

confidence: 99%

“…Colleges and universities successfully combine local and global knowledge and dynamically merge talented faculty, students and staff -creating synergies with the potential of developing new solutions (Forrant and Pyle, 2002). These projects serve educational roles, incorporating hands-on learning, and allowing experimentation on a small-scale (Halfacre et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Environmental education informs individuals about developing long-range environmentally responsible behavior patterns, while producing an informed environmental leadership for the future (Oskamp, 2002;Segovia and Galang, 2002;Sharp, 2002;Simon-Brown, 2000;Van Weenen, 2000). Researchers call on the world's universities to educate about sustainability, implementing a change in values (Forrant and Pyle, 2002;Sharp, 2002;Kliucininkas, 2001;Filho, 2000;Simon-Brown, 2000;Van Weenen, 2000). Many individuals -faculty, staff and students -at numerous universities answer this call, employing sustainable projects to improve campuses and inform students (Keniry, 1995).…”

Section: Introductionmentioning

confidence: 99%

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As green as we think? The case of the College of Charleston green building initiative

Owens

Halfacre‐Hitchcock

2006

International Journal of Sustainability in Higher Education

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Purpose -This paper seeks to disseminate knowledge regarding the experiences of a student team in implementing a campus-level sustainability initiative, outlining the strategy to measure the potential impact of this initiative. Design/methodology/approach -Project design is a case study. Via interviewing and surveys, the study observed student and faculty attitudes, information levels and behaviors regarding sustainability both before and after project implementation. Calculated sustainability scores were calculated for both faculty and students. Data were collected with the intention of understanding first, if any changes occurred in these campus community members, and second, if changes occurred, could the changes be linked to the project. Findings -Faculty experienced a significant increase in sustainability scores over the course of the project. Faculty interviews were used to glean a rich understanding of attitudes, information and behaviors about sustainability. A building waste audit was conducted to substantiate any self-reported changes in recycling behavior. In contrast, students experienced either a significant decrease in sustainability scores or an insignificant decrease in sustainability scores. Large-scale, campus-wide behavioral changes of individuals did not take place. Some community members showcase sustainable behaviors, but for reasons not definitively linked with this project and its outreach. Practical implications -This project serves as a stepping stone for other student teams; an opportunity to learn from our successes and mistakes, improving design of similar projects. General information about this type of project was discovered namely faculty and student participants were cooperative and outreach was not as extensive as imagined. The study also suggest future research could benefit from analyzing barriers to sustainable behaviors, addressing these in outreach for a similar project. Evaluating future projects to understand their effectiveness produces increasingly informative research. Originality/value -This paper looks beyond the initial enthusiasm for conducting campus sustainability projects, shedding light on the ways they may effect the campus community.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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As green as we think? The case of the College of Charleston green building initiative

Owens

Halfacre‐Hitchcock

2006

International Journal of Sustainability in Higher Education

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“…HEIs often have extensive in-house expertise on the wide range of topics that are needed for their sustainable development and are able to combine local and global knowledge to create synergies with the potential of developing new solutions [8]. The HE sector is a vital incubator for future leaders and plays a key role in instilling and spreading the value and practices of sustainability in teenagers and young adults.…”

Section: A Scientifically Literate Population Is Vital To the Delivermentioning

confidence: 99%

The importance of education to carbon management

Williams

Kemp

2013

Carbon Management

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“…According to Bob Forrant, educator, "For universities to stimulate sustainable growth, they must focus on creation of new knowledge, preservation of indigenous knowledge, dissemination of both types of information, economic and social innovation, the resolution of problems associated with rapid globalization and urbanization, and the development of strong community-based organization (Forrant, 2002)." The ability to stimulate sustainable growth thrives on the clear definition of the institution's goals and support of the various strategies from the researchers and educators.…”

Section: Dependabilitymentioning

confidence: 99%