Greening higher education? From responsibilization to accountabilization in the incorporation of sustainability in higher education

Abstract

Purpose This study aims to investigate how sustainability has been incorporated – or mainstreamed - in a school at one university through techniques of responsibilization and accountabilization. Design/methodology/approach Inspired by the extended case study methodology, the authors participated, observed and analyzed two audit-inspired processes, whose aims included ensuring that sustainability was integrated into the educational process. Findings By following two audit-inspired processes, the authors show how teachers were asked to respond to open-ended survey questions and by doing so emerged as responsibilized subjects. Although the teachers were given lots of space to interpret the concept of sustainability and show how it was translated into the programs and courses offered, the teachers were made accountable as established organizational hierarchies were reproduced when responsibilization was formalized through techniques of accountabilization. Research limitations/implications The analysis moves beyond the instrumental epistemologies characterizing much of the positivist-oriented research in higher education. As with all studies, the authors study also has methodological limitations, such as involving a single higher education institution. There is a general need for more empirical research in this area in order to build theory and to understand whether the concepts of responsibilization and accountabilization can also be applied in other higher education contexts. Practical implications The study shows that higher education administrators engage in processes of responsibilization and accountabilization through formalized processes of interpellation, as documents and self-assessment exercises tie teachers to organizational contexts. Originality/value To the best of the author’s knowledge, this is the first study that introduces the concepts of responsibilization and accountabilization as social relationships in higher education governance.

Carbon emissions measurement as intra-action: incentives to disclose air emissions at a Canadian university

“…Zahid et al (2021) suggest an altruistic view, where HEIs replicate what corporations do in part as self-motivated and in part because they are forced to adhere to regulations and national and transnational initiatives. Whereas Mac-lean et al (2021) elaborate on the social pressure for HEIs to embark on sustainability initiatives, Macheridis and Paulsson (2021) refer to responsibilization and accountabilization as the process by which HEIs incorporate sustainability initiatives. In their view, the implementation of initiatives and the disclosures by HEIs is largely driven by altruistic reasons or simply social pressure with no monetary impact.…”

Guía práctica de ambientalización curricular. Los ODS como oportunidad en la educación superior

“…A continuación, presentamos algunas de estas experiencias. Macheridis et al (2021) presentan una investigación sobre cómo la sostenibilidad ha sido incorporada de forma regular en una institución universitaria a través de técnicas de responsabilización y rendición de cuentas. Su estudio se basa en dos procesos de auditoria llevados a cabo mediante un cuestionario dirigi-do al propio profesorado.…”

Review on the Role and Impact of Accounting Practices in Enhancing Sustainability in Higher Education Management

“…Fostering a culture of innovation and openness to change can encourage institutions to embrace sustainable accounting approaches and overcome risk-averse tendencies. Moreover, actively involving stakeholders in the process of sustainable accounting implementation can create a sense of ownership and shared responsibility, garnering support and cooperation for the initiative (Lange & Kerr, 2013;Macheridis & Paulsson, 2021).…”