Student engagement with sustainability: understanding the value–action gap

Chaplin, Gareth; Wyton, Paul

doi:10.1108/ijshe-04-2012-0029

Cited by 92 publications

(102 citation statements)

References 27 publications

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“…Third, as stated above, youth's engagement in everyday sustainability practices in general is found to be low and unsatisfactory (Ahmad et al, 2012). Since many earlier studies of this nature have been conducted in other settings, particularly in the first world countries (Chaplin & Wyton, 2014;Too & Bajracharya, 2015;Zwickle, Koontz, Slagle, & Bruskotter, 2014), this study is expected to add to the literature and contribute to the body of knowledge based on the Malaysian unique experience as a developing nation committed to rapid, yet sustainable development.…”

Section: Introductionmentioning

confidence: 75%

Investigating Students’ Environmental Knowledge, Attitude, Practice and Communication

Ahmad¹,

Noor²,

Ismail³

2015

ASS

173

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This study investigated the relationship between students' knowledge, attitude and practice of the environment and effective communication of environmental messages. For this purpose, a knowledge, attitude and practice (KAP) survey was conducted, involving 895 students from 16 higher learning institutions in Malaysia. The findings revealed that students in general, have a good level of environmental knowledge. However, knowledge does not necessarily lead to practice. There was a weak relationship between students' level of knowledge and sustainable environment practices. Similarly, there was a weak relationship between students' attitude and sustainable environment practices. Hence, attitude is not a good predictor for sustainable environment practices. These findings highlight the complexity of the relationship between students' knowledge, attitude and sustainable environment practice. The findings of this study also suggested that, the internet is regarded as students preferred choice of media which can be utilised to disseminate environmental information. It is important, however, not to disregard the roles of more traditional media such as television and newspapers, as they can also be effectively used to deliver environmental information. Besides media, educational institutions and family also have crucial roles to disseminate environmental information and encourage good practice. Since many of the earlier studies of this nature have been conducted in at other places, particularly in the first world countries, this study is expected to contribute to the knowledge based on Malaysia's own experience as a developing nation that aspire to champion sustainable environment.

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Section: Introductionmentioning

confidence: 75%

Investigating Students’ Environmental Knowledge, Attitude, Practice and Communication

Ahmad¹,

Noor²,

Ismail³

2015

ASS

173

View full text Add to dashboard Cite

show abstract

“…Given that a university that is committed to sustainability provides students with specific on-campus opportunities and experience to participate and contribute in making the institution more sustainable [20], this section reports students' assessment of these issues. Out of the six listed sustainability opportunities the only opportunity that more than half of the respondents (61.8%) reported being available to them is job fairs and career counseling focusing on sustainable enterprises (Table 6).…”

Section: Sustainability Opportunities Available To Studentsmentioning

confidence: 99%

“…Examples of such studies were conducted in several universities in USA [4,17,19], Europe-such as in Germany [15] and UK [13,20]-and in Australia [21]. In all these studies, students are quite aware about and are willing to support and participate in sustainable initiatives at their colleages/universities.…”

Section: Introductionmentioning

confidence: 99%

Students’ Assessment of Campus Sustainability at the University of Dammam, Saudi Arabia

2016

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Higher education institutions are major drivers of change in achieving environmental sustainability both within college campuses and beyond campuses in communities at large. However, achieving campus sustainability is not possible without the involvement of students as one of the major stakeholders of a university. Based on survey of 152 students of the College of Architecture and Planning, University of Dammam, Saudi Arabia, this study explores students' assessment of campus sustainability components: curriculum and research; campus operations; and community involvement. The results show that even though the students indicate a great deal of awareness and concern about campus environmental sustainability, they lack interest and willingness to participate in initiatives towards achieving sustainability. Apart from some sustainable landscaping and waste recycling practices, there are few sustainability initiatives in transportation and energy and water conservation on the campus. Offered courses and student projects have also been reported to have modest focus on sustainability. The article concludes by highlighting the roles of incorporating sustainability into campus operations, and training university students in promoting environmental sustainability in Saudi Arabia and the Middle East.

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“…Related examples of such assessment/framework were carried out in the United States [19], Canada [20], and the United Kingdom [21]. Other studies were on HEIs' students' perception and assessment of campus sustainable development in the United States [4,22,23], Germany [24], the United Kingdom [25], Australia [26], and many more. A recent study carried out in Saudi Arabia investigated students' assessment of campus sustainability at the University of Dammam via the use of an SAQ [27].…”

Section: Introductionmentioning

confidence: 99%

Sustainability Assessment of Higher Education Institutions in Saudi Arabia

2016

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Abstract:Universities are paramount change drivers in bringing about a culture of sustainability in society by setting themselves up as models and nurseries for sustainable development. Thus, assessment of sustainability integration within universities is key to their impact on sustainable development. This study conducted an assessment of different public sector universities of Saudi Arabia based on five components: (i) Teaching and Curriculum; (ii) Research and Scholarship; (iii) Campus Operations; (iv) Management and Community; and (v) Financial Management. The sustainability assessment questionnaire (SAQ) was utilized as a tool to discern the component-wise sustainability assessment for Saudi universities. The outcomes of the survey reveal that, in stark contrast with the universities of the developed world, offerings of sustainability relevant academic courses in Saudi Arabia are still lacking. Most Saudi universities still need to integrate research and scholarship in the area of sustainability; sustainable-campus operations in the current scenario are not sufficient. The results also reveal that sustainability-related projects are not prioritized within universities and sustainable financial management practices are not significant. This article concludes by proposing some recommendations emphasizing the importance of adopting sustainability practices in Saudi universities.

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Student engagement with sustainability: understanding the value–action gap

Cited by 92 publications

References 27 publications

Investigating Students’ Environmental Knowledge, Attitude, Practice and Communication

Investigating Students’ Environmental Knowledge, Attitude, Practice and Communication

Students’ Assessment of Campus Sustainability at the University of Dammam, Saudi Arabia

Sustainability Assessment of Higher Education Institutions in Saudi Arabia

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