The Engagement of Students in Higher Education Institutions with the Concepts of Sustainability: A Case Study of the University of Northampton, in England

Abstract

Across higher education institutions there has, for some time, been a growing move towards incorporation of the concepts of sustainability into the policies and practices of the organisations. Using the University of Northampton, in the United Kingdom as a case study, this project aimed to understand the efficacy of student engagement with a sustainability project called Planet Too. The study employed a range of methods including waste and energy audits, as well as questionnaire surveys both with students and landlords to examine their environmental attitudes, beliefs, and practices. The project was able to lead to increased awareness and engagement with the concepts of sustainability amongst the students. Recycling, though it was not one of the initiatives focused upon, was a key practice mentioned by both students and landlords. The engagement of the landlords was focused primarily on conservation of energy and water. However, conservation practices generally remained static, with limited significant or long-term changes in environmental practices. The key implications of the findings are discussed and recommendations suggested.

Sustainable development concept in the chemistry curriculum

“…In the previous research, it was found that environmental education, as a part of formal education, was able to help people to be aware and be concerned in relation to the environment, besides recognizing the consequences of their actions and having the ability to promote environmentally responsible behaviour among the students (Salequzzaman and Stocker, 2001). Besides that, according to Cleverdon et al (2017), there was a strong connection between what the students were practicing at home and their hostel. It was found that conserving water, conserving electricity, walking/cycling and recycling were among the key sustainability practices of students of the University of Northampton in England.…”

Fashion Design Education and Sustainability: Towards an Equilibrium between Craftsmanship and Artistic and Business Skills?

“…Academics and education institutions [19,20] are seen as important elements of the circular economy. In light of this, the discussion on the sustainabilisation and ecologisation of fashion should naturally encompass fashion design education, in particular at the postsecondary level.…”

Don’t be a waster! Student perceptions of recycling strategies at an English University’s halls of residence

“…When such attitudes are embedded as an environmental identity, the positive effects on recycling are likely to be more pronounced (Watson et al , 2015). As a result, some argue that the focus should be targeted at increasing environmental identities rather than simply changing attitudes (Cleverdon et al , 2017; Freed, 2018). However, attitudes and motivations towards environmentally beneficial acts do not exist independently.…”

“…It has been suggested that despite initiatives encouraging sustainability on university campuses, knowledge and awareness of sustainability is not increasing (Perrault and Clark, 2017b). In addition to this, the Student Sustainability Director of university accommodation provider, Unite, suggests that despite students having the most knowledge of environmental issues, they are the most environmentally reckless (Chaplin et al, 2014;Cleverdon et al, 2017;Cho, 2019;Kruger et al, 2020). However, concern for climate change within the student population is high at 91% (SUEZ, 2020) indicating the presence of a value action gap between concern for the environment but lack of action to act (Cho, 2019) due to the perceived inconvenience (SUEZ, 2020) and requirement of knowledge (Cho, 2019) There are several difficulties involved in researching recycling rates.…”