University Contributions to the Circular Economy: Professing the Hidden Curriculum

Abstract

In a world dominated by linear economic systems, the road to improving resource use is multi-faceted. Whilst public and private organisations are making progress in introducing sustainable practices, we ask ourselves the extent to which education providers are contributing to the circular economy. As engines for skills and knowledge, universities play a primary role in propelling circular economy approaches into reality and, as such, hold the potential for raising the bar on sustainable performance. A rapid evidence assessment (REA) was therefore undertaken to examine the interactions between university estate management and the circular economy. This assessment identified six pertinent themes: campus sustainability, the hidden curriculum, environmental governance, local impact, university material flows, and the role of universities as catalysts for business and examined 70 publications. A second part of the study reviewed the environmental activities of 50 universities ranked highly in terms of their environmental credentials or their environmental science courses. The results are presented and then discussed in terms of how universities can affect material flows, promote sustainability outside of the formal curriculum, and act as catalysts with business. The economic significance of universities provides an appreciable demand for circular products and services. Universities should develop “hidden curriculum” plans to promote improved environmental behaviours of staff and students. Universities can also catalyse a circular economy by working with business to improve eco-effectiveness as well as eco-efficiency. For example, projects should extend the focus from decreasing carbon footprint to achieving carbon positivity, from improving water efficiency to treating wastewater, and from recycling to reverse logistics for repurposing. Pilot projects arising from such work could provide valuable research bases and consultancy opportunities.

Universities as a driving force for circular economy implementation in China

“…Kopnina (2019) presented a literature review that describes the application of circular methodologies to education for sustainability, which has been slow to adopt circular systems to the curriculum, and discussed how Bachelor and Master level students apply their understanding of these frameworks to corporate case studies. Nunes et al (2018) reviewed the environmental activities of 50 universities ranked highly in terms of their environmental credentials or their environmental science courses, and then presented how universities can affect material flows, promote sustainability outside of the formal curriculum, and act as catalysts with business.…”

Circular Economy Practices and Strategies in Public Sector Organizations: An Integrative Review

“…When considering PSOs as consumers and users of resources, their internal processes and operations are an important area of action where CE practices and strategies have the potential to contribute to sustainability. In total, seven publications were found with CE practices and strategies pertaining to this area of PSOs, such as the collection and recycling of used work uniforms, the recovery of heat from data centers [77], the provision of reusable mugs, the implementation of a marketplace online platform for the reuse of products and furniture by staff, as well as circular approaches to lighting and heating in buildings, to water management such as automated taps and smart flushing in toilets, and approaches to waste management by providing recycling facilities [79,80].…”

Perceptions and Consumption of Bottled Water at the University of the Basque Country: Showcasing Tap Water as the Real Alternative towards a Water-Sustainable University

“…Pioneering examples are found at the city of Bundanoon in Australia, which banned the sales of bottled water in its city in 2009 [15] and, more recently, the city of San Francisco (USA) banned the sale of single-use bottled water on city properties [16], followed by Hong Kong and Montreal [17,18]. With regards to North American higher education institutions, both banning of bottled water sales and increasing access and availability to tap water has been on agendas through campaigns such as "Ban the Bottle", which advocates bans on one-time-use plastic water bottles in many colleges/universities and public organizations [19,20].…”

“…The recent move towards sustainability education led by many universities implies that these institutions play an active role in providing students and academic and clerical staff with a broad understanding of sustainability issues, both environmental and social [30]. Targeting the university community can help to understand the perceptions and choices towards drinking water and reduce bottled water consumption at the university but it can also serve as a catalyst to promote practical change in a wider sphere towards a more sustainable future [20,25,31,32].…”