Incorporation of Sustainability
Incorporation of sustainability may be defined as the effort to build tertiary, university-level curricular, and co-curricular offerings as well as campus operational procedures (facilities and business operations, both) around the concepts of sustainability, sustainable development, resilience, the triple bottom line, and/or the UN Sustainable Development goals.
This entry briefly summarizes key developments in the overall incorporation of sustainability into higher education. Given space constraints, the focus will be largely on US colleges and universities. However the reader should note that significant gains in the incorporation of sustainability into higher education have been made in Europe, Australia/New Zealand, and increasingly in Latin American and East/South Asian countries, as well as in sub-Saharan Africa and the Middle East. As such, there is no monolithic story about key events, dates, leading figures, or leading programs in regard to providing...
- Barlett P, Chase G (2012) Curricular innovation for sustainability: the piedmont/ponderosa model of faculty development. Lib Educ 98(4):14–21Google Scholar
- Elkington J (1997) Cannibals with forks: the triple bottom line of 21st century business. CapstoneGoogle Scholar
- Hoffman AJ and Axson J (2017) Examining interdisciplinary sustainability institutes at major research universities: innovations in cross-campus and cross-disciplinary models. Ross School of Business Paper No. 1366. Available at SSRN: https://ssrn.com/abstract=2961860 or http://doi.org/10.2139/ssrn.2961860
- Orr D (1991) Ecological literacy: education and the transition to a postmodern world. SUNY Press, AlbanyGoogle Scholar
- Thomashow M (2016) The nine elements of a sustainable campus. The MIT Press, Cambridge, MAGoogle Scholar