Understanding sustainability as a cyclical process: insights from social innovation and the adaptive cycle

Abstract

Purpose

This paper aims to understand why higher education institutions (HEIs) struggle to become sustainable institutions themselves despite providing relevant teaching and research on sustainability.

Design/methodology/approach

Using 17 open-ended, semistructured interviews to determine common themes (codes) regarding sustainability, the authors mapped those codes to the adaptive cycle from social innovation theory.

Findings

Using the adaptive cycle offered a framework for understanding sustainability at HEIs as a cyclical process where innovation occurs in ebbs and flows. Differing perceptions of power by students and faculty slow down the process, and cross-collaboration is the key to further sustainability.

Practical implications

Insights from the adaptive cycle can contribute to HEI assessment of its sustainability initiatives by identifying the stage of the adaptive cycle relevant to the institution’s present sustainability work.

Originality/value

Applying the adaptive cycle is an original way of understanding the process of anchoring sustainability at HEIs providing concrete insights into advancing this process.

Citation

Dare, A.M., Dittrich, R., Schondel, M., Lowney, M. and Hill, G. (2023), "Understanding sustainability as a cyclical process: insights from social innovation and the adaptive cycle", International Journal of Sustainability in Higher Education, Vol. 24 No. 6, pp. 1290-1307. https://doi.org/10.1108/IJSHE-11-2021-0492