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1 – 10 of over 3000Sally Caird, Andy Lane, Ed Swithenby, Robin Roy and Stephen Potter
This research aims to examine the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on…
Abstract
Purpose
This research aims to examine the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on an analysis of the likely energy consumption and carbon emissions of a range of face-to-face, distance, online and information and communication technology (ICT)-enhanced blended teaching models.
Design/methodology/approach
An environmental assessment of 19 campus-based and 11 distance-based HE courses was conducted using questionnaire surveys to gather data from students and lecturers on course-related travel: the purchase and use of ICTs and paper materials, residential energy consumption and campus site operations. Results were converted into average energy and CO2 emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers.
Findings
The main sources of HE course carbon emissions were travel, residential energy consumption and campus site operations. Distance-based HE models (distance, online and ICT-enhanced teaching models) reduced energy consumption by 88 per cent and achieved significant carbon reductions of 83 per cent when compared with campus-based HE models (face-to-face and ICT-enhanced teaching models). The online teaching model achieved the lowest energy consumption and carbon emissions, although there were potential rebound effects associated with increased ICT-related energy consumption and paper used for printing.
Practical implications
New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel via residential and campus accommodation.
Originality/value
Few studies have examined the environmental performance of HE teaching models. A new classification of HE traditional, online and blended teaching models is used to examine the role of ICTs and the likely carbon impacts.
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Robin Roy, Stephen Potter and Karen Yarrow
This paper aims to summarise the methods and main findings of a study of the environmental impacts of providing higher education (HE) courses by campus‐based and…
Abstract
Purpose
This paper aims to summarise the methods and main findings of a study of the environmental impacts of providing higher education (HE) courses by campus‐based and distance/open‐learning methods.
Design/methodology/approach
The approach takes the form of an environmental audit, with data from surveys of 20 UK courses – 13 campus‐based, seven print‐based and online distance learning courses – covering travel, paper and print consumption, computing, accommodation, and campus site impacts. Results were converted into energy and CO2 emissions per student per 100 hours of degree study.
Findings
Distance learning HE courses involve 87 per cent less energy and 85 per cent lower CO2 emissions than the full‐time campus‐based courses. Part‐time campus HE courses reduce energy and CO2 emissions by 65 and 61 per cent, respectively, compared with full‐time campus courses. The lower impacts of part‐time and distance compared with full‐time campus courses is mainly due to a reduction in student travel and elimination of much energy consumption of students' housing, plus economies in campus site utilisation. E‐learning appears to offer only relatively small energy and emissions reductions (20 and 12 per cent, respectively) compared with mainly print‐based distance learning courses, mainly because online learning requires more energy for computing and paper for printing.
Research limitations/implications
Assumptions were made in order to calculate the energy and emissions arising from the different HE systems. For example, it was decided to include all the energy consumed in term‐time accommodation for full‐time campus students while part‐time campus and distance learning students live at home, only requiring additional heating and lighting for study. Future studies could include more distance and blended learning courses offered by institutions other than the UK Open University and impacts other than CO2 emissions.
Practical implications
Existing HE sustainability programmes should be broadened beyond considering campus site impacts and “greening the curriculum”. Indeed, were HE expansion to take environmental impacts seriously, then part‐time and distance education should be prioritised over increasing full‐time provision. This appears compatible with the Leitch Review of Skills on continuing education and training for the UK workforce.
Originality/value
The paper represents the only existing quantitative study of this issue.
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Max Crumley-Effinger, Tavis D. Jules and Syed Shah
Increasing awareness around the world of the environmental impact of greenhouse gas (GHG) emissions resulting from human activities such as air travel warrants consideration of…
Abstract
Increasing awareness around the world of the environmental impact of greenhouse gas (GHG) emissions resulting from human activities such as air travel warrants consideration of the effects of research and activities within the field of Comparative and International Education (CIE). The authors hypothesize that consideration of CIE research’s environmental impact is seldom, if ever, discussed in the literature. To test this hypothesis, the authors conduct a content analysis of articles published in selected major CIE journals to analyze how researchers account for their environmental impact. In addition to presenting the findings of this analysis, the authors provide a selection of queries for examining one’s own practices as a CIE researcher in relation to environmental sustainability. The authors provide preliminary suggestions for ways to reduce GHG production and the environmental impact of continued CIE research and call for acknowledgement of these impacts in publications. Ultimately, the authors suggest that more needs be done to examine CIE scholars’ ecological impact in conducting research and use this chapter as a starting point for conversations in this vein.
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Annie Booth, Sinead Earley, Kyle Aben, Barbara Otter, Todd Corrigal and Christie Ray
The purpose of this paper is to discuss an innovative course offered as a partnership between the University of Northern British Columbia (UNBC) (Canada), the Prince George…
Abstract
Purpose
The purpose of this paper is to discuss an innovative course offered as a partnership between the University of Northern British Columbia (UNBC) (Canada), the Prince George Chamber of Commerce (Canada) and local businesses: UNBC’s third-year undergraduate/graduate course, carbon and energy management.
Design/methodology/approach
The authors have all participated in the development, design and/or delivery of the course and have provided their reflections on the experience. In addition, they sought insights from students and other interested people on the impact and significance of this course.
Findings
Carbon and energy management is an action learning-based co-created course initiated by the Chamber to address an interest in mitigating climate change amongst local businesses. Among businesses, the carbon economy is under considerable discussion. The increased awareness of climate change, and the need to better manage carbon, has led to local businesses eager to reduce greenhouse gases but lacking the expertise necessary. UNBC students (undergraduate and graduate) learn innovative and practical skills through creating carbon footprint analyses for small- to medium-sized business/non-profit clients, providing recommendations on reducing reliance on fossil fuels and formally presenting their findings to their clients. After five years, 46 businesses and non-profit organizations have participated in the course along with over 30 students and 5 separately hired student interns. The Chamber is now rolling out the program for Canadian Chamber of Commerce interested in similar community–university partnerships.
Originality/value
This paper describes a course that is a novel approach to university–community partnerships, both in approach and focus area. The linking, through the course, of small- to medium-sized businesses with the provision of plans for carbon reduction developed by university students is an unusual approach. However, there is significant value to all partners in the approach. Allowing the main community partner to serve as the lead in the project also offers an unusual experience and perspective for the university partner, as often such partnerships are largely driven by the post-secondary institution’s interests and needs, which can create a challenging power dynamic. Instead, the course offers a lesson in how a university can be clearly in service to the community at the community’s invitation. Finally, this paper offers reflections on the value of this type of project for creating sustainability initiatives from the perspective of all participants, students, faculty, university administration, city government, participating businesses and the Chamber of Commerce, demonstrating the critical need for understanding a project as an intersection of all participating actors.
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Sinead Earley, Thomas Daae Stridsland, Sarah Korn and Marin Lysák
Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for…
Abstract
Purpose
Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.
Design/methodology/approach
This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.
Findings
Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.
Originality/value
The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.
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Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management…
Abstract
Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18;…
Abstract
Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.