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The second Earth Summit renewed attention to sustainable development and environmental concerns worldwide; in our university, however, attention has been minimal. In response, several campus organizations collaborated to raise awareness on campus and in the local community by hosting a year‐long, nine‐event series of speakers and panels, each related to a chapter of Agenda 21. In addition to raising awareness among our constituency, we sought to increase our initiative's sustainability. Towards these ends, we developed 11 objectives, monitoring our success at achieving these objectives throughout the year by using surveys of participants, panelists, and collaborators. Here we reflect on the series’ impact based on evaluation analyses, and an assessment of how well we reached our goals. We close this paper with a discussion of our case study as a means to evolve sustainability interests at institutions of higher education into functional sustainability networks, initiatives and educational programs.

Building on and reconsidering previous research on organizational models of education, the authors argue that while many administrators in education are still trying to manage ambiguous, and occasionally “anarchic” organizations effectively, the ambivalences of both loose and tight structures are today better understood than 25 years ago. In a development paralleling the evolution of organizational thinking in corporate management which no longer posits a “one‐best‐system hierarchy”, developments in education theory and practice point to the emergence of hybrid models of organization that capture the advantages of centralization and coordination produced by hierarchy while attempting to harness the advantages of more decentralized organizational structures.