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To describe the development and structure of a new Master's‐level subject entitled “Aspects of sustainability: an international perspective” as a potential model, adoptable by other tertiary‐level educators.

This paper describes the evolution and re‐shaping of a subject designed for postgraduate students from diverse programmes (from science‐based to sociology‐based). It was re‐designed in 2004, in part to support the co‐introduction by Lincoln University of two new, globally innovative Masters degrees, but also as a contribution to the Decade of Education for Sustainable Development (DESD, 2005‐2014). The two new degrees are taught and awarded jointly by Lincoln University and a partner European University, and thus are based on unique Northern‐Southern hemisphere linkages. We describe the subject content (including its major assignment), and its evaluations by students.

A successful subject has been developed, but it required a step change in its structure in order to (a) retain connectedness and common themes across its wide‐ranging topics, and (b) meet the expectations and aspirations of multi‐disciplinary, multi‐national classes.

This paper details the key ingredients of a subject designed to prepare postgraduate students for careers involving sustainability at international or regional level. The subject's structure is a potential model for adoption in other tertiary programmes.

The subject's structure is highly appropriate for a multi‐disciplinary, multi‐national student group, and demonstrates one university's efforts to contribute to DESD. The format of the main assignment is offered as a model for adoption by others engaged in education for sustainability.

What system does a university need to optimise its progress to sustainability? Discusses the gradation of approaches possible for a university as it strives to improve its environmental performance. Argues that an environmental policy plus mechanisms for its implementation can be adequate, and endorsement of a single formal EMS need not be necessary. Illustrates this with progress at Lincoln University, the smallest public university in New Zealand. Lincoln University introduced its environmental policy in 1992, but its full implementation was delayed due to pressures on the tertiary sector in New Zealand. However, a new policy has now been adopted and an environmental task force established. Also briefly addresses the following topics: why have an environmental policy?; the establishment and content of the Lincoln University environmental policy; putting the policy into practice – an example based on waste reduction; and a discussion of the main obstacles to progress, in the current university climate.