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Universities can do more to deliver against the sustainable development goals (SDGs), working with faculty, staff and students, as well as their wider stakeholder…
Universities can do more to deliver against the sustainable development goals (SDGs), working with faculty, staff and students, as well as their wider stakeholder community and alumni body. They play a critical role in helping shape new ways for the world, educating global citizens and delivering knowledge and innovation into society. Universities can be engines of societal transformation. Using a multiple case study approach, this study aims to explore different ways of strategizing sustainability toward delivering the SDGs are explored in a university setting with an example from the UK, Bulgaria (Europe) and USA.
The first case is a public UK university that adopted enterprise and sustainability as its academic mission to secure differentiation in a disrupted and increasingly marketized global higher education sector; this became a source of inspiration for change in regional businesses and the local community. The second case is a business sector-led sustainability-driven transformation working with a private university in Bulgaria to catalyze economic regeneration and social innovation. Finally, a case from the office for sustainability in a major US research university is given to show how its engagement program connected faculty and students in sustainability projects within the institution and with external partners.
Each case is in effect a “living lab,” positioning sustainability as an intentional and aspirational strategy with sustainable development and the SDG framework a means to that end. Leadership at all levels, and by students, was key to success in acting with a shared purpose. Partnerships within and with universities can help accelerate delivery of the SDGs, enabling higher education to make a fuller contribution to sustaining the economic, environmental, cultural and intellectual well-being of our global communities.
The role of universities as the engine of transformational sustainability toward delivering the SDGs has been explored by way of three case studies that highlight different means toward that end. The collegiate nature of the higher education sector, with its shared governance models and different constituencies and performance drivers, means that sustainability at a strategic level must be led with leaders at all levels acting with purpose. The “living lab” model can become a part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of sustainable development.
Laboratories typically consume 4‐5 times more energy than similarly‐sized commercial space. This paper adds to a growing dialogue about how to “green” a laboratory's…
Laboratories typically consume 4‐5 times more energy than similarly‐sized commercial space. This paper adds to a growing dialogue about how to “green” a laboratory's design and operations.
The paper is divided into three sections. The first section reviews the background and theoretical issues. A case is made for sustainable laboratories, introduce the Harvard Green Campus Initiative's (HGCIs) study of potential energy reduction in Harvard's research laboratories and examine other issues including: behavioral change, technical change, and the required codes and suggested standards that influence laboratory design and operations. Next, a survey conducted through a partnership between HGCI, Harvard School of Public Health (HSPH), and Laboratories for the twenty‐first century (Labs21) to clarify issues surrounding use of codes and standards in high‐performance laboratory design and maintenance is introduced.
Survey findings highlight the confusion among survey participants surrounding the applications and interpretations of current lab guidelines, codes and standards, particularly addressing sustainable performance. The findings suggest that confusion has financial, environmental, and human health consequences, and that more research is needed to define the operational risks to laboratory workers. Findings indicate that many energy efficient technologies and strategies are not routinely specified in lab design, perhaps in part due to confusion concerning the guidelines, standards and codes.
Although the survey sample size is too small to be statistically significant, it does provide valuable insight into the general confusion surrounding the applications and interpretations of current codes and guidelines, especially those addressing sustainable performance.
The practical implications of this research are many, including that there are many opportunities for technical and behavior improvements within modern university laboratories that yield great energy savings. This is critical as laboratories are one of the most energy‐intense building types on a university campus.
The critical originality of the paper is provided in the analysis of the obstacles to achieving the great potential energy savings that exist within the university laboratory context.
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Our purpose in this paper is three‐fold. First, we shall briefly describe what is almost a truism— that is, the classical (especially the Greek) intellectual heritage of…
Our purpose in this paper is three‐fold. First, we shall briefly describe what is almost a truism— that is, the classical (especially the Greek) intellectual heritage of the Arab‐Islamic scholars upon which the latter, imbued by their young faith, developed their own comprehensive synthesis. Second, as part of that synthesis, we shall explore briefly the economic thought of a few early‐medieval Arab‐Islamic scholastics who extended that heritage and wrote on numerous issues of human concern, including economics. Those discourses took place during what is sometimes called the “golden age” of Islam — a period that coincided roughly with the so‐called Dark Age of Europe. Parenthetically, it might be noted that one of 20th century's most prominent economists, the late Joseph Schumpeter (1883–1950) had, unfortunately for the continuity and evolution of human intellectual tradition, declared that period as “the Great Gap,” representing “blank centuries,” during which nothing of significance to economics, or for that matter to any field, was said or written anywhere — as though there was a complete lacuna over intellectual evolution throughout the rest of the world (Schumpeter, 52, 74; see Ghazanfar, 1991). And finally, we will provide some evidence as to the historically influential linkages of the Arab‐Islamic thought, including economic thought, with the Latin‐European scholastics‐a phenomenon that facilitated the European intellectual evolution. An underlying theme of this paper is predicated on the premise that the classical tradition (i.e., Greek knowledge, though not exclusively) is part of a long historical continuum that represents the inextricably linked Judeo‐Christian‐and‐Islamic tradition of the West. This theme, though not common appreciated, is amply corroborated through the writings of well‐known scholars from the East and the West (see, for example, Durant, Haskins, Myers, O'Leary, Said, Sarton, Sharif, and others).
This essay argues that the teachings and ethos of Jesus are needed in public administration to address a potentially fatal weakness in modern industrial republics. The latter are increasingly prone to domestic tyranny and international imperialism, because the values that once constrained them, and which once were thought to be self-evident, have been traced to Christian doctrines discredited by science. The first half of the essay chronicles the failure of the West either to live well without these values, or to find an alternative foundation for them. The second half of the essay shows that this dilemma can be overcome by differentiating the teachings of Jesus from the doctrines of Christianity
Examines the exercise of market power in vertical channels. Reviews the development of food systems over the past century. Presents neoclassical models arising from the…
Examines the exercise of market power in vertical channels. Reviews the development of food systems over the past century. Presents neoclassical models arising from the work of Adam Smith, George Stigler, Harold Demsetz and John Spengler that are in juxtaposition to the more commonly advanced agency theoretic explanation of vertical organization and performance. Develops a structural model of price transmission in a channel that has differentiated product oligopolies at two stages. Increasing concentration at successive stages creates a problem of double marginalization. Vertical trading partners reduce it by avoiding vertical Nash (arms length) pricing via the use of trade promotions and other coordination methods such as private label. Finally, the rise in retail‐buyer concentration (six supermarket chains now control 52.6 percent of supermarket sales in the USA) portends a possible shift to the European model in which food retailers develop and promote their own brands.
Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and…
Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.