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Prior research suggests that collaboration is key to sustainable community development and environmental management, and peer-to-peer learning (P2PL) may facilitate community building and collaborative learning skills. This study aims to examine the effect of P2PL on the enhancement of environmental management and sustainable development skills, community building and social capital (i.e. connectedness) and understanding of course learning objectives.

Quantitative and qualitative longitudinal survey data was collected in a sustainable development focused course offered at a large American public university that uses P2PL to explicitly facilitate community building and collaborative skills. Safety precautions and changing locational course offerings due to the COVID-19 pandemic in years 2020, 2021 and 2022 provided an opportunity to evaluate the impact of P2PL on these skills during both virtual and in-person formats. Additionally, this study compared in-course student evaluations with students taking other sustainable development-related courses with collaborative learning aspects to understand the wider effectiveness of this course structure.

This study finds that course format (virtual vs in-person) overall made no difference in either connectedness or conceptual understandings, and that students in both formats felt more connected to others than students taking other courses with P2PL. Scaffolding P2PL and supplemental peer support can yield improved connectedness and learning among students taking environmental coursework.

Sustainable development requires group collaboration and partnership building skills. Issues are consistently raised about the challenges to teaching these skills in higher education. The students and instructors in this research study identify P2PL strategies to address these challenges for in-person and virtual classroom settings.

The purpose of this study is to examine the relationship of sustainability knowledge to pro-environmental behaviour. A common misperception is that unsustainable behaviours are largely driven by a lack of knowledge of the underlying societal costs and the contributing factors leading to environmental degradation. Such a perception assumes if individuals “only knew better” they would engage in more sustainable behaviours. The “knowledge deficit model” has been critiqued for not including social psychological research about how knowledge is incorporated into decision-making and its subsequent effect on human behaviour. The theory of planned behaviour (TPB) model has been used extensively to examine intention to engage in a variety of behaviours, therefore this model is applied to examine the effect knowledge has in predicting behaviour.

To better understand these relationships, the authors examined the relationships between sustainability behaviours through an online survey of over 500 students at a large university in the USA.

Results indicate that knowledge had a significant, albeit weak, bivariate correlation with behaviour (r = 0.113, p < 0.001). However, when controlling for TPB variables (attitudes, norms and perceived behavioural control), knowledge was not a significant predictor of behaviour.

The authors conclude with several implications to guide university sustainability programmes.

This study places sustainable knowledge in the context of other social psychological factors which also influence behaviour. The results show that as the students are educated about sustainability, fostering behaviour change will require education not only about how actions affect sustainability but also about social norms, attitudes towards sustainable behaviours and the level of self-efficacy in doing those behaviours.

The purpose of this article is to present a tool for assessing the sustainability knowledge of an undergraduate population.

Multiple-choice questions were developed through soliciting expert input, focus groups, pilot testing, distribution via a large-scale online survey and analysis using item response theory.

The final assessment consists of 16 questions from the environmental, economic and social domains, covering foundational concepts within the topic of sustainability.

This assessment represents an initial effort to quantify knowledge of the broad and abstract concept of sustainability. The authors plan to continue refining these questions to better differentiate between students with higher levels of knowledge and to replace those with answers that may change over time.

With knowledge of sustainability concepts becoming increasingly included in institution-wide learning objectives, there is a growing demand for a way to measure progress in this area. Our assessment tool can easily be used (via a campus-wide survey or distributed at the classroom level) by institutions to gauge current levels of knowledge and track changes over time, as well as assess the effectiveness of courses and curricula at meeting sustainability knowledge goals.

This assessment of sustainability knowledge is the first of its kind to include all three separate domains of sustainability, and we expect it to be useful across a variety of college and university contexts.

The main aim of this study is to investigate the impact of climate change and water salinity on farmer’s income risk with future outlook mitigation. Salinity and climate change are a threat to agricultural productivity worldwide. However, the combined effects of climate change and salinity impacts on farmers' income are not well understood, particularly in developing countries.

The response-yield function and general maximum entropy methods were used to predict the impact of temperature, precipitation and salinity on crop yield. The target minimization of total absolute deviations (MOTAD)-positive mathematical programming model was used to simulate the impact of climate change and salinity on socioeconomic and environmental indicators. In the end, a multicriteria decision-making model was used, aiming at the selection of suitable climate scenarios.

The results revealed that precipitation shows a significantly decreasing trend, while temperature and groundwater salinity (EC) illustrate a significantly increasing trend. Climate change and EC negatively impact the farmer's income and water shadow prices. Maximum reduction in income and water shadow prices was observed for A2 scenario (−12.4% and 19.4%) during 2050. The environmental index was the most important, with priority of 43.4% compared to socioeconomic indicators. Subindex amount of water used was also significant in study area, with 28.1% priority. The technique for order preference by similarity to ideal solution ranking system found that B1 was the best climatic scenario for adopting climate change adaptation in the research region.

In this study, farmers' income threats were assessed with the aspects of different climate scenario (A1, A1B and B1) over the horizons of 2030, 2040 and 2050 and three different indicators (economic, social and environmental) in Northwestern region of Pakistan. Only in arid and semiarid regions has climate change raised temperature and reduced rainfall, which are preliminary symptoms of growing salinity.

The purpose of this paper is to present new findings to organizations that acknowledge difficulties in implementing and succeeding with project partnering.

The investigation is based on a case study where empirical evidence has been collected via semi-structured interviews of 54 professionals within the construction industry.

Based on the research the authors were able to identify three main dimensions vital for project partnering success: 1. who related to participant selection; 2. what related to task clarification; and 3. way related to partnering means. These dimensions give rise to what the authors have termed a 3W (Who, What, Way) model on how to succeed with project partnering in practice. The third dimension, way related to partnering means, was found to consist of the four subdimensions: 3a. partnering attitude; 3b. a collaborative culture; 3c. a holistic perspective; and 3d. an accurate handover.

The authors found 318 papers focusing on partnering, in these only 19 focused on how to succeed with project partnering. The authors have complemented the limited research on how to succeed with project partnering with 54 interviews of professionals. The majority of the existing research has focused on challenges. This paper contributes to the research gap by presenting a 3W model on how to succeed with project partnering.

This research uses a multifaceted approach to develop an MPA/MPP curriculum to support a data science track within the existing MPA/MPP programs by identifying the core and elective areas needed.

The approach includes (1) identifying a suitable structure for MPA/MPP programs which can allow the program to develop its capacity to train students with the data science and general public administration skills to solve public policy problems and leave explicit space for local experimentation and modification; (2) defining bridging modules and required modules for the MPA/MPP programs; and (3) developing of data science track thought to make suggestions for the inclusion of suitable data science modules into the data science track and benchmarking the data science modules suggested with the best practices developed by other professional bodies. The authors review 46 NASPAA-accredited MPA/MPP programs from 40 (or 22.7%) schools to identify the suitable required modules and some potential data science and analytics courses that MPA/MPP programs currently provide as electives.

The proposal includes a three-course (six–nine credits, not counted in the program but as prerequisites) bridging module, a nine-course (27 credits) required module and a five-course (15 credits) data science track/concentration.

This work can provide a starting point for the public administration education community to develop graduate programs focusing on data science to cater to the needs of both public managers and society at large.