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Article
Publication date: 12 October 2021

Job Momoh, Joseph Chelemu Kangwa, Chika Udeaja, Jin Ruoyu and Rafiu Dimeji Seidu

Developing countries are currently on the verge of adopting principles used in achieving a sustainable urban future. As the urban population increases due to factors like…

Abstract

Purpose

Developing countries are currently on the verge of adopting principles used in achieving a sustainable urban future. As the urban population increases due to factors like urban–rural migration, increase in birth rate, migration, industrialisation, commercialisation, amongst others, there is a drastic need to adopt sustainability principles within urban spaces. To understand how sustainability can be achieved, there is a need to recognise how developed countries have designed assessment tools that work within their context which can inform how developing countries can work on their assessment tool. Urban neighbourhood sustainability assessment tools are used to reflect on the overall goal of the project and the most important indicators needed to be implemented within the project. Sustainability indicators are used to measure the levels and progress at which sustainability has been implemented within a project based on the data collected and these results can be used to make informed decisions. The purpose of this paper is to investigate the development of urban sustainability assessment tool.

Design/methodology/approach

This research investigates the techniques utilised in developing an urban sustainability assessment tool Sustainable Composite Cities Environmental Evaluation and Design (SUCCEED-ND) tool within the Nigerian context. The data instrument used includes a questionnaire survey that sampled 50 correspondents, and the results were used to develop an urban assessment tool tailored for the Nigerian countries.

Findings

The findings used social, environmental, economic and planning sustainability dimensions in the design of the assessment tool which composes of 21 core sustainability indicators and 105 indicators to develop SUCCEED-ND tool.

Originality/value

This work developed the first urban sustainability assessment tool for the Nigerian urban environment. The result is meant to evaluate and implement sustainability within existing and proposed neighbourhood development.

Details

International Journal of Building Pathology and Adaptation, vol. 40 no. 3
Type: Research Article
ISSN: 2398-4708

Keywords

Article
Publication date: 3 January 2017

Naif Alghamdi, Alexandra den Heijer and Hans de Jonge

The purpose of this paper is to analyse 12 assessment tools of sustainability in universities and develop the structure and the contents of these tools to be more…

2535

Abstract

Purpose

The purpose of this paper is to analyse 12 assessment tools of sustainability in universities and develop the structure and the contents of these tools to be more intelligible. The configuration of the tools reviewed highlight indicators that clearly communicate only the essential information. This paper explores how the theoretical concept of a sustainable university is translated into more measurable variables to support practitioners and academics in assessing sustainability in universities.

Design/methodology/approach

The main method for this paper was a desk study approach, which incorporated reviewing research papers, graduate theses, academic books, network platforms and websites.

Findings

The tools reviewed share similar traits in terms of criteria, sub-criteria and indicators. Five benchmarks are essential for a holistic framework: management; academia; environment; engagement and innovation.

Practical implications

This research can not only be used to improve existing assessment tools but also as a means to develop new tools tailored for universities that face a variety of challenges and lack the ability to measure their sustainability policies.

Social implications

Making higher education more sustainable through all the criteria mentioned influences students, as well as staff, to maintain a culture of sustainability.

Originality/value

This study contributes to the literature by simplifying and detailing the structure and contents of the tools in a way which indicators are shown, giving a full picture of these tools to enable universities to be more aware of the sustainability issues that affect them.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 1 September 2002

Michael Shriberg

This paper analyzes recent efforts to measure sustainability in higher education across institutions. The benefits of cross‐institutional assessments include: identifying…

6894

Abstract

This paper analyzes recent efforts to measure sustainability in higher education across institutions. The benefits of cross‐institutional assessments include: identifying and benchmarking leaders and best practices; communicating common goals, experiences, and methods; and providing a directional tool to measure progress toward the concept of a “sustainable campus”. Ideal assessment tools identify the most important attributes of a sustainable campus, are calculable and comparable, measure more than eco‐efficiency, assess processes and motivations and are comprehensible to multiple stakeholders. The 11 cross‐institutional assessment tools reviewed in this paper vary in terms of stage of development and closeness to the “ideal tool”. These tools reveal (through their structure and content) the following critical parameters to achieving sustainability in higher education: decreasing throughput; pursuing incremental and systemic change simultaneously; including sustainability education as a central part of curricula; and engaging in cross‐functional and cross‐institutional efforts.

Details

International Journal of Sustainability in Higher Education, vol. 3 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

Abstract

Details

Sustainability Assessment
Type: Book
ISBN: 978-1-78743-481-3

Article
Publication date: 13 September 2013

Abu Sayed, Kamal and Margret Asmuss

The University of Saskatchewan (UofS) has indentified five areas of campus life critical to improving the university's sustainability performance: education, research…

2546

Abstract

Purpose

The University of Saskatchewan (UofS) has indentified five areas of campus life critical to improving the university's sustainability performance: education, research, operations, governance, and community engagement. In recognition of the need to track and assess the university's performance in all of these areas, a study was conducted to identify an effective sustainability‐benchmarking tool for the UofS. The paper aims to discuss these issues.

Design/methodology/approach

In order to indentify an effective benchmarking tool for assessing sustainability for the context of the UofS, two academic‐focused tools and two tools with a broader scope were reviewed. The academic tools are Sustainability Assessment Questionnaire (SAQ) and the Campus Sustainability Assessment Framework (CSAF), while the general tools are the College of Sustainability Report Card (CSRC) and the Sustainability Tracking Assessment and Rating System (STARS). Each tool was rated on the basis of 27 questions developed to directly relate to indicators of sustainability in the five areas of campus life. The highest rated tool was recommended as the most effective tool for assessing and tracking sustainability for the UofS.

Findings

Each benchmarking tool was developed to address specific goals. Accordingly, one tool may have strength in one area but weakness in another area. The study has shown that CSRC is the best tool for addressing governance and operations, although overall CSRC earned the lowest score in terms of its potential application to the UofS as it is not an effective tool for addressing sustainability in the context of education and research. Both academic tools – SAQ and CSAF – do not adequately address issues of sustainability in campus operations. STARS obtained the highest scores in all areas of campus life. Hence, STARS was identified as the most effective tool for assessing and tracking sustainability in all areas of campus life at the UofS.

Originality/value

Extrapolating from the UofS assessment, the STARS would appear to be the most effective benchmarking tool for assessing and tracking sustainability for higher educational institutions that want to assess and track sustainability across the breadth of campus life in education, research, operations, governance, and community engagement.

Details

International Journal of Sustainability in Higher Education, vol. 14 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 5 September 2016

Manuel Larrán Jorge, Jesús Herrera Madueño, Yolanda Calzado and Javier Andrades

Numerous sustainability assessment tools are being created and applied in the higher education sector. In light of such diversity, there is a need to provide a common…

1810

Abstract

Purpose

Numerous sustainability assessment tools are being created and applied in the higher education sector. In light of such diversity, there is a need to provide a common guideline for sustainability assessment which makes easier the comparison among universities. Using as a reference the Spanish university system, the main aim of this paper is to develop a multi-item quantitative tool for measuring sustainability performance at universities.

Design/methodology/approach

To accomplish this task, the first step was to review the literature on sustainability assessment in universities. After reviewing the literature, the authors found more than 1,000 items. The next step was to select those items which were able to fit to the Spanish university context. On this basis, the authors selected a total of 268 items. These items were discussed in a workshop with senior management members from eight Spanish universities with the aim of analyzing the validity and relevance of the items selected.

Findings

Then, the proposal for measuring sustainability in Spanish universities was composed of a total of 156 relevant items. In addition, these items were grouped according to seven different dimensions (corporate governance, students, staff, society, environment, companies and continuous improvement). Also, it is important to note that these items were not associated with political risk and they were linked to provide more reliable information to assess sustainability in universities.

Originality/value

Recent literature have stated that the existing tools specifically developed for assessing higher education institutions performance toward sustainability have some weaknesses. Then, one of the main contributions of this study has been the creation of a new multi-item quantitative tool aimed at measuring the integrated consideration of social, economic and environmental dimensions of sustainability in universities.

Details

International Journal of Sustainability in Higher Education, vol. 17 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Abstract

Details

Sustainability Assessment
Type: Book
ISBN: 978-1-78743-481-3

Article
Publication date: 5 May 2020

Michael Atafo Adabre and Albert P.C. Chan

This paper presents a sustainability assessment model to holistically guide sustainable construction and green retrofitting of affordable housing from the Ghanaian perspective.

Abstract

Purpose

This paper presents a sustainability assessment model to holistically guide sustainable construction and green retrofitting of affordable housing from the Ghanaian perspective.

Design/methodology/approach

A comprehensive review was carried out, which yielded 16 sustainability indicators. Then, a questionnaire survey was conducted among respondents in the Ghanaian housing sector. Forty-seven valid responses were received and analysed using fuzzy synthetic evaluation (FSE) technique.

Findings

A four-index model was developed that includes: Housing and Transportation (H + T) index, household-satisfaction index, efficient stakeholder-management index and quality-related index. These indices account for 25.3%, 26.3%, 23.6% and 24.9% of sustainability attainment in affordable housing, respectively. Accordingly, household-satisfaction has the greatest contribution to sustainability attainment in affordable housing.

Research limitations/implications

Due to challenges in obtaining responses to the questionnaire, the study was conducted with relatively small number of responses.

Originality/value

The model serves as a tool that could be used to objectively and comprehensively assess sustainability performance in affordable housing. Besides, it could be used as a baseline to calibrate future projects and for benchmarking success levels of comparable housing projects. Finally, the estimated indices are applicable in decision making for optimum resource allocation for sustainable low-cost housing in the Ghanaian perspective.

Details

Engineering, Construction and Architectural Management, vol. 27 no. 9
Type: Research Article
ISSN: 0969-9988

Keywords

Article
Publication date: 8 May 2019

Sloan Peter Trad

Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely…

Abstract

Purpose

Sustainability within tertiary curriculum is hard to measure and often perceived to be illusive in nature. Existing higher education sustainability assessment tools rarely focus on the curriculum. This paper aims to establish and implement a tool that can measure sustainability integration within curriculum. The Faculty of Engineering and IT (FEIT) at University of Technology Sydney (UTS) is used as a case study.

Design/methodology/approach

A set of seven sustainability competencies are identified by means of a systematic literature review as the current knowledge of Education for Sustainable Development (ESD) competencies. ESD competency integration into the curriculum is assessed by implementing a two-tier scanning mechanism. In the first step, subject outlines (SOs) are used to identify sustainable subject learning outcomes (SLOs) and assessment learning outcomes (ALOs). Step 2 involves analysing ALOs and SLOs for constructive alignment with student experience. SPSS, a statistical software, is then used to statistically reflect the results.

Findings

An initial scan of SOs found that stated ESD outcomes made up 22.4 per cent of FEIT undergraduate courses. A more detailed investigation which involved assessing subject material and student experience for the seven ESD outcomes resulted in a 7.7 per cent sustainability integration into the FEIT undergraduate courses. SPSS produced tables showing individual competency distribution over course candidature year. Lifecycle assessment was invisible from the curriculum.

Research limitations/implications

Case study outcomes are limited to UTS, and therefore, specific-study outcomes cannot be generalised. This study attempted to trace sustainability learning outcomes through the curriculum. However, a more detailed study should also assess subject pedagogy and artefacts as these may enable or inhibit sustainability competency.

Originality/value

Study developed several methods to establish and evaluate subject level ESD claims. Academic staff and management are able to replicate methods of this study to map ESD within their courses, schools and/or faculties triggering conversation around ESD’s actual integration within curriculum. Based on ESD distribution, specific intervention recommendations are proposed.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

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