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Key Milestones. 1980 World Conservation Strategy1983 UN World Commission on the Environment
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1. CSR In Higher Education:The Journey to Sustainability John Hirst
University of Durham
2. Key Milestones 1980 World Conservation Strategy
1983 UN World Commission on the Environment & Development: The Brundtland Commission
1992 UN Rio Earth Summit: Agenda 21 Framework for Action For Sustainable Development
1993 The Toyne Report: Environmental Responsibility: An Agenda for FHE
1994 European University Charter for Sustainable Development (Copernicus Charter)
1997 The Kyoto Protocol
1998 UN World Declaration on Higher Education (UNESCO)
1999 Government Strategy for Sustainable Development for the UK
1999 HE21 Initiative
2002 World Summit on Sustainable Development
2003 UK DfES Sustainable Development Action Plan for Education & Skills
2005 Decade of Education for Sustainable Development
3. DfES Sustainable Development Action Plan Objective 1: developing the skills, knowledge and value-base for active citizenship in creating a more sustainable society
Objective 2: pursuing the highest standards of environmental management
Objective 3: encouragement and support for all publicly-funded educational establishments to help them operate to the highest environmental standards
4. HEFCE Sustainable Development Strategy Institutions as sustainable organisations
Sustainability in the curriculum
Sustainability in society
HEFCE as a sustainable organisation
5. Issues How should the sustainability strategy for the HE Sector be implemented via an Action Plan?
What approach should be adopted a holistic, integrated approach, e.g. based on CSR?
Who should own the strategy - sustainability board or committee?
What should be the priorities for engagement? initial need to get the message across to institutions
What level of resources is required?
What are the organisational implications for HEFCE to what extent sustainability can be integrated into existing activities?
What is the risk to HEFCEs reputation of failing to respond effectively?
6. Approaches Bench-marking for Sustainability a standards based approach
Curriculum design
Environmental management
Governance accountability & monitoring
Organisational Learning for Sustainability a personal & organisational development approach
Learning by participation in roles & responsibilities designed to promote sustainability literacy and CSR skills & competences
Performance coaching linking beliefs, values, perceptions, feelings, ways of thinking, personality type, ethics, attitudes & behaviour
Integrated value-based framework promoting learning & innovation
Learning culture based on values and principle-centred leadership
Social capital building meaningful, multicultural and multi-disciplinary communities and relational proximity
Procedures, Tools and Systems for Sustainability a structural approach
7. Other Influential Bodies UK Agencies
Higher Education Partnership for Sustainability in Higher Education (6 guidance documents to date)
www.heps.org.uk
UUK/SCOP Group on Sustainability in Higher Education
www.universitiesuk.ac.uk
Environmental Association of Universities & Colleges (EAUC)
DTI Corporate Responsibility Group
www.csr.gov.uk
Europe
European Foundation for Quality Management
www.efqm.org
Dutch Committee on Sustainable Development in Higher Education
www.dho21.nl
US
Association of University Leaders for a Sustainable Future
www.center1.com/ulsf
Boyer Commission
8. HEPS 5 Principles: Learning & Skills for Sustainable Development The at the same time rule should be applied
A learner-centred approach works best
Ethics & values matter
Sustainability literacy should be integrated into the life of the institution
Good learning practice is essential
9. Key Concerns It is the simultaneous progression of our economic, social and environmental goals that is essential if development is to be sustainable.
Sustainable development is about the whole sum of the parts progressing together in a mutually reinforcing way.
A conscious effort has to be made to identify, and avoid, damaging trade-offs where, for example, a decision that is good economically is not so environmentally or socially.
(HEPS Reporting for Sustainability Guidance, 2003)
10. The need for an integrated framework Often by analysing activities in one framework, we can find solutions in unexpected places. People rarely think about things in a joined-up way and so miss negative impacts or, indeed, positive opportunities. This is one of the reasons we have fallen into unsustainable development.
(HEPS Reporting for Sustainability Guidelines, 2003)
CSR concerns the management of an organisations total impact upon both its immediate stakeholders and upon the society within which it operates (DTI/CRG Report, 2003)
11. Frameworks AISHE
HEPS Reporting Tool
European Corporate Sustainability Framework
EFQM Framework for CSR
12. CSR CSR is about the integrity with which a company governs itself, fulfils its mission, lives by its values, engages with its stakeholders and measures its impacts and publicly reports on its activities
(DTI/CRG Report, 2003)
13. Key Concerns Core CSR characteristics represent behaviours that can be learned, but are difficult to be taught (DTI/CRG Report, 2003)
Sustainable development is as much about ethics and values as it is about science and technology (Forum for the Future, 2000)
The integration of sustainability will never lead to anything fundamentally new if the University is not prepared to incorporate it both into its academic mission and its management philosophy. (Wals & Jickling, 2002)
14. Elements of a Sustainable Development Programme Leadership for sustainable development
Ethics and values
Sustainability literacy/CSR skills & competences
Leadership skills
An understanding of how society works
(HEPS Learning & Skills for Sustainable Development, 2004)
15. HEPS Publications Purchasing for sustainability
Travel planning for sustainability
Accounting for sustainbility
Learning & skills for sustainability
Reporting for sustainability
Communicating for sustainability
16. Big Issues Growth conflicts with sustainability critical limits defined by environmental space and encouraged by ecological tax reform (ETR) if the richest countries keep growing, the poorer countries cant catch up
Present patterns of consumption are unsustainable in any case
Consumer affluence does not lead to happiness
The needs of future generations cannot be predicted
Sustainability is a global phenomenon
Much of the increase in productivity has only been achieved at the cost of growth in the use of energy and resource
A steady-state economy will require a completely different set of cultural values
Traditional cost-benefit analysis ignores environmental and social values
The very idea of inter-generational equity is contrary to utilitarianism
There prove to be significant conflicts between sustainability and free-market liberalism which serves the interests of affluent consumers who favour unsustainability concern about sustainability is dismissed as a barrier to trade
Sustainability costs more in the short-term so is rejected by traditional investment appraisal methodologies that ignore social & environmental costs
17. The Sustainability Opportunity Sustainability provides colleges and universities with an opportunity to confront their core values, their practices, their entrenched pedagogies, the way they program student learning, the way they think about resources and allocate these resources, and their relationships with the broader community
(Wals & Jickling, 2002)
18. Process-thinking for Sustainability
20. GMP CSR in HE Project 1 To examine sustainability in terms of
Leadership, management & governance in HEIs
Student learning experiences human & social capital
Impact on sustainable development
Influence on perceptions/reputation of universities
21. GMP CSR in HE Project 2 Deliverables
Good-practice guide for leaders
Resources for tutors/mentors/coaches
Paper on strategic role of universities as intermediate institutions of society to influence sustainable development
Evaluation of integrated SD frameworks, e.g. EFQM Framework for CSR, HEPS Reoprting Tool, AISHE
Contribution to other GMP projects on Process Management, Leadership Development & Organisational Learning