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Advancing Education for Sustainable Development Through The Indicators of Sustainable Development in Higher Education Institutions: A Case Study of Concordia University Daniel J. Kielback A Thesis In the Department of Geography, Planning and Environment Presented in Partial Fulfillment of the Requirements For the Degree of Masters of Science (Geography, Urban and Environmental Studies) at Concordia University Montréal, Québec Canada May 2015 ©Daniel J. Kielback, 2015 CONCORDIA UNIVERSITY School of Graduate Studies This is to certify that the thesis prepared By: Daniel J. Kielback Entitled: Indicators of Sustainable Development in Higher Education Institutions and submitted in partial fulfillment of the requirements for the degree of Masters of Science (Geography, Urban and Environmental Studies) complies with the regulations of the University and meets the accepted standards with respect to originality and quality. Signed by the final Examining Committee: _______ ______________________ Chair Dr. Pascale Biron ______________________________ Examiner Dr. Satoshi Ikeda ______________________________ Examiner Dr. Peter Stoett ______________________________ Supervisor Dr. Alan Nash Approved by ________________________________________________________ Dr. Pascale Biron, Graduate Program Director ________________2015 ___________________________________________ Dean of Faculty ABSTRACT Indicators of Sustainable Development in Higher Education Institutions Daniel J. Kielback The concept of “sustainability” is at the forefront of many research concerns and is at an increasing rate being incorporated into the activities of post-secondary institutions. Sustainability has become such an important issue that it has become part of the “marketing” of an institution. Sustainability self-assessment tools have been developed to guide sustainable developments and allow institutions to display their performances across a range of sustainability measures. Given the growing use of these indices among institutions of higher education, this thesis investigates to what extent “sustainability” practices are adopted in a university-wide setting, and how conscious university administrators are that such practices may translate into higher enrolments; or, serve to attract those prospective students seeking a more “green” learning environment. Using Concordia University as an example, this case study asks a sample of university administrators how sustainability in higher education impacts the university’s reputation, prestige, and rank, and then examines how Concordia University plans to pursue sustainable development. The research reported here shows that about 54% of Concordia’s research centres and 61% of Senate-recognized centres have a sustainable research focus. Interestingly, all of Concordia’s “sustainability-centric” research centres have been developed since 2009. From 2012 to 2014, 80% of the main advertisement campaign focused on sustainable research developments. In terms of the future, results of this research show that the university is mapping its student activities and sustainable assets for more effective developments, while continuing to improve its position in its sustainability self-assessment, and its attempt to create a sustainable minded culture. It is clear from this research, the thesis concludes, that Concordia University definitely believes investing in its sustainability will empower its mission and vision, and is pursuing it through unique ways. iii Dedications I would like to thank everyone at Concordia University who helped to make this project a reality. Dr. Alan Nash for allowing me to take my time to discover my passion, Dr. Satoshi Ikeda, Dr. Pierre Deslauriers, and Dr. Peter Stoett for sitting on my committee and acting as great judges for my defense. To all the administrative staff who took time to sit with me: Andrew Woodall, Dr. Pietro Gasparrini, Philippe Beauregarde, Sami Antaki, Vice-President Bram Freedman, Vice President Roger Côté, and Dr. Peter Stoett. Special thanks to my parents Dennis and Marie Kielback who pushed me to pursue post- secondary education. I know now of its importance in society. To my partner Mariam Masud for helping me to identify my research area and for supporting me while I completed this project. The university should consciously shape itself as a model of planetary sustainability –M’Gonigle and Justine Starke iv Table of Contents ABSTRACT ................................................................................................................................... iii Dedications .................................................................................................................................... iv Abbreiviations ................................................................................................................................ vi Literature Review............................................................................................................................ 1 Introduction and Research Question ........................................................................................... 1 Neoliberal Globalisation and the Commodification of Education .............................................. 4 The What and Why of Sustainability ........................................................................................ 23 Sustainable Solutions ................................................................................................................ 38 Sustainable Higher Education ................................................................................................... 61 Conclusion ................................................................................................................................ 69 Methodology ................................................................................................................................. 72 Research ........................................................................................................................................ 76 Socio-Economic Scenario ......................................................................................................... 77 Sustainable Development for Mission, Vision, and Values ...................................................... 86 Discussion ................................................................................................................................... 132 Conclusion .................................................................................................................................. 139 Bibliography ............................................................................................................................... 143 Appendices .................................................................................................................................. 157 Appendix 1: Global Ranking Metrics ..................................................................................... 157 Appendix 2: Model of relationship between image, value, satisfaction and loyalty .............. 158 Appendix 3: Influences on Diversity and Convergence. ........................................................ 159 Appendix 4: Panarchy ............................................................................................................. 160 Appendix 5: Models of Sustainability .................................................................................... 162 Appendix 6: The Social Economy as a Third Sector .............................................................. 163 Appendix 7: Who Qualifies?................................................................................................... 164 Appendix 8: Stars Ratings 2012 ............................................................................................. 165 Appendix 9: STARS Credit Checklist 2012 ........................................................................... 166 Appendix 10: Semi-Structured Interview Guide .................................................................... 171 Appendix 11: Canadian University Rankings ......................................................................... 172 Appendix 12: Marketing Campaign Messages 2009-2014. .................................................... 173 Appendix 13: Developing Concordia’s CRC .......................................................................... 178 Appendix 14: Major Research Clusters, Unifying Themes and Domains of Excellence ....... 179 Appendix 15: Concordia’s Centres and Institutes ................................................................... 180 Appendix 16: NESSE Factors for Reputation and Prestige .................................................... 182 Appendix 17: Concordia’s Student Groups ............................................................................ 183 Appendix 18: Concordia University Sustainability Governance Framework (2014) ............. 184 Appendix 19: Maclean’s Ranking, STARS rating and Sustainable Leaders Compared ......... 185 v Abbreiviations Academic Manager ……………………………………………………………………..……(AM) Co-chair of education in sustainability………………………… ………………………….(CCES) Chief Communications Officer……………………………………………………………...(CCO) Director of Environmental Health and Safety……………………………………………..(DEHS) Dean of Students…………………………………………………………………………….(DOS) Executive Director of University Communications Services……………………………...(DUCS) Education in Sustainable Development……………………………………………………...(ESD) Environmentally focused Social Economy Enterprises…………………………………….(ESEE)
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