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Observations of Sustainability Practices in Malaysian Research Universities: Highlighting Particular Strengths

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Observations of Sustainability Practices in Malaysian Research Universities: Highlighting Particular Strengths View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Universiti Putra Malaysia Institutional Repository ISSN: 0128-7702 Pertanika J. Soc. Sci. & Hum. 17 (2): 225 - 244 (2009) © Universiti Putra Malaysia Press Observations of Sustainability Practices in Malaysian Research Universities: Highlighting Particular Strengths Omidreza Saadatian*, Elias @ Ilias Salleh, Osman Mohd Tahir and Kamariah Dola Faculty of Design and Architecture, Universiti Putra Malaysia, 43400 UPM, Serdang, Selangor, Malaysia *E-mail: [email protected] ABSTRACT Although Sustainable Higher Education (SHE) is a very important issue in Malaysia, there have not been any comprehensive studies related to the current public Higher Education initiatives and efforts in sustainability. It is a relevant issue which merits a proper study to evaluate both the strengths and deficiencies of the local universities in terms of sustainability. Thus, to carry out this objective, an exploratory method was conducted by reviewing archival data, observation, interviews, as well as short and long conversations with both the staff and students of the four selected Malaysian research universities. The observation, interviews and conversations have validated the archival research. The results indicated that Malaysian research universities have already recognized the concept of SHE and embarked into the sustainability movement. However, there still remains a big gap towards achieving the idealistic goals. The findings would throw some insights into the existing policies and initiatives of SHE which could serve as a reference and preliminary study to improve the current situation. Keywords: Sustainable Higher Education, Malaysian research universities, Sustainability initiatives INTRODUCTION the activists’ calls for higher education to lead Sustainable development is popularly described society on a sustainable path, there is little as “a development that meets the needs of the systematic guidance available for campus present without compromising the ability of sustainability advocates and scholars (Shriberg, the future generations to meet their own needs” 2002b). Therefore, it is necessary to figure out (Brundtland, 1987, p. 19). Malaysia is actively what is the existing situation of the Malaysian engaged in international pacts concerning Universities in terms of sustainability and what sustainable development efforts. She is one are the rubrics of their Sustainable Higher of the signatories of Agenda 21, as one of the Education (SHE). This paper attempted to grasp most popular sustainability declaration. Agenda the important rubrics of SHE by performing a 21 very explicitly addresses the importance of vast literature review on the initiatives of the Higher Education Institutions in its Chapter western universities and the existing situation 36. Educational institutions have largely been of the Malaysian Research Universities. With instrumental in discovering the growing crisis archival research and triangulation strategy, facing the world (Shriberg, 2002a). Despite the authors have analyzed both students and Received: 6 July 2009 Accepted: 15 October 2009 *Corresponding Author Omidreza Saadatian, Elias @ Ilias Salleh, Osman Mohd Tahir and Kamariah Dola university’s authority feed backs and observation movement. For this purpose, UNESCO designed of the first author, in the span of 30 months. The a framework entitled Decade of Education for sampling for the interviews made use of the Sustainable Development (DESD), which was saturation point theory. officially launched in January 2005, and its related programme which must be completed by December 2014 (Velazquez et al., 2006). DEFINITION AND LITERATURE OF Nevertheless, slow progress to all aspects SHE of sustainability is worldwide spread, and Sustainable Higher Education has been defined inefficient progress in higher education has been differently, but addressed as the same concept assessed and found to yield more frustrating by different scholars. For instance, Velazquez results (Jey, 2004). et al. (2006, p. 812) defines it as ‘‘a higher Alshuwaikhat and Abubakar (2008) stated educational institution, as a whole or as a part, that that as a result of the realization of the impacts addresses, involves, and promotes on a regional of universities operations over the environment, or a global level, the minimization of negative SHE has become a global concern for university environmental, economic, societal, and health decision makers. Hutchison (2004) declared effects generated in the use of their resources in that there has not been any institution in order to fulfil its functions of teaching, research, the modern society which is better situated outreach and partnership, and stewardship in and more obliged to facilitate the process of ways to help society make the transition to transition to a sustainable path than higher sustainable lifestyles.” However, Svanström education institution. In addition, the pressure (2008) refers to it as a higher education of which from sustainability movements, government the philosophy’s hub of its mission, based on the environmental protection agencies, university definition of sustainability by Brundtland and stakeholders, as well as the momentum of other acts upon local and global responsibilities to forces, including students’ activism and NGO’s, protect and enhance the health and well-being have intensified this trend (Orr, 2004). of both humans and eco-systems. Finally, Cole (2003, p. 30) defines it as “an institution which actively engages the knowledge of the university FIVE IMPORTANT RUBRICS OF SHE community to address the ecological and social Introduction and Origins challenges that we face now and in the future.” To conclude the definition, it can be said that Analyzing 30 American and Canadian SHE considers the convenience of the people universities and institutions’ sustainability and university ecology both at present and in initiatives in the span of two years led the authors the future. to categorize the major rubrics of SHE based The Stockholm Declaration (UN, 1972) on their frequency. Thus, an archival research was the first to make reference to SHE, and has method was carried out in the time frame of recognized the interdependency between the 2006-2008 to achieve this goal. This archival environment and humanity. However, based research method was conducted using books, on the Association of University Leaders for published and unpublished journal articles, a Sustainable Future (ULSF), the first official conference proceedings, reports, university statement in campus sustainability was “Talloires websites, theses, newsletters by the Association Declaration,” which was introduced in 1990. for the Advancement of Sustainability in Higher This declaration was signed in an international Education (AASHE) and the documents on conference in Talloires, France. To support this Education for Sustainability Profile available agenda, United Nation Educational, Scientific at the website of Second Nature. In doing this and Cultural Organization (UNESCO) took the part, the material was context analysed and first pace on a worldwide basis to foster the SHE categorised. The three rubrics of operation outreach and services, and administration have 226 Pertanika J. Soc. Sci. & Hum. Vol. 17 (2) 2009 Observations of Sustainability Practices in Malaysian Research Universities: Highlighting Particular Strengths already been recognized as sustainable rubrics Courses and Curricula of a company (Weenen, 2000). What makes This topic considers the number of courses, which universities distinctive from companies is their are being taught at an institute or a university, academia. Therefore, two more titles (courses and embeds sustainability of the syllabus and curricula and research and scholarship) in and different programmes, such as Masters referring to University leaders for Sustainable of Sustainable Development, which teaches Future guideline (ULSF, 1992) were selected to sustainability-related issues. An example is East cover the university sustainable initiatives. Arkansas Community College - Forrest City in All the relevant initiatives driven from the USA which offers three programs in Renewable context analysed were put into table form. The Energy Technology in the fall semester of 2009 heads of the columns were the five rubrics. The (EEAC, 2009). selection criteria for categorizing were based on the meaning of the initiatives. It was observed that all fitted in those tables. A telephone interview Research and scholarship was carried out by 11 international scholars The topic concerning SHE includes research to confirm and validate the categorization. and scholarship. In this field, the number of The interviews were selected based on their studies, which have fulfilled sustainability and relevant publications in refereed journal in the the number of scholarships or fellowships in field of Sustainable development. Implying a limited period of time, were also taken into their comments, which were confirming the account as indicators for sustainability efforts. procedure and literature, caused some wording An example of this rubric is University of change and categorizing the initiatives into five Montana which received a $300,000 grant in rubrics. The five rubrics are: 1) Sustainability in July 2009 from the National Science Foundation Policy, Planning, and Administration, 2) Courses to research on sustainable ethanol production and Curricula, 3) Research
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