Titlebook: Challenges in Higher Education for Sustainability; J. Paulo Davim,Walter Leal Filho Book 2016 Springer International Publishing Switzerlan

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Toward Sustainability Through Higher Education: Sustainable Development Incorporation into Portugue–1661, 2011). We have also researched the different stages that HEIs are in the incorporation, dissemination, and institutionalization of SD. We have reviewed all the institutional websites for the 34 Public Portuguese’s HEIs, which 20 of them are polytechnics and 14 universities. The majority of HE

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Sustainability and Performativity, of identities, it argues that understandings of the sustainable citizen are constructed through discourse and that these constructions need to be interrogated and challenged if education for sustainability is to lead to transformation and change for all. The chapter begins with a brief overview of

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,The University of Northern British Columbia’s Green Fund: Crafting a Tool for Sustainability Transfmas tree farm, and constructing a geodesic dome greenhouse suited to our northern climate. In this chapter, the origin and evolution of UNBC’s “Green Grant system” is analyzed with an eye to understanding how it has been crafted to become an effective tool for achieving campus sustainability. Other

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Grass Roots and Green Shoots: Building ESD Capacity at a UK University,s chapter will be of particular interest to those who are interested in understanding processes that have the potential to embed sustainability thinking on a lasting level, rather than simply meeting short-term targets and outcomes.

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Achieving Sustainability Through Rooftop Solar Electricity Generation on the College Campus: A Caseirect means of offsetting carbon-based electricity generation. Our project is to provide campus sustainability leaders a tool kit that allows them to explore (a) the physical resources on their campus that can be used to produce renewable electricity (e.g., wind, solar, biomass) and (b) produce vari

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https://doi.org/10.1007/3-540-34669-4udies where this new territory, termed the ‘third space’ by Whitchurch (High Educ Q 62:377–396, .), has emerged in the context of sustainability. It is proposed that sustainability is a catalyst for this change of roles for many university staff who are involved with sustainability and that this cha

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https://doi.org/10.1007/3-540-34669-4n. Little mention of climate change appears in it. Furthermore, their justification for campus sustainability is framed almost exclusively within religious terms. Overall, I find in this exploratory analysis that the prevalence of campus sustainability initiatives among CCCU schools is underreported

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