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Ceulemans, K., Scarff Seatter, C., Molderez, I., Van Liedekerke, L. & Lozano, R. (2020). Unfolding the complexities of the sustainability reporting process in higher education: a case study in the University of British Columbia. In: Walter Leal Filho, Paulo R. Borges de Brito, Fernanda Frankenberger (Ed.), International Business, Trade and Institutional Sustainability: (pp. 1043-1070). Springer
Open this publication in new window or tab >>Unfolding the complexities of the sustainability reporting process in higher education: a case study in the University of British Columbia
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2020 (English)In: International Business, Trade and Institutional Sustainability / [ed] Walter Leal Filho, Paulo R. Borges de Brito, Fernanda Frankenberger, Springer, 2020, p. 1043-1070Chapter in book (Refereed)
Abstract [en]

Sustainability reporting is an important tool for the assessment and communication of sustainability performance in the corporate world; however, it is still in its early stages in higher education. Only a limited number of universities around the world have published sustainability reports, and there is still a lack of empirical evidence of how the sustainability reporting process is organized and how it contributes to sustainability integration in higher education. The aim of this paper is to provide in-depth insights into the complexities of the sustainability reporting process. A case study is presented on sustainability reporting in The University of British Columbia (UBC), Canada, covering the period of 2008–2014. The case consists of document analysis and interviews with the internal actors of the sustainability reporting process at UBC. In the study, it was found that even in an institution with a deliberate sustainability strategy and integration process, sustainability reporting is a complex undertaking. Some of the key elements adding complexity to the reporting process are the search for suitable lead authors and relevant content for the reports in consecutive reporting cycles; the different aims that reporting tries to achieve simultaneously for the sustainability integration process; and suitably addressing the different internal stakeholders that are involved in the reporting process in higher education. In order to reduce complexity in universities, assigning an internal hybrid actor to facilitate the reporting process could be helpful. Unfolding the key complexities arising when undertaking consecutive reporting cycles can help internal actors of other institutions to better design and implement the process of sustainability reporting and integration in their universities. © 2020, Springer Nature Switzerland AG.

Place, publisher, year, edition, pages
Springer, 2020
Series
World Sustainability Series, ISSN 2199-7373, E-ISSN 2199-7381
Keywords
Higher education, Sustainability integration strategies, Sustainability performance, Sustainability reporting
National Category
Economics and Business
Identifiers
urn:nbn:se:hig:diva-30997 (URN)10.1007/978-3-030-26759-9_61 (DOI)2-s2.0-85074689688 (Scopus ID)978-3-030-26758-2 (ISBN)978-3-030-26759-9 (ISBN)
Note

Funding:

University of British Columbia

Fonds Wetenschappelijk Onderzoek

Available from: 2019-11-20 Created: 2019-11-20 Last updated: 2019-11-20Bibliographically approved
Lozano, R., Fobbe, L., Carpenter, A. & Sammalisto, K. (2019). Analysing sustainability changes in seaports: experiences from the Gävle Port Authority. Sustainable Development, 27(3), 409-418
Open this publication in new window or tab >>Analysing sustainability changes in seaports: experiences from the Gävle Port Authority
2019 (English)In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 27, no 3, p. 409-418Article in journal (Refereed) Published
Abstract [en]

Ports are under increasing pressure to become more sustainable. Although some ports have been including sustainability into their operations, this has been mainly done from economic and environmental perspectives and technological or policy‐related approaches, while there has been little research on organisational change management for sustainability. This paper analyses organisational change efforts for sustainability at the Port of Gävle, Sweden. Twenty‐three face‐to‐face interviews were conducted with various stakeholders. The findings show that there were differences in perception of sustainability; but similarities in the drivers for and the barriers to sustainability (with some key differences between the internal and external stakeholders). This research shows that, in their journey towards becoming more sustainable, ports have to take a holistic approach encompassing the four dimensions of sustainability (economic, environmental, social, and time); their stakeholders (internal and external); and legislative, technological, financial, cultural/social, voluntary initiatives, and organisational change management approaches.

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
Keywords
barriers to sustainability, drivers for sustainability, organisational change management, Port of Gävle, sustainability
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hig:diva-29056 (URN)10.1002/sd.1913 (DOI)000472585500015 ()2-s2.0-85057952481 (Scopus ID)
Note

Funding:

- Port of Gävle Authority 

Available from: 2019-01-05 Created: 2019-01-05 Last updated: 2019-11-29Bibliographically approved
Lozano, R. & Barreiro-Gen, M. (2019). Analysing the factors affecting the incorporation of sustainable development into European Higher Education Institutions' curricula. Sustainable Development, 27(5), 965-975
Open this publication in new window or tab >>Analysing the factors affecting the incorporation of sustainable development into European Higher Education Institutions' curricula
2019 (English)In: Sustainable Development, ISSN 0968-0802, E-ISSN 1099-1719, Vol. 27, no 5, p. 965-975Article in journal (Refereed) Published
Abstract [en]

There has been an increase in sustainable development (SD) integration into Higher Education Institutions' (HEIs) curricula. Several tools have been developed to assess SD in HEIs; however, only a few have focussed on curricula assessment, such as the “Sustainability Tool for Assessing UNiversities' Curricula Holistically.” Curricula assessment can provide an overview on how courses and programmes incorporate SD. This paper analyses the factors affecting the incorporation of SD in curricula using a survey sent to a database of 4,099 European contacts, with a response rate of 9.85%. The responses were analysed using descriptive statistics, t test, ANOVA, and correlations. The analyses showed that (a) teaching in European courses covers many issues of sustainability in a fairly good balance, with the exception of social issues that are the least addressed; (b) there are correlations between the economic, environmental, social, and cross‐cutting themes; (c) females tend to teach SD in a more balanced way than men; (d) the HEIs types have no influence on how SD is being taught, but the education level has; and (e) some countries, in the case of this research, Italy and Spain, may show more interest, yet the average results tended to be lower than those others, in this research, Sweden, the United Kingdom, and the Netherlands. Curricula assessment provides a diagnostic of SD incorporation and the factors that affect it. This can help educators improve their courses and provide students with better SD skills and insights

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
Keywords
curricula assessment, education level, European Higher Education Institutions, gender, Higher Education for Sustainable Development, STAUNCH
National Category
Learning Pedagogy Other Natural Sciences
Identifiers
urn:nbn:se:hig:diva-30825 (URN)10.1002/sd.1987 (DOI)000492798800014 ()2-s2.0-85071291020 (Scopus ID)
Available from: 2019-10-21 Created: 2019-10-21 Last updated: 2019-11-26Bibliographically approved
Lozano, R. & Barreiro-Gen, M. (2019). Analysing the incorporation of sustainable development into European Higher Education Institution's curricula. In: Guraya, T., Cabedo, L. (Ed.), Engineering Education towards Sustainability: Approaches for Institutionalization and Teaching Implementation: Second Internacional Conference on Engineering Education for the 21st Century – ICEE21C 2019. Paper presented at 2nd International Conference on Engineering Education for the XXI Century, Bilbao, Spain, 4-5 July 2019 (pp. 51-56). Bilbao: Universidad del País Vasco / Euskal Herriko Unibertsitatea
Open this publication in new window or tab >>Analysing the incorporation of sustainable development into European Higher Education Institution's curricula
2019 (English)In: Engineering Education towards Sustainability: Approaches for Institutionalization and Teaching Implementation: Second Internacional Conference on Engineering Education for the 21st Century – ICEE21C 2019 / [ed] Guraya, T., Cabedo, L., Bilbao: Universidad del País Vasco / Euskal Herriko Unibertsitatea , 2019, p. 51-56Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Bilbao: Universidad del País Vasco / Euskal Herriko Unibertsitatea, 2019
National Category
Other Engineering and Technologies Other Earth and Related Environmental Sciences Educational Sciences
Identifiers
urn:nbn:se:hig:diva-30446 (URN)
Conference
2nd International Conference on Engineering Education for the XXI Century, Bilbao, Spain, 4-5 July 2019
Note

Book of abstracts: http://engineeringeducation.ehu.es/wp-content/uploads/2019/07/ICEE21C-2019-Book-of-Abstracts.pdf

ISBN: 978-84-1319-074-7

Available from: 2019-07-25 Created: 2019-07-25 Last updated: 2019-08-09Bibliographically approved
Barreiro-Gen, M. & Lozano, R. (2019). Analysing the incorporation of Sustainable Development into European Higher Education Institutions’ curricula. In: : . Paper presented at Symposium “Accelerating the Implementation of Sustainable Development in Campus Activities and Programmes”, A Coruña, Spain, 2-3 December 2019.
Open this publication in new window or tab >>Analysing the incorporation of Sustainable Development into European Higher Education Institutions’ curricula
2019 (English)Conference paper, Oral presentation only (Other academic)
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:hig:diva-31178 (URN)
Conference
Symposium “Accelerating the Implementation of Sustainable Development in Campus Activities and Programmes”, A Coruña, Spain, 2-3 December 2019
Available from: 2019-12-04 Created: 2019-12-04 Last updated: 2019-12-05Bibliographically approved
Lozano, R. (2019). Analysing the use of tools, initiatives, and approaches topromote sustainability in corporations. Corporate Social Responsibility and Environmental Management
Open this publication in new window or tab >>Analysing the use of tools, initiatives, and approaches topromote sustainability in corporations
2019 (English)In: Corporate Social Responsibility and Environmental Management, ISSN 1535-3958, E-ISSN 1535-3966Article in journal (Refereed) Epub ahead of print
Abstract [en]

Interest in sustainability from the corporate sector is evidenced by over 13,000 companiesin 160 countries that have signed the United Nations Global Compact. In thiscontext, a number of tools, initiatives, and approaches (TIAs), e.g., circular economy,corporate social responsibility, eco-efficiency, life cycle assessment, and sustainabilityreporting have been developed by and for corporations to engage and promote sustainabilitywithin their systems. Each of the TIAs has advantages when addressingsustainability issues and the company system's elements, but it has disadvantages indealing with their complexities and interactions. Relying only on one TIA results in alimited contribution to sustainability, whereas using too many TIAs wastes resourcesand energy. The Corporate and Industrial Voluntary Initiatives for Sustainability(CIVIS) has been proposed to better combine the TIAs. A survey was developed toinvestigate the use of 24 TIAs. The survey was sent to a database of 5,299 organisations(of which 3,603 were companies), from which 202 responses were obtained.The responses were analysed using ratio analysis, principal component analysis, andcluster analysis. The responses show that some TIAs are well known and providegood results when used, for example, corporate social responsibility, corporate sustainability,and Global Reporting Initiative reports. The analyses show a number ofgroups of the TIAs that can help to better combine them. The paper updates theCIVIS framework in order to provide clearer guidance on how to combine the TIAs. Acombination of between four and six initiatives appears to be most effective way topromote sustainability. The TIAs can help to promote sustainability in corporations,but they need to be combined correctly in order to address holistically the fourdimensions of sustainability, the system elements, and stakeholders, while avoidingduplication of tasks and wasting resources.

Place, publisher, year, edition, pages
John Wiley & Sons, 2019
National Category
Other Environmental Engineering Business Administration Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hig:diva-31155 (URN)10.1002/csr.1860 (DOI)
Available from: 2019-12-02 Created: 2019-12-02 Last updated: 2019-12-03Bibliographically approved
Lozano, R. (2019). Assessing sustainability in higher education institutions. In: : . Paper presented at Second International Conference on Engineering and Innovative Technology SU-ICEIT 2019, Erbil, 14-16 April 2019.
Open this publication in new window or tab >>Assessing sustainability in higher education institutions
2019 (English)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29464 (URN)
Conference
Second International Conference on Engineering and Innovative Technology SU-ICEIT 2019, Erbil, 14-16 April 2019
Available from: 2019-04-16 Created: 2019-04-16 Last updated: 2019-08-08Bibliographically approved
Fobbe, L., Lozano, R. & Carpenter, A. (2019). Assessing the coverage of sustainability reports: An analysis of sustainability in seaports. In: : . Paper presented at The 19th European Roundtable for Sustainable Consumption and Production (ERSCP) - Circular Europe for Sustainability: Design, Production and Consumption, Barcelona, 15-18 October, 2019.
Open this publication in new window or tab >>Assessing the coverage of sustainability reports: An analysis of sustainability in seaports
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Seaports are major transport hubs of the global economy. Their activities pose negative impacts on the environment, the social, and the economic dimensions of sustainability. Seaports are complex systems with unique characteristics and their sustainability efforts are dependent on the local context, ownership structure, size, and operations. A number of ports have started to assess and report their sustainability efforts; however, there is limited information on the coverage of sustainability issues and the performance of port sustainability activities. This paper assesses the indicator coverage of 24 sustainability reports of seaports from worldwide that follow the GRI guidelines using the Holistic Assessment of Sustainability Performance in Seaports (HASPS) framework. The HASPS was developed by the authors based on a literature review and expands the GRI guidelines with port-specific indicators and interlinking issues. The results show that there is a great variety of coverage of information disclosed regarding all five dimensions of the HASPS (economic, environmental, social, port system, and interlinking issues). Ports that use the GRI guidelines, management systems and certifications, have a good coverage of sustainability issues; coverage however is better in ports that have developed additional port-specific indicators. The paper highlights the importance of a harmonised port sustainability assessment, which can be used by all ports regardless of their unique characteristics.

Keywords
Seaports; Assessment and reporting; coverage; Sustainability; Sustainability reports
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hig:diva-31241 (URN)
Conference
The 19th European Roundtable for Sustainable Consumption and Production (ERSCP) - Circular Europe for Sustainability: Design, Production and Consumption, Barcelona, 15-18 October, 2019
Available from: 2019-12-10 Created: 2019-12-10 Last updated: 2019-12-10Bibliographically approved
Findler, F., Schönherr, N., Lozano, R. & Stacherl, B. (2019). Assessing the Impacts of Higher Education Institutions on Sustainable Development: An Analysis of Tools and Indicators. Sustainability, 11(1), Article ID 59.
Open this publication in new window or tab >>Assessing the Impacts of Higher Education Institutions on Sustainable Development: An Analysis of Tools and Indicators
2019 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 11, no 1, article id 59Article in journal (Refereed) Published
Abstract [en]

Many higher education institutions (HEIs) have started to incorporate sustainable development (SD) into their system. A variety of sustainability assessment tools (SATs) have been developed to support HEIs to systematically measure, audit, benchmark, and communicate SD efforts. In recent years, stakeholders have increasingly asked HEIs to demonstrate their impacts on SD. These impacts are the direct and indirect effects an HEI has outside of its organizational boundaries on society, the natural environment, and the economy. This study analyzes to what extent SATs are capable of measuring the impacts that HEIs have on SD. A mixed-method approach, using descriptive statistics and an inductive content analysis, was used to examine 1134 indicators for sustainability assessment derived from 19 SATs explicitly designed for application by HEIs. The findings reveal that SATs largely neglect the impacts HEIs have outside their organizational boundaries. SATs primarily use proxy indicators based on internally available data to assess impacts and thus tend to focus on themes concerning the natural environment and the contribution to the local economy. Updating existing SATs and developing new ones may enable HEIs to fully realize their potential to contribute to SD. 

Place, publisher, year, edition, pages
MDPI, 2019
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hig:diva-28989 (URN)10.3390/su11010059 (DOI)000457127300059 ()2-s2.0-85059172723 (Scopus ID)
Available from: 2018-12-22 Created: 2018-12-22 Last updated: 2019-08-28Bibliographically approved
Lozano, R. (2019). Bridging aims and delivery of higher education for sustainable development: Using pedagogical approaches to fulfil competences. In: : . Paper presented at Edu BUP project, 28-30 January 2019, Tallinn, Estonia.
Open this publication in new window or tab >>Bridging aims and delivery of higher education for sustainable development: Using pedagogical approaches to fulfil competences
2019 (English)Conference paper, Oral presentation only (Refereed)
National Category
Other Earth and Related Environmental Sciences Pedagogy Learning
Identifiers
urn:nbn:se:hig:diva-29228 (URN)
Conference
Edu BUP project, 28-30 January 2019, Tallinn, Estonia
Available from: 2019-02-05 Created: 2019-02-05 Last updated: 2019-11-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1441-7555

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