1. Case Study: Otago Polytechnic Case Study: University of Otago
Action to Date
2004
2005
2006
2007
2008
2009
2010
2011
Otago Polytechnic Centre for
Sustainability
established, Wanaka.
Projects with industry,
local government
and community.
* All schools
& departments
report on progress
toward graduate
profile goal.
‘Living Campus’
hands-on experience
stimulates thinking
and discussion.
‘What’s
Best’ local
business
showcase
‘Poly
bikes’.
National
Coordination
of SHaC
* Education
for Sustainability
(EFS) content
within each
programme.
Compulsory
full day work
shops for
staff
Continual
& significant
improvement in
sustainable practices in all
polytechnic operations,
including procurement,
waste, open-source
information, travel,
energy.
Multiple
committed,
salaried
positions
Leadership
Team commits to
becoming a sustainable
organisation and
leader in the field of
education for
sustainability.
* Goal:
all graduates
are capable and
confident to act as
sustainable
practitioners.
‘ The Natural Step’
invested in to
manage integration
into all areas of
curriculum, teaching
operations, industry
& community
involvement.
* Specialist
courses, Wanaka:
certificate and
graduate diploma
in sustainable
practice.
University of Otago
2004
2005
2006
2007
2008
2009
2010
2011
Working
Party on
Environmental
Sustainability
(ES) formed.
Report
presented
to V.C.
Environmental
Sustainability
Advisory Committee
(ESAC) formed.
Green
Star rating
on new
building.
Building
Management
System significantly
upgraded. Salaried
Energy Manager.
Recycling
on Campus.
New,
salaried role
pending.
Exploring
possibility of
incorporating a
Sustainability
Objective in
Strategic Plan
ES
Website
Campus
Master Plan
published; section
on sustainability
vision.
Vision
* Emphasis on Curriculum
Tangible Action
Selected to be indictive of preliminary
findings on levels of commitment.
• means different things to different people
• has no blueprint or prescriptive approach for implementation
• is evolving new common languages within disciplines
• is best understood through a reflective process by each individual.
• Clear policy influences integration into decision making by
demanding understanding.
3., F.T.
Understanding Sustainability
1.
• top-level commitment to sustainability objectives is essential for change. F.T.
• tertiary institutions have a responsibility to lead by example in society.
Leadership is key
3.
Commitment over time.
4.
1• Shove, Elizabeth, and Walker, Gordon. (2007) Commentary. Environment and Planning A,
(39), 763-770.
2. Voss, Jan- Peter, Bauknecht, Dierk, Kemp, Rene (Eds.) (2006) Reflexive Governance for
Sustainable Development. Edward Elgar. U.K.
3. Robinson, John. (2004) Squaring the Circle? Some Thoughts on the Idea of Sustainable
Development. Ecological Economics, 48, 369-384.
4. Vatn, Arlid. (2005) Institutions and the Environment. Cheltenham. Edward Elgar
Publishing Limited.
F.T. Preliminary research findings.
From Policy to Action: Governance for Sustainability Transitions
In Otago’s Tertiary Education Institutions.
Introduction:
• In response to a changing moral and legal decision-making environment in New Zealand, institutions are devising and managing strategies that improve environmental sustainability.
• The transitions represent a complex new challenge, for which there is no singular definition or blueprint.
• Taking two tertiary education institutions as case studies, this research aims to identify and investigate key elements associated with the implementation of sustainability measures.
• Of particular interest is the governance practice of reflexivity, strongly identified in current discourse as a means to achieve the adaptation and to identify the innovation necessary to respond to and manage complex, shifting goals.
• Actions and achievements to date suggest current levels of commitment.
• The roles and responsibilities of tertiary institutions are questioned.
Reflexive Governance is optimal
2. • a framework to correct concepts and practices
• supports adaptation to changing conditions
• optimise systemic change when results are unpredictable
• manages innovation from diversity
• self reflects, challenging established cultures and inherently political agenda 1. 2. 4.
“Putting in a report
would make no
difference”
We don’t really feel
listened to.’
“Things have to go
through the top to
be taken seriously.’
“I have the
freedom and support
to try out my ideas.”
“The door is
always open.”“If I want to try
something, I can just
go ahead.”