Environmental Sustainability in Institution of Higher Learning - Report Example

Environmental Sustainability in of Higher Learning Introduction Sustainability refers to the capability to maintain or prolong something either living or an object. Environmental sustainability, therefore, refers to the ability to maintain or prolong the wellbeing of the environment through the practice of environmental conservation practices. These practices include activities such as recycling, use of renewable energies rather than fossil fuels (Joshi 2), soil conservation and tree planting among others. Environmental Sustainability in Universities and Colleges Universities worldwide are nowadays adopting environmental sustainability practices within their academic institutions. Universities consider themselves a test bed through which sustainability campaigns such as the stop green wash program can increase public awareness on the need for environmental sustainability (Jones Web). In the past two decades, environmentalists worldwide have paved the way for sustainability to be incorporated into university curriculums (Finlay and Massey 11). However, environmental sustainability goes beyond recycling. Higher learning institutions are investing hugely in research into renewable energy and environmental conservation measures necessary in everyday social activities. Huge students’ enrollments are currently evident in universities and colleges worldwide for environmental management and sustainability studies. This move by institutions of higher learning has enhanced the awareness and willingness of the younger generation to participate on matters of environmental conservation. In addition, these academic institutions serve as an example to other institutions on the necessity to instill environmental sustenance into everyday human activities (Mascareli 3). Efforts to promote environmental sustainability have been noted to have increased over the recent years. Many individuals are aware and concerned with issues such as the biodiversity, climate change, conservation, health and globalization. This trend, which is positive, is aimed at increasing sensitization of environmental sustainability and these efforts have spread even to institutions of higher learning. In higher learning institutions, curricula are aligned with sustainable development and environmental sustainability (Finlay and Masey 11). Students now prefer to learn within environments that are sustainable. Academic institutions have also adapted strategies that are aimed at reducing emissions and material waste. In Emory University, Atlanta, Georgia, freshmen students are served food produced locally. The food is served on cutlery that is made from dry sugarcane. The freshmen are given drinking water in water bottles that are reusable. These efforts are aimed at instilling an environmental sustainability culture within its students. In addition, educational institutions have enrolled climate commitment programs. These programs also ensure environmental sustainability. All these efforts made by higher learning institutions help to break down barriers surrounding environmental sustainability. Learning institutions would be recommended to instruct on how to eradicate barriers that prevent achievement of environmental sustainability to people who lack the information. Specific strategies are developed to regulate greenhouse gas emissions. When coming up with development plans, efforts that support environmental sustainability should be kept in mind. The learning institutions are encouraged to reduce production of carbon emissions and discharge of material wastes. Other benefits that are achieved from the efforts made by the higher learning institution is the protection of human health. The goals that promote environmental sustainability cut costs that are incurred by educational institutions. The costs in this case include energy and administrative costs. Higher learning institutions should incorporate the government agencies and the public in their sustainability efforts (Alshuwaikhat and Abubakar 16). The community has a tendency to emulate activities of the higher learning institutions; they need to be included in sustainability projects as well as during the process of making decisions. The community is also suitable as they can contribute resources that promote sustainability efforts. Therefore, learning institutions are encouraged to educate the community on sustainability benefits. This can be done through workshops and seminars. Many people worldwide are unaware of the importance of environmental sustainability. The lack of information on environmental conservation can be attributed for the low commitment levels shown by communities. For individuals within the community to be sensitized, the incorporation of sustainability measures in their lifestyles and daily habits is vital. Universities and colleges have realized that the best time to do this is during the formative years of an individual’s life, hence the introduction of the subject matter in these institutions. Higher learning institutions have strived to eradicate barriers to sustainability through the use of sensitization platforms and strategies. In addition, they have demonstrated that an organizations management determines the success of their sustainability practices by associating committed sustainability with administrative development. As such, it should be noted that for sustainability to be achieved, a dedicated leadership and correspondence systems have to be in place. This leadership organ is charged with developing the necessary policies that will steer institutions and departments towards sustainable development (Brinkhurst, Rose, Maurice, and Ackerman 8). The leadership structure should easily influence and encourage other departments to adopt the appropriate sustainable measures. In the case of academic institutions, a “bottom-up” approach has been encouraged whereby students develop and implement sustainable programs on their own and encourage staff and administration to adopt these programs (Breen 21). Through the realization of environmental sustainability, various benefits can be accrued by all stakeholders involved. The educational institutions in particular would benefit greatly from the financial benefits accrued from the use of renewable energies (Alshuwaikhat and Abubakar 15). The Kyoto Protocol gives provisions for the collection of carbon credits for countries or institutions that have reduced greenhouse gas emissions through the Clean Development Mechanism (CDM). These credits can be traded in the global market at their existing market price. Furthermore, environmental sustainability ensures that there exists a healthy living environment for both students and staff of the institution. Partnerships formed with like-minded companies could greatly help the higher learning institutions. From these partnerships, universities and colleges could obtain significant resources such as information, equipment and grants which could be used to promote further research into sustainability. Conclusion It is evident that many organizations are giving due emphasis to environmental sustainability practices. These considerations revolve around climate change, biodiversity, extinction of species, health, ecosystems and other factors under which sustainability applies (Ricketts 6). This active participation in environmental sustainability can be attributed to increased awareness in institutions of higher learning worldwide. These academic institutions have channeled vast resources towards the realization of environmental sustainability objectives set by international environmental organizations. Research such as the development of sustainable energy with low carbon emissions and environmentally friendly trade practices has been conducted with the aim of conserving the environment. In addition, universities and colleges have emphasized on the need to include various stakeholders in the sustainability process. The community in particular has the greatest interest in environmental sustainability and as such, their sensitization on the matter is critical in order for the goals of environmental sustainability to be realized. References Alshuwaikhat, Habib M., and Ismaila Abubakar. "An Integrated Approach to Achieving Campus Sustainability: Assessment of the Current Campus Environmental Management Practices." Journal of Cleaner Production 16.16 (2008): 1777-85. Web. 21 Feb. 2014. Breen, Sheryl D. "The Mixed Political Blessing of Campus Sustainability." Political Science and Politics 43.4 (2010): 685-90. Web. 21 Feb. 2014. Brinkhurst, Marena et al. "Achieving Campus Sustainability: Top-Down, Bottom-Up, Or neither?" International Journal of Sustainability in Higher Education 12.4 (2011): 338-54. Web. 21 Feb. 2014. Finlay, Jessica and Jennifer Massey. "Eco-Campus: Applying the Eco-city Model to Develop Green University and College Campuses." International Journal of Sustainability in Higher Education, 13.2 (2012): 150-65. Web. 5 Mar. 2014. Jones, Chelsea. “Are Colleges Greenwashing?” Sustainability Law at Lewis & Clark Law School. Sustainability Law, 6 Dec 2013. Web. 17 Apr 2014. Joshi, Monika. "Sustainability is about more than recycling at top colleges." USA Today April 19, 2014. Academic Search Complete. Web. 7 Apr. 2014. Mascarelli, Amanda Leigh. "How Green Is Your Campus?" Nature 461.7261 (2009): 154-155. Academic Search Complete. Web. 21 Feb. 2014. Ricketts, Glenn M. "The Roots of Sustainability." Academic Questions 23.1 (2010): 20-53. Web. 5 Mar. 2014. Read More