Learning organisations help to advance sustainability in HE

This article also appeared in University World News

Learning organisations help to advance sustainability in HE

Patrick Blessinger , Abhilasha Singh , Madasu Bhaskara Rao, and Mirela Panait

Over the past century, higher education institutions have evolved in response to rapid political, economic and social changes, significant technological advancements, and global environmental challenges. To respond to these rapidly changing conditions, universities have expanded beyond their role as centres of knowledge production and consumption and have also become catalysts for societal transformation.

Knowledge production continues to increase exponentially. As societies have transitioned from information-based to knowledge-based to learning-based, higher education institutions have, concomitantly, transformed into learning organisations.

Universities as learning organisations

The concept of a learning organisation revolves around continuous learning and adaptability, making it the ideal place for integrating education for sustainable development (ESD) into universities’ teaching-learning, research and community service missions.

Implementing a learning organisation strategy can assist universities in fully integrating ESD and promoting a sustainable culture and mindset that influences every dimension of academic life.

A learning organisation approach focuses on continuous learning and improvement to achieve its mission and vision. To do this, it must foster a culture of innovation and continually transform itself to meet the changing needs of its environment.

For higher education institutions, this involves faculty and students engaging in three core components : 1) a supportive and compassionate learning environment, 2) relevant and rigorous learning processes and practices, and 3) collaborative leadership that continually fosters learning in all aspects of the institution.

Learning organisations can maintain a competitive edge by staying at the forefront of social and global trends and academic practices.

Adapting to continuous change requires organisations to create feedback mechanisms that collect and analyse data to make informed decisions about how best to lead and manage the organisation. The effectiveness of a learning organisation rests on its ability to learn and adapt continually through capturing and leveraging knowledge to aid the decision-making process. This is particularly true for higher education.

Curriculum development

A culture that encourages open dialogue, collaboration and continuous improvement among faculty and students can help cultivate supportive learning environments and relevant learning processes. Institutions should create an inclusive atmosphere where diverse perspectives are valued and respected and where faculty and students feel safe expressing ideas and taking risks.

This can be achieved by implementing engaging learning strategies like group projects and discussions and encouraging participation and critical thinking.

Faculty should actively participate in professional development and mentorship programmes to acquire ESD knowledge and skills to integrate sustainability principles into their courses.

Institutions should prioritise the availability of resources such as faculty support and technology to ensure that all faculty can develop a high degree of professional competency in programme and course design for sustainability.

Colleges and universities can adopt instructional strategies emphasising active and experiential learning. Problem-based learning, where students work on real-world sustainability challenges, fosters meaningful critical thinking and problem-solving skills.

For instance, service-learning projects, internships and community-based research provide students with real-world hands-on experience, making ESD concepts, theories and principles more concrete and relevant by bridging theory and practice.

Exemplars

Integrating ESD into the curriculum requires a multidisciplinary and interdisciplinary approach. For academic courses, sustainability projects could require engineering, business and environmental science students to collaborate on innovative solutions to global challenges and their political, economic, social and environmental impacts.

For instance, engineering programmes could focus on sustainable design principles, business courses on sustainable business practices, and environmental science courses on environmental protection concepts. This approach involves revising existing courses and creating new ones that holistically address sustainability issues across various fields of study for a more relevant and authentic approach to learning.

For example, the University of British Columbia in Canada has integrated sustainability into its strategic plan. The plan includes continuous feedback loops for course improvement, ensuring that sustainability concepts are regularly updated to reflect the latest research and societal needs.

Stellenbosch University in South Africa offers a service-learning programme directed by the University of Georgia School of Public and International Affairs’ Centre for the Study of Global Issues. The programme combines classroom theory with community engagement and wildlife field study, providing students with an ESD learning experience that connects academic studies with real-world applications.

Faculty development

Faculty members must have the necessary knowledge and skills to teach ESD effectively. Since ESD is multidisciplinary and interdisciplinary, professional development programmes focused on ESD can help faculty integrate ESD principles into their courses.

For instance, faculty learning communities (FLCs) provide one such platform for collaboration where educators can share best practices, develop interdisciplinary curricula and engage in joint research projects.

While there are general sustainability principles, sustainability is also domain specific. ESD FLCs focus on sustainable communities and integrating sustainability into different disciplines.

For example, the Georgia Institute of Technology in the United States established FLCs that bring educators from various disciplines to collaborate on embedding ESD into their teaching. Their Serve-Learn-Sustain programme brings together diverse faculty and staff to discuss and apply themes related to sustainable communities.

Research initiatives can focus on renewable energy, climate change mitigation, sustainable agriculture, and social equity. For example, the Grantham Institute for Climate Change and the Environment at Imperial College London is a research centre focused on addressing climate change through interdisciplinary research. The institute collaborates with government, industry and non-profit organisations to develop policies and technologies that promote sustainability.

Student development

Involving students in sustainability research projects enhances their learning experience and prepares them for future careers. Undergraduate and graduate research opportunities can be designed to address pressing sustainability issues, providing students with valuable skills while contributing to the university’s sustainability goals.

The United Arab Emirates government launched UAE Vision 2030 in 2010 to transform the nation into a learning-based, sustainable economy. The UAE has focused on embedding sustainable development within higher education institutions.

This initiative has positioned sustainability as a fundamental aspect of institutional operations, community outreach, evaluation processes, reporting practices and stakeholder engagement. The aim is to educate students on the impact of their actions on society and the environment.

At Arizona State University in the US, the School of Sustainability offers students opportunities to engage in research projects that address local and global sustainability challenges. Students have worked on projects ranging from urban farming to sustainable transportation systems.

Collaborative leadership

Learning organisations emphasise the importance of community and stakeholder engagement in promoting sustainability .

Universities can work with local communities to address sustainability issues through outreach programmes, workshops and public lectures. These initiatives can raise awareness, educate the public and foster a shared sense of responsibility for sustainability.

Learning organisations use feedback mechanisms to improve their practices continuously. Universities can establish comprehensive systems to collect and analyse student, faculty and community feedback on their sustainability initiatives. This information can refine programmes, identify new opportunities and ensure that sustainability efforts are practical and aligned with the university’s mission.

Leadership is essential for embedding sustainability into a university’s mission. Learning organisations cultivate visionary leaders who are collaborative and committed to constant learning and continuous improvement. These leaders can champion sustainability initiatives, mobilise resources and inspire others to contribute to the university’s sustainability goals.

Conclusion

Adopting the principles of a learning organisation can enhance a university’s ability to embed ESD into its teaching-learning, research and community outreach missions.

By fostering a culture of continuous learning and innovation, universities can equip faculty, students and staff with the knowledge and skills needed to address the complex challenges of sustainability. This holistic approach enriches the academic experience and contributes to the broader societal goal of achieving global sustainable development goals.

Patrick Blessinger is an adjunct lecturer of education at the State University of New York at Old Westbury in the United States, and chief research scientist for the International Higher Education Teaching and Learning Association or HETL. Abhilasha Singh is professor and vice-president for academic affairs at the American University in the Emirates in Dubai, United Arab Emirates. Madasu Bhaskara Rao is an associate professor in human resource management and organisational behaviour at the ICFAI Business School, a constituent of the ICFAI Foundation for Higher Education in Hyderabad, India. And Mirela Panait is an associate professor at the Petroleum-Gas University of Ploiesti in Romania.

Suggested Citation:

Blessinger, P., Singh, A. Rao, M.B., and Panait, M. (2024). Learning organisations help to advance sustainability in HE. University World News, https://www.universityworldnews.com/post.php?story=2024091114534938

Copyright ? [2024] Patrick Blessinger, Abhilasha Singh, Madasu Bhaskara Rao, and Mirela Panait

Disclaimer

Opinions expressed in this article are those of the author, and as such do not necessarily represent the position(s) of other professionals or any institution.