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1、HIGHER EDREPORTOctober 2022QS Quacquarelli Symonds SUSTAINABILITY RANKINGS 2023 WE CAN.WE MUST.Looking into the soul of the sectorDriving sustainability in higher educationWe can.We must.32QS Higher Ed Report|October 2022Sustainability Ranking|2023We can.We Must.7|Editors welcome12|Looking into the
2、soul of the sectorClaudia Civinini24|We can.We Must.Eugenia Lim34|Sustainability should be everyones businessDr Katell Le Goulven39|DRIVING SUSTAINABILITY IN HIGHER EDUCATION Frances James,Dr Andrew MacFarlane&Dr Ludovic Highman40|Sustainability:an introduction41|Institutions for change48|The studen
3、t voice55|Introducing the QS World University Rankings:Sustainability 2023 56|The Ranking:performances lenses and indicators63|SUSTAINABILITY RANKING 202364|Methodology65|Rankings tables82|Our commitment to progress85|Contributors24|We can.We must.7QS Higher Ed Report|October 2022Sustainability Rank
4、ing|2023Anton John CraceAnton is Editor and Program Designer at QS Quacquarelli Symonds.He was the former Asia Pacific editor of The PIE News and received the Universities Australia Higher Education Journalist of the Year at the National Press Club of Australia.If youve ever found yourself on a crui
5、se in a famous city with a body of water,its likely youve heard some variation of the following fact:most landmark bridges never finish being painted.The telling of the story is that usually by the time a crew completes their journey painting from one end of a bridge to another,they will need to go
6、back to the start and begin the process again.The bridge is never really finished.Over the past few days and weeks,leading up to the launch of the inaugural QS World University Rankings:Sustainability 2023,Ive found myself reflecting on this story quite often.Higher education and society can seem to
7、 resemble painting a bridge.Once the process of reformation has completed,it starts again.In many ways,all of QS Rankings are an annual measure of progress.In her essay for this edition of the Higher Ed Report,Executive Director of Hoffmann Global Institute for Business and Society,Dr Katell Le Goul
8、ven,observes sustainability itself isnt a destination.I would argue,excellence in education is also not a destination.We can always go further as a sector.If a ranking shows progress and sustainability doesnt have an end goal,then what is it that were measuring?Dr Le Goulven also has insight on this
9、:sustainability is a process.In her words,“a cycle of adaptation,learning and action”.The measure,therefore,is less concerned with determining an ETA for the end,and rather a reflection of how much weve changed and improved.The hope is that seeing our own progress as well as the progress of those ar
10、ound us will inspire further advancements.In this way,the goal of sustainability or excellence in higher education is unlike painting a bridge.A bridge is static and repainting only ever seeks to maintain it back to a certain standard,not to improve it.As anyone who has lived in a river city will kn
11、ow,often,the real problem isnt that a bridge hasnt been painted,but that there are too few bridges,ultimately restricting access and the ability to navigate from one point to another,or that there are too many bridges for only a certain type of travel.That said,the truth behind the trivia also tends
12、 to be rather mundane,but nonetheless substantially more important.The story,as its told,is inaccurate.Painting a bridge is not a Sisyphean-act,restarting anew once complete.Instead,a crew will undertake regular inspection and maintenance to ensure all areas remain protected and will mend anything u
13、nder threat of exposure to the elements.A thorough repainting process is uncommon.Reflecting on these realities perhaps gives a better representation of sustainability in higher education.Sustainability does not have an end point and encompasses a multi-pronged approach that involves protecting the
14、vulnerable parts of what we currently have,while also building new infrastructure that better meets our shared needs.We hope the contents of this Higher Ed Report,the second for October and the penultimate for the year,gives you further perspective on how far the sector has come,and inspires you to
15、strive for further,long lasting improvements.I hope you and your family remain safe.Adapt,learn,actCMYCMMYCYCMYK20221007_Image_Ad_singlepage_A4_ol.pdf 1 7/10/2022 10:45:51 am 1312QS Higher Ed Report|October 2022Sustainability Ranking|2023The soul of the sectorLOOKING INTO THE SOUL OF THE SECTORStude
16、nts,staff and external organisations are pushing universities to take the lead on sustainability,calling into question their values and their role in society.Claudia Civinini reports.“You have to wear two hats.You have to try and get over this cognitive dissonance between this is what you get paid t
17、o do,and the college is expecting you to carry out these duties,and the things that the college should be doing,but isnt putting into your job description,”says Kayleigh Woods Harley.Woods Harleys day job is Project Support Coordinator at Birkbeck,University of London,but she is also one of the acti
18、vists behind the campaign that successfully pushed the university to become the first institution in the UK to cut its recruitment ties with the fossil fuel industry.“Its a bit of a strange position as a staff member,having those two conflicting approaches,”she confesses.The dissonance between how u
19、niversities are operating and how they should operate in light of the climate emergency,and the awareness that someone needs to pick up the slack,is shared by a multitude of activists,including staff,students,and external organisations,all pushing for change in the higher education sector.The end of
20、 September was a momentous time for them,registering the first victory for two relatively new campaigns.Birkbecks decision was announced on September 28th and lauded by People&Planet,the organisation that launched the Fossil Free Careers campaign in the UK,as a“huge precedent for the higher educatio
21、n sector”.People&Planet is also known as a student network campaigning on climate change and migrant and worker rights in the higher education sector.Only a day later,across the Atlantic,Princeton University announced it would dissociate from 90 university level,many students are not aware of it,eit
22、her,he adds.“I think that the universities have a moral obligation to ensure that students are aware of the climate change crisis.There should be no excuse for any discipline not to have climate change knowledge implemented in their programme.”A good start,he explains,could be a question on climate
23、change in the admissions procedures of any university.“We have a problem of awareness.Thats the first thing we need to do in Africa:getting people aware of the crisis.”Baby steps Campaigners have also been forging international collaborations.One of the campaigners Folakunmi has been in touch with r
24、ecently is companies operating in the thermal coal or tar sand segment of the fossil fuel industry,cutting all financial ties with the companies in question,including all research funding.Campaign group Fossil Free Research branded it an“incredible victory”on Twitter,but warned that the fight is not
25、 over,pointing out that some fossil fuel industry“giants”were not included in the list of prohibited donors.Campaigns to push the sector to become more sustainable and lead in the response to the climate crisis are gathering momentum and seem to be calling for a fundamental soul-searching exercise:w
26、hat does the higher education sector stand for?Who is it in service of?What is its role in society?The way universities respond to the climate crisis,arguably the defining issue of our time,seems inextricably connected to these questions.Moral institutions“We rely on universities;we expect so much o
27、f them because we dont really rely on politics anymore.Everyones frustrated about that.The only ethical and moral institutions we can rely on are universities,“says the Founder of the African Climate Change Movement,Ogunsola Ayooluwa Folakunmi.For him,there is no doubt,having ties with the fossil fu
28、el industry clashes with the“moral”role that universities have in society.“Theres really no way to sugar-coat it.We have to stop using fossil fuels.If not,were going to face so much.We are already facing so much in Africa,all of this is already happening:flooding,droughts,food crisis in the Horn of
29、Africa,”he explains.“Fossil fuel companies are killing our environment,and if you are Fossil Free Research.A board member of the organisation describes the Princeton decision to implement a fossil-free research policy as“a sign that,finally,we are moving in the right direction”.“It is very exciting,
30、and the momentum is building.”However,she adds,the campaign has also suffered a setback.“The University of Cambridge in the UK had the chance to implement a fossil-free research policy,but recently chose to reject that decision.It is important universities have conversations about implementing fossi
31、l-free research within their campus,as this is one way to broaden the scope of divestment and further prioritise reinvestment in the community.”collecting money from that,it means youre part of it.It doesnt make sense that a moral institution like a university receives funds from the fossil fuel ind
32、ustry.”Folakunmi recently graduated from the Tai Solarin University of Education in Nigeria,and he founded the African Climate Change Movement at the beginning of the year,with the goal of forming a network of climate activists across Africa.The group is now planning to carry out a climate change to
33、ur across Nigerian universities,to educate students about the climate emergency.“Our curriculums from high school do not really do enough in regards to teaching people about sustainable development goals or climate change,”he explains.And at Fossil Free Research is a campaign coordinated by students
34、,academics and experts and activists,explains the board member.“We want to end the toxic influence of fossil fuel money on climate change-related research in universities.We are calling on universities in the UK and the US to institute a ban on accepting fossil fuel industry funding for climate chan
35、ge,which includes environmental factors and also energy policy research.”Students,staff and campaigners have been pressuring universities for a while to stop accepting research funding for climate research from fossil fuel companies,highlighting concerns around greenwashing and research freedom.An o
36、pen letter signed by 500 academics likened the fossil fuel industry to tobacco.14The soul of the sectorThe Fossil Free Research campaign builds on the success of other ongoing campaigns putting pressure on universities to divest their endowment from the fossil fuel industry,with high-profile victori
37、es such as Harvards$42 billion divestment announcement.“Weve seen full divestment,weve seen partial divestment,and of course,we have universities that havent divested yet,”the board member says.“Our hope is a full divestment,but.baby steps!”Beyond divestment,the board member argues,there is a host o
38、f actions universities can take to become“better stakeholders in the community”,such as involving the local community in their decisions,and re-investing in it or in non-profits aligned with their values.Transparency and accountability also shine through as crucial demands for the education sector.T
39、he board member insists that it is essential for students to be reminded of their seats at the table.“Students are,at least in the US,stakeholders.Theyre giving money to the university,and therefore,they do have an opinion on how that money is spent.We need to make sure students know that they can a
40、sk the university to show them proof of funding that theyre receiving.”Asking for the bare minimum Accepting research funding from oil,gas and mining companies is only one of the ways campaigners see universities supporting the fossil fuel industry.The longest-running campaigns have been tackling th
41、e way universities invest pension funds or endowments.At the time of writing,99 universities have pledged to divest in the UK alone.People&Planet sends yearly Freedom of Information requests to ensure they dont row back on their commitment.“Some universities are still investing in the fossil fuel in
42、dustry,providing legitimacy through their big social power to these industries,”Fergus Green,Senior Campaigns Coordinator:Climate at People&Planet explains.“Were really asking for the bare minimum here;were asking that universities end their active support for the very companies that are most respon
43、sible for driving us into the climate crisis.This should be a no-brainer.”Recruitment is another avenue of support that campaigners have started to target.Fossil Free Careers is one of the newest campaigns launched by People&Planet.It asks universities to end their recruitment relationships with the
44、 fossil fuel industries.Its first win with Birkbeck in London shows that this is something universities can achieve,observes Green.“Our goal is to have a real material impact on the way that the oil,gas and mining industry can recruit in UK universities.We want to shut down that recruitment pipeline
45、;we want to make it really difficult for those companies to secure the graduates they need to continue to expand their planet-wrecking operations,”he explains.In five years time,it would be“a disgrace”if any universities continued having recruitment relationships with the fossil fuel industry,says G
46、reen.“Its shameful now,in 2022,”he adds.In 2007,People&Planet launched a University League comparing the environmental performance of UK universities,with the next edition due to be published at the end of the year.The methodology takes into account a range of different sustainability metrics,for ex
47、ample,sustainability of operations,investment,careers,water usage and workers rights,and is compiled by People&Planet and what Green calls“an army”of volunteers.According to Green,while the methodology is always expanding to keep pushing the sector to take increasingly robust climate action,more nee
48、ds to be done.“Some universities score very well in the University League.As with all rankings,this performance is relative to the rest of the sector,and there is much more to be done,”he says.“For example,the number one ranked university in the 2021/2022 University League,Manchester Metropolitan,sc
49、ores 86.3 percent,which is a fantastic score in relative terms,but this also means theres a further 13.7 percent of marks which are not being earned.”1716QS Higher Ed Report|October 2022Sustainability Ranking|2023The soul of the sectorand climate-conscious sector,in the face of its what students wan
50、t,but,most importantly,because we are the adults in the room and there is a climate emergency,”she explains.For Tremblay,the solution to the sectors reliance on international travel is not an easy fix,not offsets,nor,of course,banning travel altogether.The question is more profound and touches on th
51、e very purpose of the sector.“We get emails from people all the time saying:Oh,Im flying to EAIE,Im so sorry,”she recounts.“But its their job.Right now,our entire system depends on this work.“Emissions come in a lot of different ways:student travel,faculty travel,operational recruitment theres a hug
52、e set of dimensions that you look at for decarbonising.But if youre going to burn that fossil fuel to get somewhere or do something,how are you making sure that the impact is meaningful?”Outcomes for the local community or work on solving the climate crisis can be benchmarks for assessing the positi
53、ve impact of projects involving travelling,she explains,while employing a climate justice approach to assess the sectors carbon footprint is essential.Another key change for universities pertains to how their sustainability and international offices work together:sustainability offices will have a s
54、ustainability strategy,which more often than not does not include international education,and vice versa.She explains:“Those two strategies need to be integrated.They need to speak the same language,and they need to be supportive of one another,”Tremblay argues.And if the two offices are not collabo
55、rating,this doesnt let the international office off the hook,she says.“International needs to take accountability for itself by setting a baseline-what were the emissions of our offices in 2019?compare that with 2022 and then start making a plan on how to reduce them.”However,he adds,climate campaig
56、ns have been extraordinarily successful.“These campaigns really placed the blame for the climate crisis at the feet of the fossil fuel industry,right where it belongs.”“We can change the narrative,change the way people think about investments in universities.”The adults in the roomIf fighting climat
57、e change is directly tied to higher education sectors role in society,some soul-searching is required in the international education sector as well.CJ Tremblay is the founder of Alethea,a worker cooperative supporting the international education sector on decarbonisation and sustainability.“We are t
58、rying to drive the transition towards a more just“Emissions come in a lot of different ways:student travel,faculty travel,operational recruitment theres a huge set of dimensions that you look at for decarbonising.”18The soul of the sectorRoad warriors Pockets of resistance,Tremblay explains,are stil
59、l there.Some resistance stems from lack of expertise and capacity within individual institutions and,generally,the difficulties the sector has had during the pandemic.“The theme we come up against over and over again is this isnt our priority right now or we know its important,but we have visa probl
60、ems with our international students or we have to get back to our numbers from pre-pandemic levels,”she says.“Its either its not a priority or its not my responsibility.”“So,we are working with sector leaders,such as associations,who understand the urgency of the situation and the responsibility we
61、have towards future generations of students.”Most of the resistance comes from what Tremblay defines as the“road warrior mentality”.“Its a very real visceral fear of losing our way of life,part of our identity.For people whove been doing it for a long time,it can be really difficult.”This fear argua
62、bly applies to the whole sector and beyond,and so do problems of lack of capacity and expertise.In most universities,climate campaigning groups pushing for change are driven by staff and students.We only hear about them when they score a victory,but their work is ongoing.“So much of it is campaignin
63、g on the part of staff and students,and campaigning isnt what the university likes to talk about.A lot of it is invisible labour,emotional and cognitive labour,all of this extra time that people are putting in,”Woods Harley explains.Campaigns have been very successful.In some instances,students and
64、staff have managed to make institutions adopt university-wide programmes,such as the Green New Deal in the UK,a policy backed by the National Union of Students and University and College Union demanding a set of measures to tackle the climate crisis through a social justice lens.At Goldsmiths,Univer
65、sity of London,the Green New Deal was launched in 2019;pursuing carbon reduction across the institutions operations,even including its cafe menu,and embedding the climate emergency at the centre of research and curriculum.But while staff and students are clearly invested in making the sector more su
66、stainable,change is needed in the structure and the management of individual universities to ensure that both the capacity and the resources are there to make the transition happen.Some universities have sustainability teams as part of their staff,looking at everything from estate management to rese
67、arch,but thats not the case everywhere.Even among those who do,resources and budgets vary,and not in every institution is sustainability part of the remit of senior leaders,which can delay crucial decisions.What Tremblay says can again be easily applied to the whole sector.“Institutions need to reso
68、urce this work.People cannot keep doing this off the side of their desk,or later,once we have capacity.”The school strike generationIf the urgency of the climate crisis is not a strong enough argument for resourcing sustainability work and making changes,maybe the risk of losing students will be.“Th
69、is is becoming increasingly important to students.According to the Princeton Review,74 percent of students said a colleges environmental commitment matters when choosing where to apply,only 6 percent said it doesnt matter at all,”Tremblay argues.Green agrees:“I think were seeing increasingly climate
70、-conscious students come through the university system.This is the school strike generation!“I think students wont go to a university that isnt taking the climate crisis seriously.Its a really big risk for universities.They have to act,they have to be doing more.And universities recognise this.”Ulti
71、mately,it all comes back to the question of the soul of the sector.Arguing that decolonisation and decarbonisation need to be resolved together,Woods Harley says:“I do think that universities have to justify themselves a lot more than they used to about why they exist and who theyre benefitting.Are
72、they benefitting their vice-chancellors,earning hundreds of thousands of pounds each year?Or are they a public good?Are they actually good for the world?And thats definitely what I would like to say,because thats why I work in education:because I think its a public good.”But universities can be a pu
73、blic good only if they can extricate themselves from any fossil fuel links,she maintains.“I think there is a risk,”she adds.“It will be a PR disaster at some point if they continue as they are.And I think its the job of campaigns like ours to highlight where those links still are so that we can put
74、pressure on university managers to correct that.”“I think students wont go to a university that isnt taking the climate crisis seriously.Its a really big risk.”ABU DHABI UNIVERSITYYour partner in world-classresearch and teachingAs one of the regions leading academic institutions,Abu Dhabi University
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89、nking|2023We can.We Must.We can.We must.By Eugenia Lim 2726QS Higher Ed Report|October 2022Sustainability Ranking|2023We can.We Must.Beacons of change,agitants of society,thought leaders.Institutions of higher learning are created to pave the way for the future and set the tone for generations to co
90、me.As we face pressing challenges with the climate and society at large,universities must take a leadership position in this fight.“Universities shape their communities,they shape society,”says Quinn Runkle,Director of Education at UK based charity,Students Organising for Sustainability(SOS-UK).“Whe
91、n universities do take this seriously,it has a really tangible impact in their communities,in the wider society and indeed on the graduates from that institution.”In fact,students expect universities to be leaders in sustainability and are demanding more to be done.This is not a new trend sparked re
92、cently by activist Greta Thunberg or the 2018 school strikes for climate.According to surveys conducted by SOS-UK,which span over more than a 10-year period(2010-2022),over 80 percent of students surveyed think that sustainable development should be actively incorporated and promoted inside universi
93、ties.The proportion of students who believe this has remained consistently high through the past decade.Creating sustainable practices within an institution,however,goes beyond on-campus activities such as bike-sharing lanes,community gardens and recycling schemes.Institutions should look the United
94、 Nations Sustainable Development Goals which range from ending poverty,mental health and well-being as well as protecting the planet from degradation and climate change.Those goals have implications on just about every aspect of how the university operates-from its enrolment efforts,curriculum desig
95、n,research and even human resource practices.More than hot airOne of the first steps universities may take to equip students with the knowledge and understanding of sustainability issues,is to institute a mandatory freshman-level module on the topic,which would,at the very least,give a foundational
96、understanding of the issues at hand.However,Runkle,whose work at SOS-UK aims to transform education to become a positive force for sustainability and social justice,does not think that such a touch-and-go strategy goes nearly far enough.“I think what is a lot more meaningful for students is to have
97、sustainability integrated in a way that is relevant to them,and speaks to their subject area,and their future professional ambitions,and indeed their personal lives as well that reflects their own lived experience.”SOS-UK hopes that their work will help result in an education system repurposed aroun
98、d the climate emergency and ecological crisis,where sustainability is“woven through every subject like a golden thread”.But to do that,Runkle says universities must“deeply consider sustainability through all aspects:how they operate and how they educate and prepare young people for the future”.Monas
99、h University in Melbourne,Australia,for instance,believes in taking a faculty-based approach to ensure students understand the SDGs and how they impact their future profession.“Its often more effective if its integrated into the curriculum with a more tailored approach,”says Tony Capon,Director of t
100、he Monash Sustainable Development Institute(MSDI),“so that students can see the relevance of the SDGs in the context of the work they do”.Based on his experience,he says students are very engaged around these topics and are not only concerned about these issues,but expect universities to tackle them
101、 head-on.“When the jobs of the future increasingly require skills and capabilities to address these sustainable development challenges,its important that universities incorporate sustainability into the curriculum,”says Capon.“If a university isnt incorporating sustainability into its curriculum,its
102、 likely they will be less attractive as a destination for learners.Thats a key consequence.”Resistant to change,slow to collaborateOften one of the major criticisms of universities is that they are slow to change or adapt.While that may partly be due to their scale and the nature of how they typical
103、ly operate,it could be a major roadblock in dealing with urgent issues such as the climate crisis.Having distinct faculties or schools in a particular discipline means universities are usually not structurally set up for interdisciplinary work which is exceptionally important in dealing with sustain
104、ability issues.Runkle believes part of creating an education system that further enhances sustainability requires breaking“The solutions we need will really come from a diverse broad range of sectors.”Students and the wider community are placing greater expectations on universities to lead the way i
105、n climate and societal change.Observers say now is the time to act.Eugenia Lim explores how universities can lead,and why they must.out of subject siloes and taking a more holistic view to education as a means of advancing sustainability.“The solutions we need will really come from a diverse broad r
106、ange of sectors,individuals and we need higher education to be tackling this with this same sort of breadth.”That same principle can also be extended to how universities approach other institutions of higher learning to produce work that will benefit the planet,and society at large.Capon,meanwhile,s
107、ays institutions of higher learning are conventionally very competitive with each other in terms of research and rankings and it can sometimes be a barrier to furthering the cause.Overcoming this in 2017,Monash collaborated with other institutions to publish Getting started with the SDGs in Universi
108、ties,a guide to help the academic sector in accelerating their contributions to the sustainability goals.Available in six languages,the guide highlights the important role universities have in implementing the SDGs through their teaching,research,operations and leadership,and provides practical guid
109、ance and examples to inspire further action.“We need to get better at cooperation and collaboration,that often means that any single institution might need to share the credit for something with other institutions,”says Capon.Another obstacle universities have to contend with is retaining students a
110、ttention to the cause,and being effective in teaching content on sustainability.“Its not just about presenting the student with the content,but also helping the student engage with the content,”says Sara Pervaiz Amjad,Assistant Dean of Administration for Student Affairs at New York University Abu Dh
111、abi.Given that youths today are constantly bombarded by information,Amjad says it is important to give students a foundation around some of the topics of social and environmental sustainability to aid them in developing a better lens when curating the content they are consuming.Therefore,higher educ
112、ation must factor in how to“make it more of an intervention that can then lead to behaviour change”rather than just another info session,says Amjad.Systemic challengesThere are,however,limitations beyond the control of universities.Runkle is critical of“the marketisation of higher education”which sh
113、e says has been a significant barrier to implementing greater action around sustainability.“Having student recruitment targets and financial pressures push universities into having to act like businesses.”She argues that in acting like businesses,priority is placed on tuition fees and other income-g
114、enerating endeavours which“take away from universities core function as public institutions that exist for the public good.”In some instances,Runkle explains,this could restrict an academics ability to pursue meaningful and unbiased research which may be critical for sustainability to advance.“Coope
115、ration and collaboration often means that any single institution might need to share the credit for something with other institutions.”28We can.We Must.What might be even more damaging,is if institutions do not have the support of their own leadership or their countrys government to pursue sustainab
116、ility goals.“It can be nearly impossible to do sustainability work within an institution that doesnt have the full support of the leadership,”says Nicole Lewis,CEO and Founder of Generation Hope,a US non-profit organisation that supports teen parents and their children through college and kindergart
117、en.“Its so difficult to create transformation when you dont have the full support and engagement of the President,”she says,recounting the experience of her work under the Trump Presidency.Her twelve-year-old organisation is expanding its work through the US to help universities and policymakers mee
118、t the needs of parent students who are working toward their degrees.Given that there is a sizable intersectionality between parent students and other marginalised student groups such as people of colour,Lewis says“everything we do as an organisation is done through a race equity lens”.She says unive
119、rsities must bake social justice work into their strategic priorities to ensure it is an institution-wide with buy-in from senior leadership.And to ensure such work is sustainable,Lewis highlights that it needs to be part of an overall strategic blueprint and cannot simply be relegated to one office
120、 or one person.“One of the biggest risks in terms of failure in implementing social justice work is when you rely on one person within an institution to create real transformation.Thats not real.Its not reality.Youre not going to be able to do that,”says Lewis.“Where institutions often dont see resu
121、lts is when its a standalone project,its one or two people or its a small task force thats totally divorced from the work of the organisation.”“The reality is that social justice work is the work of the institution,it should not be a project or a passing fad,”says Lewis.Sustainability ranking and ac
122、countability One way to track how universities are performing on their sustainability goals is by comparing their efforts and ranking them such as through the first QS World University Rankings:Sustainability.The new framework evaluates how universities are tackling the worlds most pressing environm
123、ental and social issues.Lewis believes it is a good step forward as it allows for greater clarity on how higher education institutions are living up to their claims.“We want to be holding institutions accountable to their equity goals,their sustainability goals,to their commitment to the things they
124、 say are important and that they care about,”she says.However,she cautions that such an assessment should also be done through an“equity lens”,bearing in mind that some institutions that are underresourced,may not have been able to put dollars to sustainability work in the same way that larger insti
125、tutions have.30We can.We Must.progress toward social justice and racial equity,”says Lewis.“Gone are the days where those statements issued from leadership are enough to convince people that institutions are committed wholeheartedly to social justice.“Its going to take action behind those words and
126、thats where we are now in terms of the evolution of this work.”Similarly,Monash Universitys Capon agrees with the principle of such a practice,as it assesses how universities are making a difference to the world,rather than their efforts to publish in high quality journals,or attract competitive res
127、earch funding.However,he remains wary.“Universities need to be calling themselves to account and tracking their own progress,but the value of having a system of international rankings may cause problems,”he says.He views such efforts to rank universities according to their work in sustainability as
128、somewhat of a double-edged sword.The road aheadAs conversations on sustainability become more mainstream and top of mind for youth and the general public,the expectations for universities to do more will only increase.This will further increase as understanding around climate and social justice cont
129、inues to expand and mature,broadening the scope of the conversation and advocacy work.For instance,Runkle finds it heartening and positive that it has become much more commonplace to talk about the role of decolonisation in our understanding of sustainability in recent years.“Particularly in the UK,
130、understanding the role of colonialism and imperialism in shaping our universities is important in shaping how sustainability can or cant be advanced around the world.”As the world emerges from the effects of the COVID-19 pandemic,and reveals more social inequalities,Lewis says it has exacerbated the
131、 inequalities of certain groups and populations which have been historically allowed to fall through the cracks.As a result,there is an even more urgent need for institutions like universities to respond to social issues.“Its really now a time when institutions need to really reflect on what their p
132、ractices have been but also have to show they are making“We want to be holding institutions accountable to their equity goals.”Partnering with QSBenefit from tailor made solutions Get QS consultants advise on how to make the most out of your engagementReach your target audience QS publications are r
133、ead by 15k+higher education professionalsPromote your brand internationally Our audience comprises university leaders and academics from across the globeFor more information,please contact QS Publications Essential content for informed decisionsQS HE Reports46k+Pageviews 170+Countries 4.4k+Instituti
134、onsFind out the latest insights and compelling international education content with QS annual,quarterly and online publications.News from universities across the globe,key trends in higher education,data and expert analysis,survey reports on pressing higher education issues,and special reports on ou
135、r rankings and results.QS Yearbook95k+Pageviews 110+Countries 2.7k+InstitutionsQS-GEN Magazine52k+Pageviews 85+Countries 2k+InstitutionsYEARBOOK 2021REASSESSING ASSESSMENTExam title:University:Date:Exam No.:Exam instructions to follow:Please use a black ballpoint pen Enter the correct information in
136、 the above boxes Please do not start the exam until instructed Read through each question thoroughly All questions must be answered,and in the correct space provided Leave time at the end of the exam to check through your answers The time limit for the exam is 60 minutesGLOBALEDUCATIONNEWSAugust 202
137、1QS Quacquarelli SymondsIssue:05Access EducationHIGHER EDREPORTASIA RANKINGS|2022November 2021QS Quacquarelli SymondsQS Publications Advert-Print-A4-B2B.indd 1Implementing UN Sustainable Development Goals Implementing UN Sustainable Development Goals Shows the Way?179 Mwh Renewable Energy Generation
138、0.13 Million Tree Plants&Shrub Plants55%Green Cover in the Campus48 Rain Water Harvesting Pits320 KLD Treated Water from the Sewage Treatment Plant at the CampusJGU Since Inception 3534QS Higher Ed Report|October 2022Sustainability Ranking|2023Essay:Sustainability should be everyones businessEssayEs
139、saySustainability is the big buzz in business right now.It seems every company has a sustainability strategy and is going green.Yet by almost all major indicators,there has been little progress towards the global Sustainable Development Goals,or SDGs.In September 2022,UN Secretary-General Antonio Gu
140、terres addressed the General Assembly and issued an SOS for the SDGs,saying“Even the most fundamental goals on poverty,hunger and education are going into reverse”.The climate is increasingly unstable,loss of biodiversity is staggering,and extreme weather is accelerating.Building resilient communiti
141、es and vibrant economies on a healthy planet requires a common understanding of sustainability.It also requires action by all.In this area,higher education can help make sustainability everybodys business.Defining SustainabilityThe term sustainability was coined by the World Commission on Environmen
142、t and Development in 1987.The WCED Brundtland Commission Report defines sustainable development as“development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.There are two important aspects of this definition.First,sustainability i
143、s a process,not a destination.It is a cycle of adaptation,learning and action.Second,sustainable development is not simply environmental protection.Sustainability is about understanding interconnections between the economy,society and the natural environment and working towards positive outcomes for
144、 all three.In 2015,governments set out a global agenda for sustainability by adopting the Paris Agreement on climate change and the SDGs.Enabling ActionThe process of defining the SDGs revealed the importance of engaging the private sector to shape the agenda and lead in implementation.It also helpe
145、d make the business case for sustainability.Since 2015,a growing number of companies have adopted the framework and announced commitments to the goals.Investment in sustainable assets that align with the SDGs is also growing.From public universities to private schools,higher education must align wit
146、h this shift.Every school has a responsibility to prepare the next generation of leaders so they understand sustainability challenges,are equipped to addressed them and find their own opportunity in the sustainability space.Academia is uniquely positioned to provide evidence-based insights needed by
147、 decision makers to transform their organizations and lead progress towards the SDGs.In 2018,INSEAD launched the Hoffmann Global Institute for Business and Society to integrate sustainability in the school.With the most MBA graduates per year and over 60,000 alumni and business leaders,INSEAD saw an
148、 opportunity for big impact by aligning the business school for the world with the SDGs.Sustainability should be everyones businessDr Katell Le Goulven,Executive Director,Hoffmann Global Institute for Business and Society,INSEADMany business schools are getting on this path.Sustainability is gaining
149、 traction in the broader management education ecosystem.Higher education accreditation,ratings,rankings and reporting standards are all considering sustainability components.Making ProgressWhile this progress is positive,as the UN Secretary-General points out,efforts must accelerate.Now is the momen
150、t to make sustainability everyones business across the entire higher education ecosystem.The Hoffmann Institute can share insights from our efforts to integrate sustainability into knowledge,teaching,external engagement and how the school walks the talk.There were challenges along the way and we sti
151、ll have some work to do,but we have made progress.INSEAD now has sustainability champions in all nine academic areas.The school is integrating sustainability into the core MBA curriculum.Alumni are aligning behind business as a force for good.The school has set out plans for gender balance and carbo
152、n emission reductions.In research,the Hoffmann Institute increased funding for responsible research to give leaders tools to make responsible decisions.This research is shared on INSEAD Knowledge,at responsible research conferences and in fora such as the World Economic Forum and ChangeNOW,where we
153、hear the need for new,more sustainable business models.In the classroom,teaching business and society through practical experiences has proven successful.For example,our Master Strategy Day brings real-world challenges faced by social impact organizations into a student-led competition to provide so
154、lutions.Part of the core curriculum,every student gets hands-on experience applying business strategy to a sustainability challenge.Engaging alumni and peers around sustainability can multiply results.Alumni-led INSEAD Community Impact Challenges brought together 8,000 people from over 100 countries
155、 to reduce single-use plastic consumption,change food habits and move towards net zero.Joining forces with seven other European business schools through the Business Schools for Climate Leadership initiative aggregated knowledge in a practical toolkit for alumni and leaders.Integrating sustainabilit
156、y in school operations also mattered,not least for learning purposes.INSEAD developed an action plan to reduce greenhouse gas emissions across campuses on three continents that serves as business case for students and alumni.Overcoming ChallengesWe have faced challenges in these efforts.We learned t
157、hat change in academia takes time while students want to see immediate adjustments.Partnering with clubs to develop extra-curricular activities such as our annual SDG week to bring latest sustainability practices on campus helped.Using the governance structures of the school-channeling our funding f
158、or research through the schools Research and Development Committee for instance-ensured that we would not develop a parallel structure that would side-line sustainability.Engaging faculty on every front is needed to embed sustainability deeply in educational institutions.This is also true for change
159、s in operations.Faculty involvement in the analysis and decision making of our carbon reduction strategy facilitated its adoption and brought many learning outcomes across our community.Business schools also face the challenge of teaching the transformation away from shareholder capitalism.It takes
160、a strong message of business as a force for good.Commitment from the top and buy in from senior leadership are essential and must be reflected in the sustainability strategy.Now is a moment for bold leadership by business schools,universities and all institutions of higher education.Sustainability a
161、t the core of higher education can help deliver a stable,secure and prosperous future for all.Lets work together and learn from each others efforts to make sustainability everybodys business.DRIVING SUSTAINABILITY IN HIGHER EDUCATIONBy Frances James,Dr Andrew MacFarlane&Dr Ludovic Highman 4140QS Hig
162、her Ed Report|October 2022Sustainability Ranking|2023Driving sustainabilityAccording to the latest Google Insights,there was a recorded 30 percent year-on-year increase in searches containing the word sustainability between 2019 and 2021,with 80 percent of users identifying the coronavirus pandemic
163、as being the leading cause of their heightened attention.In the wake of the destructive events of 2020-2021,conversations are taking place around how societies can re-build in a way that better protects both humanity and the planet from further damage both on a collective and individual level.Rightl
164、y so,higher education institutions have become key contributors to this conversation,with many holding a mirror up to their own practices in an effort to move forwards in a more sustainable way.However,digging a little deeper into Google user search habits,another rising trend was identified:those s
165、earching for the phrase“what is sustainability?”.It would be easy to assume that as the concept of sustainability takes a stronger place among global consciousness,clarity on what this term means would also be easier to find.However,among the talk surrounding events such as the UN Climate Change Con
166、ference in Glasgow(COP26),the latest IPCC report publication or Government announcements to Build Back Better,it seems that the true understanding of what sustainability is remains unclear for many.Without a solid definition,it makes it increasingly difficult for universities to join the collective
167、in developing and funding successful sustainable strategies themselves.So,what does it mean to be sustainable?“Sustainable development is not a fixed state of harmony,but rather a process of change in which the exploitation of resources,the direction of investments,the orientation of technological d
168、evelopment,and institutional change are made consistent with future as well as present needs.”-Brundtland Report,World Commission on Environment and Development,1987It wasnt until the 1960s and 1970s that a significant section of public opinion started voicing their concerns over resource scarcity a
169、nd unsustainable patterns of use,alongside a growing awareness of health hazards linked to industrial pollution.In turn,this allowed for the development of environmental critiques of the economic-growth development model that was promoted in the immediate post-war period.Population increase in the l
170、ast two centuries has placed further pressure on resources,with the population projected to reach 10.4 billion by the end of the century.As humanitys impact on the planet increased,and continues to increase,so has public awareness of the fragility of our future as Earths inhabitants.The terms sustai
171、nability;sustainable practices;sustainable development have come to be associated,in a colloquial sense,with efforts to exist and thrive on this earth without causing it further damage;for humans and the natural world to coexist without exploitation of its resources.Its a word or phrase used by bran
172、ds,organisations and politicians alike to encapsulate,and at times inflate,their efforts to continue to function whilst preserving our ecosystem.However,in order to develop or progress in a sustainable way,one must consider much more than the protection of Earths physical assets.To be truly sustaina
173、ble means to move forwards at no cost to either the planet or those who inhabit it.Sustainability must not only be associated with ecological protection,but to wider social and economic issues.This is what the UNs 17 Sustainable Development Goals(SDGs)aim to encapsulate:“a shared blueprint for peace
174、 and prosperity for people and the planet,now and into the future.”The SDGs call on UN Nations Member States to tackle a wide range of issues,including hunger,poverty,access to clean water and sanitation,inequality etc.,asking that members acknowledge the complex inter-play between these issues and
175、the need to collaborate.The goals make the statement that,to create positive progress that lasts,one cannot be selective in their efforts;to achieve one goal at the cost of another would mean to reject the holistic notion of sustainable development.Since their development,the SDGs have successfully
176、encouraged countries,organisations,businesses and governments to approach sustainability as a collective mission that requires a multi-pronged approach.In this report,we explore the way in which higher education institutions specifically have accepted this responsibility,why its so important and how
177、 the new QS World University Rankings:Sustainability can help drive their sustainable mission.Sustainability:an introductionWhile nations rallied to advance the SDGs,and the corporate world coalesced around the Environment,Social and Governance(ESG)framework criteria for organisations and corporatio
178、ns to measure and advance their sustainability efforts the higher education sector has been slower to pick up the baton.On the one hand,while all universities function differently,many are not run as business entities,and so the ESG framework isnt a perfect guide for them.On the other hand,the UN SD
179、Gs were designed with national governments in mind and,in turn,assume expansive power and a close partnership with the rest of the world.Universities seem somewhat adjacent to the conversation.Despite the lack of a comprehensive sustainability framework for the higher education sector to align their
180、 strategies with,many universities across the globe have already recognised the role they play in creating a more sustainable planet focusing their attention on three key areas:on-campus activity,research and pedagogy.On campus Creating a green campus by reducing waste and carbon emissions,and resto
181、ring green spaces,is one of the most visible ways in which universities can declare their commitment to environmentally sustainable practices.While many institutions have their own individual sustainable campus initiatives,over 1,000 universities from across the globe have also pledged to halve thei
182、r emissions by 2030,or reach net-zero by 2050 at the very latest,as part of the Race to Zero initiative by EAUC.On-campus initiatives to tackle social issues are arguably less visible,global and uniform,though most institutions have declared they are taking steps towards creating more diverse and in
183、clusive campuses;acknowledging their responsibility as employers as well as their duty to provide a safe and accessible learning environment for all students.However,while progress has been made,gender inequality in staff pay,the lack of female representation in senior academic and executive roles a
184、nd,in some countries,the growing precariousness of the academic profession,are still persistent issues at institutions.Theres also still a long way to go with regards to tangible and measurable steps to address student discrimination on campus.For example,a study by EAB revealed that,while 82 percen
185、t of sampled institutions released statements declaring anti-racist commitments following George Floyds death,“few institutions offered substantive and systematic approaches to tackling racism on their own campuses.”Institutions for change“The education sector is one of the few sectors that can supp
186、ort,promote,and contribute to achieving all of the 17 United Nations Sustainable Development Goals.Universities,in particular,are essential to achieving the SDGs because they can equip the next generation with the skills,knowledge and understanding to address sustainability challenges and opportunit
187、ies,and perform research that advances the sustainable development agenda.”-Implementing the UN SDGs in Universities:Challenges,Opportunities,and Lessons Learned,Renzo Mori Junior,John Fien,Ralph E.Horne 4342QS Higher Ed Report|October 2022Sustainability Ranking|2023Driving sustainabilityInitiatives
188、 that increase access to higher education,and education as a whole,also have the capacity to advance UN SDGs such as poverty,and racial and gender inequality making it even more important that universities,through their admissions policies,student recruitment targets and financial assistance program
189、mes,demonstrate inclusive policies to achieve their full social impact potential.ResearchIt is undeniable that institutions across the globe are making significant strides in advancing the UN SDGs through research utilising the expertise and resources they work hard to nourish.In early 2022,QS ran a
190、 series of interviews with institutions about their efforts to advance individual SDGs.This included Ceres2030:a collaborative project between Cornell University,USA,the International Food Policy Research Institute(IFPRI)and the International Institute for Sustainable Development(IISD),which aims to
191、 demystify the complexity behind SDG 2:Zero Hunger.The projects mission is to connect decision makers and donors with the research they need to make informed decisions about where to direct investments to address hunger.Ceres2030 is just one of many examples of institutions research efforts having a
192、 real-world,positive impact on sustainability.However,while the research being conducted at higher education institutions is commendable,true impact lies in collaboration the coming together of diverse and inter-disciplinary minds.The United Nations University is a global think tank whose mission is
193、“to contribute,through collaborative research and education,to efforts to resolve the pressing global problems of human survival,development,and welfare that are the concern of the United Nations,its Peoples,and Member States.”The organisation recognises the importance of creating a bridge between t
194、he international academic community and the United Nations system so that real progress can be made.Its imperative that institutions approach research projects with the ambition to make tangible impact in the real-world something that cannot be done without partnerships with larger organisations and
195、 industry.PedagogyEducation for Sustainable Development(ESD)is a concept that takes institutions one step closer to becoming key players in the development of a sustainable world.As described in the United Nations World Summit in 2005,ESD is“the process of equipping students with the knowledge and u
196、nderstanding,skills and attributes needed to work and live in a way that safeguards environmental,social and economic wellbeing,both in the present and for future generations”.While there are various ways to approach ESD,it is focused on interdisciplinary pedagogy.Higher education institutions are i
197、n a unique position in this respect.As environments for open debate,freedom of thought and impactful teaching,as well their role in equipping graduates with the skills and cultural understanding necessary to join the global economy,they shape the leaders of tomorrow:those with the power to implement
198、 sustainable strategies in the future.However,UNESCO warns that often,ESD misses the mark:“ESD is interpreted with narrow focus on topical issues rather than with a holistic approach on learning content,pedagogy and learning outcomes to bring about the fundamental behavioural shift to sustainable de
199、velopment”.For example,a recent UNESCO study,which investigated the ESD policy documents of 10 countries,found that it is mostly associated with the teaching of scientific knowledge on environment.UNESCO adds:“This is not enough to bring the transformative power of education to its full force.”While
200、 increasing climate literacy,empowering researchers to focus on fields related to the UN SDGs and building sustainable campuses,are all excellent overarching goals,progress to advance the UN SDGs is uneven in higher education.The social impact of universities in particular,whether for their students
201、,staff and local communities,must be addressed and measured more vigorously,to enable the higher education sector to reach its full potential,and lead by example.Could you tell us about the work that the University of Edinburgh is doing to help build a sustainable world?The last few years have broug
202、ht into sharp focus the role and responsibilities of universities to support society to build a fairer and more sustainable world.The University of Edinburghs Social and Civic Responsibility Plan recognises the opportunities to maximise the positive impacts the university can have on society,the env
203、ironment and wider economy,while actively working to reduce our negative impacts.Despite the effects of the COVID-19 pandemic,the university has continued to make a positive impact.This includes presenting climate science research at COP26 to influence stronger policies worldwide,publishing online c
204、ourses and providing free educational resources for children to increase climate awareness in society.The University remains on track to become carbon neutral by 2040 and has already completed its divestment from fossil fuels,reduced its absolute carbon emission by 24 percent since 2007-08 and,since
205、 2010,has invested more than 170 million in low-carbon technology,climate-related research and businesses that directly benefit the environment.The Universitys Department for Social Responsibility and Sustainability provides leadership and advice across sustainability,civic and social responsibility
206、 issues,including leading the universitys response to the climate crisis.The Edinburgh Climate Change Institute and the Edinburgh Earth Initiative support the University to harness its academic research for impact and support innovation through partnership.What area of sustainable development do you
207、 feel you are having the most impact in and which area do you hope to do more work in?The University of Edinburgh will continue to progress objectives within its Social and Civic Responsibility Plan,including the ambition to become a zero-carbon and zero-waste university,widen participation in highe
208、r education and support inclusion,work together with local communities and ensure everything we do contributes towards the UN SDGs.Matthew Lawson,The University of EdinburghMatthew Lawson is the Senior Spaced Repetition System Learning,Teaching and Reporting Manager at the Department of Social Respo
209、nsibility and Sustainability at the University of Edinburgh,UK.Lawson has been a member of the higher education community for over 11 years in various sustainability-focused positions and is currently responsible for overseeing the departments efforts to incorporate climate and sustainability into s
210、tudent learning and experience.Lawson is also the Coordinator of the UNICA Green and Sustainable Development Goals Working Group and a graduate of the EAUC Leadership Academy.We spoke to Lawson about the University of Edinburghs holistic sustainability efforts and evolving student mindsets on this i
211、ssue.4544QS Higher Ed Report|October 2022Sustainability Ranking|2023Driving sustainabilityThe university is actively identifying opportunities to further embed climate and environmental sustainability into the curriculum and student experience,address issues related to poverty,homelessness,access to
212、 education and youth employment through its Social Investment Strategy,support the development of student-led business,and secure investment to help transform areas of society from health care to energy provision.During your time at the institution,what changes have you seen among your students in a
213、ttitudes to environmental sustainability?Students want to create a more sustainable future.They want opportunities to develop knowledge,skills and actions to address the climate crisis and the UN SDGs.We know this through feedback from our student surveys on social responsibility and sustainability
214、issues,and from wider research tracking students experiences of learning and teaching on sustainable development.More than two-thirds(66 percent)of students want to learn more about sustainable development according to the Sustainability Skills Survey 2020-21,carried out by Students Organising for S
215、ustainability UK.79 percent of students want to see sustainable development actively incorporated and promoted through all courses.For several years,sustainability has been a very important issue for students,but from my experience,we are seeing students attach ever increasing importance to it.Stude
216、nts want the university of Edinburgh,their university,to be a leader on sustainability issues;they want to be actively leading sustainability projects,and develop their own knowledge,skills and leadership on climate and sustainability issues,recognising the climate and environmental emergency will i
217、mpact their careers and lives.Its important that the higher education sector incorporates a holistic approach to sustainability considering both environmental and social impact.What other work is the institution doing to help build a sustainable world,specifically in areas of social responsibility?S
218、ocial and civic responsibility needs to be central to the transition to a carbon neutral and sustainable world,ensuring a better and fairer society.The university has utilised its people,investments,research and partnerships in the below examples to further its civic commitments to society.The unive
219、rsity continues to strengthen its partnerships with communities in Edinburgh.Organisations across the Edinburgh city region who deliver positive impact in their local communities have been supported by the universitys Community Grants scheme,with 190 incredibly worthwhile community projects being pr
220、ovided with more than 500,000 to further their impact and outreach.Education charity IntoUniversity,the University of Edinburgh and the University of Glasgow have launched local education centres in Craigmillar,Govan and Maryhill,offering ground-breaking support to local young people.The collaborati
221、on is motivated by a shared concern for children growing up experiencing poverty and a belief in the power of education to transform young peoples lives.The centres connect young people who may never have dreamed of going to university with two of the worlds leading higher education institutions,who
222、 share the belief that no young person should be held back by their circumstances or miss out on the choices and opportunities they deserve.The universitys Centre for Homelessness and Inclusion Health has collaborated with a range of community partners on research projects,including those that inves
223、tigate and evaluate influential factors in harmful alcohol use through the refugee journey,the Cyrenians homeless hospital admissions pathways project and researching the impact of Covid-19 on people in the homelessness sector,including those with lived experience of homelessness.If you could give a
224、ny advice to other universities who are also striving to achieve positive change what would it be?Universities have the potential to support positive transformative change across society and the environment,both locally and globally.This can be maximised by considering everything a university does f
225、rom its academic research,operations and investments,supply chains,learning and teaching,partnerships and its community.Embedding considerations of sustainability,civic and social responsibility across decision making,and the staff and student experience will support this,especially to empower indiv
226、iduals to deliver and influence positive change and generate a shared ownership.Most importantly share,learn and collaborate with others.Interview conducted by Tsharna Daniel.Throughout your experience with policy,sustainability and higher education,what have you observed to be the most common barri
227、er that international higher education providers face when attempting to take ambitious climate action?The international education sector has to navigate a number of challenges,such as tensions between decarbonisation and other organisational objectives.For instance,international student mobility an
228、d academic travel may require flying,which is highly carbon intensive.International education providers need to consider whether the benefits of physical mobility outweigh the environmental costs of such travel,and whether other feasible alternatives are available.In some countries,international stu
229、dent mobility is also an important source of university income,and hence,there can be notable tensions between environmental and financial objectives.Also a number of other barriers exist,including limited resources,such as time or money,competitive pressures,lack of leadership or staff buy-in,and w
230、hether there are clear incentives for taking action or not.What is Climate Action Network for International Educators(CANIE)and how can CANIE help universities overcome barriers to climate action in their international operations?CANIE is a global grassroots initiative incentivising universities and
231、 other international education providers to take ambitious climate action.Just a few years ago,there was limited discussion about the nexus between international education and climate change.CANIE has been able to contribute to the sectors awareness as well as highlight available solutions.For insta
232、nce,the CANIE Accord contains 70 actions for universities and other international education providers to choose from.CANIE also offers a collaborative platform for people to share their insights and discuss solutions.Universities can take positive steps towards climate action in several ways:through
233、 research,on-campus activity,local community initiatives and pedagogy.Which of these areas do you think needs more focus within higher education climate change efforts,and what would you attribute this to?We need action in all these areas.However,considering the urgency of decarbonisation,it is abso
234、lutely essential that all universities adopt science-based targets and start reducing their own emissions as soon as possible.In addition,universities and other international education providers have the power to lead and influence others to take action.This can include influencing other universitie
235、s/international education providers and other organisations,such as those in the supply chain.As educational institutions universities also have an opportunity to educate students about the importance of sustainability.For instance,climate literacy could be included as a training module or a graduat
236、e attribute.Finally,research is always needed to improve our understanding of the issues at hand and associated solutions.Dr Pii-Tuulia Nikula,Climate Action Network for International EducatorsDr Pii-Tuulia Nikula is Principal Academic at Te Pkenga New Zealand Institute of Skills and Technology.An i
237、nternationally recognised researcher and innovative educator,Dr Nikula has extensive industry,teaching and research experience in the fields of management,policy,sustainability and higher education.Dr Nikula is also the co-founder of Climate Action Network for International Educators(CANIE),a volunt
238、eer grassroots initiative that leads and supports international educators around the world to build to take bold climate action.We spoke with Dr Nikula about the obstacles commonly facing higher education institutions working towards climate action.4746QS Higher Ed Report|October 2022Sustainability
239、Ranking|2023Driving sustainabilityCould you tell us about the work that the University of Toronto is doing to help build a sustainable world?At the University of Toronto,we believe that all sectors need to be playing a role in the transition to a more sustainable and just world.One of the ways we ar
240、e doing this is by building the pathways and modelling the changes needed for sustainability within and beyond our own institution.For the last five years,the university and Presidents Advisory Committee on the Environment,Climate Change and Sustainability(CECCS)have made significant progress on the
241、 goal of integrating academic and operational sustainability across all the major portfolios of the university.Our work extends across more activities in education,research,operations and engagement than I could do justice to here,but I will name a few:In terms of teaching and learning,we are creati
242、ng voluntary curricular and co-curricular sustainability learning opportunities that will be available to every single undergraduate student(we are currently at 66 percent),regardless of department or degree programme,and training students who want to be agents of change after leaving the university
243、 environment.In research,we are exploring how to think and approach research with sustainability and trans-disciplinarity in mind,while also employing co-production processes in current projects with partners inside and outside the university.The university is also innovating on our own campus and t
244、esting solutions such as our new geothermal exchange and deep energy retrofits project that help to accelerate progress on our own net-zero targets and demonstrate examples with learnings and benefits beyond the university itself.Finally,we are also collaborating with others to accelerate climate ac
245、tion implementation,such as the City of Toronto and other university networks around the world this includes the University Climate Change Coalition(UC3),the International Sustainable Campus Network(ISCN)and the U7+Alliance through which we lead on specific network priorities,sharing information and
246、 working to enhance our collective impact across and beyond the sector.Kristy Faccer,University of TorontoKristy Faccer is the Director of the Secretariat for the Presidents Advisory Committee on Environment,Climate Change and Sustainability(CECCS)at the University of Toronto,Canada.Having spent the
247、 last two decades working as an advisor,researcher and practitioner in the fields of climate change and sustainability,Faccer works with leaders on campus and off to integrate sustainability and climate change into all that the University of Toronto does.This includes guidance and support to a commi
248、ttee of Presidential Appointees and subcommittees in Engagement&Partnerships,Operations,Teaching&Learning and Research and leadership to a small team of Secretariat staff.We spoke with Faccer about the impressive work being done to embed sustainability into the make up of the institution.Its importa
249、nt that the higher education sector incorporates a holistic approach to sustainability considering both environmental and social impact.What other work is the institution doing to help build a sustainable world,specifically in areas of social responsibly?The University of Toronto has been purposeful
250、ly ambitious and inclusive in its understanding of sustainability.We draw on both the concept of regenerative sustainability and the guiding framework of the United Nations Sustainable Development Goals in our work as a way of acknowledging the interconnected and multidimensional nature of the chall
251、enge,as well as the need to actively contribute to societal and environmental wellbeing wherever we can.I came to the University of Toronto after spending some years on climate solutions and I think this is one area where the university is doing some very interesting and potentially path-breaking wo
252、rk.In addition to major capital projects like those mentioned earlier,University of Toronto staff,faculty and students are working on projects relating to embodied carbon,air travel,retrofits to heritage buildings,clean tech,climate justice in equity deserving communities of Greater Toronto and so m
253、uch more.In terms of where to go next,indeed there are many areas where we can add,deepen and extend the impact of work that has already started.When the CECCS was initiated as the first Presidential advisory committee at the University of Toronto,the idea was to make sustainability part of the iden
254、tity of the university so that it would be embedded within the fabric of the institutional culture.I think the University of Toronto and the CECCS have done a good job of creating leverage points and on-ramps to sustainability across the whole of the institution,and that this has helped to support t
255、he emergence of an active community of sustainability champions across the university.We have leadership from the very top of the organisation and we see plenty of bottom-up efforts at organising on many fronts including through inspiring student leaders and our broader community here in the city bu
256、t stronger connectivity and support for more of this is needed.While culture is difficult to change,we know that it can influence decisions and actions for the better,so we are thinking a lot about both the formal and informal practices that would enable such a change.Higher education is unique in i
257、ts capacity to catalyse policy change through research,but also through the skills and knowledge it embeds in the leaders of tomorrow.How has your institution imbedded sustainability into its pedagogy,both within the sciences and other disciplines?Our subcommittee on Teaching and Learning provides l
258、eadership and supports a wide range of different activities relating to empowering and building the capacity and knowledge of our future leaders.In addition to the curricular and co-curricular pathways programme I mentioned earlier that are available to students of all disciplines,the committee also
259、 supports a Sustainability Teaching community of practice of faculty and graduate students devoted to examining what is being taught in our classrooms and how it is being taught when it comes to sustainability.Through their work with scholars and thinkers on campus and off,the Sustainability Teachin
260、g Community of Practice has been exploring the transformative potential of engaging different worldviews and perspectives in sustainability teaching.Their goal is to work with the community they are developing towards building practices and pedagogies that are more inclusive,engaged,action-oriented
261、and justice forward.It is a very exciting and active group with lots more to come,Im sure.What advice would you give to other universities that are striving to achieve positive environmental and social change?Were there any strategies that you employed that were particularly successful?I think weve
262、reached a point in our sustainability journey as a society where our understanding of the nature of the change that is needed is clear,but it is getting there that is the challenge.Because I studied organisations,my mind often goes to questions of organising and how to go about directing the assets
263、the things,ways and people of universities towards a particular goal.We are fortunate in universities to have a strong foundation of assets that can be leveraged in service of a transformation to sustainability.We are often invited into conversations as credible voices and convenors,we have a wealth
264、 and diversity of knowledge and expertise and we have places and spaces for dialogue,reflection,learning and experimentation.We also have resources to support this work and a community of people that are living,working and setting out their future goals among us at any given time.Universities are al
265、so home to extraordinary individuals,thought leaders and strong student voices that are challenging the old ways and holding our feet to the fire.Interview conducted by Tsharna Daniel.4948QS Higher Ed Report|October 2022Sustainability Ranking|2023Driving sustainabilityThere are very few people who h
266、avent heard of Greta Thunberg.The Swedish-born climate activist has become the voice for an entire generation who are concerned for their future in a world facing climate disaster.Her sentiment that not enough is being done by those with the power to address climate change is echoed by millions,but
267、its Generation Z in particular that she has so effectively galvanised.Thunberg is not the only powerful young voice among emerging generations.In 2018,X Gonzalez became the most recognisable advocate for gun control performing a viral speech at March for Our Lives after surviving Stoneman Douglas hi
268、gh school shooting;Malala Yousafzai is the youngest Nobel Prize laureate in history and has become the spokesperson for access to education for all;Canadian teenager Autumn Peltier is known as the“Water Warrior”as a result of her work to ensure everyone can access clean water.Thandiwe Abdullah,Emma
269、Sulkowicz,Gina Martin,Isra Hirsi we could go on.These activists represent a collective mindset shift among emerging generations:an awareness that they can be the impetus for change on issues that matter.“The worlds young people remain hopeful,much more globally minded,and determined to make the worl
270、d a better place,”said UNICEFs Executive Director Henrietta Fore,speaking on the organisations 2021 intergenerational poll.“Todays young people have concerns for the future but see themselves as part of the solution.”But with a growing awareness for global issues and a desire for change comes an inc
271、rease in expectations that those who hold the greatest power will use this for good for students,this includes their university of choice.The student voiceWere facing a series of unprecedented world events:climate change,poverty,inequality,food shortages and a water crisis,to name a few.Its becoming
272、 crystal clear to all generations that we need to leverage our collective knowledge,resources and expertise to provide sustainable solutions to these global issues.I have a part to play in that as a student,but I also believe that my university does too.In fact,when choosing where to study,finding a
273、 sustainable and socially-just university was a key factor in my decision making.It was not only important for me to surround myself with people who want to make an impact on the world and society,but to know that my university would encourage action in its student body as well as take measures towa
274、rds positive change as an institution.Its clear that universities across the globe are stepping up their social and sustainability efforts,while also providing students with opportunities to create their own meaningful impact on the Sustainable Development Goals(SDGs).With each passing year,an incre
275、asing number of students want to see the positive Pratibha Muthukumarasamy:Environment and business student at the University of Waterloo,Canada“I expect my university to take responsibility when it comes to sustainability and social impact”action universities are taking to create a more just and su
276、stainable world,and be a part of their story.I was impressed by the social and sustainable initiatives at the University of Waterloo in Canada,where I study.When I researched the institution,I found comprehensive sustainability reports with clear annual targets and evidence of the progress made so f
277、ar.The implementation of innovative sustainable and accessible architecture on campus showed how the university is working hard to create change,including four bio-filter living walls and LEED-certified buildings.The university also has a campus compost initiative,where students collect organic food
278、 waste to process in their on-site campus cows.Plus,a social incubator for students to develop entrepreneurial solutions to social and environmental problems,called GreenHouse.Now Im a student,I still expect my university to continue setting a high bar with its social impact and sustainability effor
279、ts each academic year.I want to see more students feeding into the universitys actions and initiatives.I want my university to leverage cutting-edge technology and knowledge to steer innovation in the field.I want to see that the institution is following through on their carbon-neutral objectives an
280、d is reaching the targets stated in its sustainability plan.Of course,as an Environment and Business student,Id love to see more people choosing to make change through their degree choices too.Research shows that among adults,there is an ingrained political ideology that creates a barrier to changin
281、g a persons opinion.This ultimately impacts mass behaviour change.The younger generations,including myself,can drive change in our communities and facilitate conversations with adults to shape those views.And as students,we have the power to hold our educational institutions to account.I think every
282、 student,no matter what they study,can put the pressure on while theyre a part of that community.Here are a few tips for students:Read the universitys sustainability and social impact reports and plans to educate yourself on what is and isnt being done.Join or introduce your own student clubs and in
283、itiatives with a sustainability or social justice focus.These initiatives should feed into the universitys wider goals,but if they dont you can work together to change that.Attend talks and panels at the university where you can ask questions or share your opinions at the end.Follow other universiti
284、es with strong reputations for social impact and reach out to the sustainability or social impact teams to advise how the initiatives could be implemented within your university.Ensure that universities offer more sustainability and social justice modules across all degree programmes.You can sign a
285、petition or set up a meeting to discuss your ideas with your department/faculty director.I believe we have power to change ideas into action and leverage our voices to save the planet and create a more equal and just world.While I know that change begins with me,it was important to study in an insti
286、tution that could support and fuel my desire to create lasting impact in this world.Interview conducted by Laura Lightfinch.5150QS Higher Ed Report|October 2022Sustainability Ranking|2023Driving sustainabilityIf universities are to appeal to emerging generations,they must not only take sincere and m
287、eaningful steps towards environmental and social sustainability progress,but ensure that these are clearly communicated to prospective students.The results from our 2022 Sustainability Survey show that what matters to students is shifting,and in turn,the way universities market to these students mus
288、t adjust to reflect this.Over 3,000 prospective international students from 146 countries and territories were surveyed.Respondents covered a range of study levels and disciplines,and were queried in the summer of 2022.The resultsFrom the outset,its clear that many prospective international students
289、 have a keen interest in how sustainable an institution is,and that this information is now playing a role in at the very least the research stage of their university selection process.Only 18 percent of respondents said that they do not actively seek out information on how sustainable a university
290、is with 82 percent of prospective international students actively seeking,or potentially actively seeking,information on an institutions sustainability practices.When questioned about a universitys environmental impact specifically,the vast majority of respondents(98 percent)consider it to be of imp
291、ortance that an institution takes positive steps in this area of sustainability with 79 percent considering it to be extremely or very important.The collective concern over climate change is exposed further,with 66 percent agreeing with the following statement:Climate change is the biggest challenge
292、 facing society right now,and a significant 81 percent agreeing that we all have a responsibility to reduce our carbon footprint.What does the data say?Do you actively seek out information on how sustainable a university is?“As a student,I seek out the research and programmes a university has,the ov
293、erall progress of their involvement in sustainability,what steps they take to implement sustainable methods in the organisation,and lastly,whether they have courses on sustainability.”-student response to 2022 Sustainability surveyYesNoMaybe18%39%43%According to our study,the most likely way that a
294、prospective international student judges an institutions environmental impact by a considerable degree is through its on-campus initiatives,such as its commitment to recycling,waste reduction and increasing reliance on locally-sourced produce.Research is also used as a tool for judging a universitys
295、 commitment to environmental sustainability,with over half of respondents considering the funding(52 percent)and subject matter(49 percent)of research efforts.It comes as no surprise that prospective students have high expectations of a universitys environmental activism given that many are changing
296、 their own habits to do just that.Our results show that,in the last 12 months,over half of respondents(52 percent)have limited their use of single-use plastics and exactly half have bought more local produce.A further 41 percent have reduced the amount of new products they buy and 40 percent have ch
297、osen brands that have environmentally sustainable efforts.Its interesting to see that only a minority of prospective international students are willing to reduce their air travel(19 percent).As discussed,its not only the environmental impact of an institution that students are taking note of.Nearly
298、half(49 percent)of all respondents consider a universitys social impact to be very important when deciding which institution to study at.A further 38 percent of respondents consider this but to a lesser extent.How important is it to you that a university takes steps to reduce their environmental imp
299、act?Which of these do you use to judge whether a university is environmentally sustainable?“Many universities are conducting projects on sustainability,but will the projects the students are working on actually contribute to sustainability,or does it just influence peoples perceptions of the institu
300、tion?”-student responseExtremelyVeryModeratelySlightlyNot at allOn-campus initiativesResearch outputGeneral ethos/mission statementResearch funding prioritiesEmbedding issue in course contentStated commitments on achieving carbon-neutralityNone of these73%49%36%52%45%33%3%40%39%16%3%2%5352QS Higher
301、Ed Report|October 2022Sustainability Ranking|2023Driving sustainabilityIn terms of what values a university possesses,its clear that prospective students want to see the protection of human rights prioritised by their chosen institution with 77 percent of respondents selecting this option.This is fo
302、llowed closely by commitments to ethical working practices(64 percent),protecting and supporting biodiversity(62 percent)and supporting and reflecting employee welfare(62 percent).There is clearly keen interest among students for institutions that consider both environmental and social sustainabilit
303、y.When applying to university,do you think about the track record of the university on social issues such as environment,gender equality,LGBTQ+rights and anti-racism?“University is a great environment for studying,but it shouldnt be harmful to society including the environmental,social and economic
304、aspects of it I try to know exactly the role of the university within these three aspects.”-student responseYes,very important to meYes,somewhat importantNo,not reallyAs discussed,its not only the environmental impact of an institution that students are taking note of.Nearly half(49 percent)of all r
305、espondents consider a universitys social impact to be very important when deciding which institution to study at.A further 38 percent of respondents consider this but to a lesser extent.What values do you want to see in the university you study at?Supporting and respecting human rightsProtecting and
306、 supporting biodiversityAmbitions to become a carbon-neutral companyCommitments to ethical working practicesCommitments to diversify their workforceSupporting and respecting employee welfareNone of these77%62%52%64%62%41%1%49%38%13%Returning to environmental sustainability,despite a keen interest in
307、 a universitys actions in this area,there is somewhat less agreement over what prospective students are willing to change about their own higher education experience to meet these expectations.Over half(53 percent)of prospective international students said the climate crisis has not made them recons
308、ider studying overseas.Prospective international students are also torn over whether they would be willing to pay more in tuition fees to a university which is investing in environmental sustainability initiatives,with 51 percent being unsure,20 percent claiming they would and 29 percent stating the
309、y would not.In fact,when asked how much of a tuition fee increase they would be willing to accept for a more environmentally sustainable institution,44 percent selected the lowest option of up to 5 percent and 21 percent were open to 6-10 percent.These results suggest that there is almost an expecta
310、tion among students that their university should have environmental sustainability initiatives,as opposed to it being an additional attribute that comes at a cost to them.This sentiment is also reiterated by the fact that 68 percent of respondents would prefer to enrol at a university with affordabl
311、e tuition fees than one which is environmentally sustainable(32 percent)demonstrating that,while environmental sustainability is a desired feature in their chosen institution,the cost of their university experience is a more influential factor in their decision making.53%23%24%Would you be prepared
312、to pay more in tuition fees to a university which is investing in initiatives to become environmentally sustainable?Has the climate crisis made you reconsider your decision to study overseas?YesNoMaybeYesNoMaybe“Tuition fees are already high for a scholarship seeker and I dont have an extra fund for
313、 this specific purpose sustainability.If I did,I dont see a problem with it as long as its transparent and useful for every individual of the school and broader communities.”-student response29%20%51%Which of the following would you prefer to enrol at?A university which is environmentally sustainabl
314、eA university with affordable tuition fees32%68%Its also interesting to see that,when given the option between a ranked institution and one that is environmentally sustainable,students only prioritised the former when its rank was in the top 100.While over half would rather enrol at a university ran
315、ked in the top 100(56 percent),this proportion drops significantly to 30 percent when that institution is in the top 500,and again to 19 percent when in the top 1000.This reflects that attending a well ranked institution over one that is environmentally sustainable is only a priority to a certain de
316、gree.5554QS Higher Ed Report|October 2022Sustainability Ranking|2023Driving sustainabilityWhich of the following would you prefer to enrol at?Which of the following would you prefer to enrol at?Which of the following would you prefer to enrol at?A university which is environmentally sustainableA uni
317、versity which is environmentally sustainableA university which is environmentally sustainableA university ranked in the top 100 in the worldA university ranked in the top 500 in the worldA university ranked in the top 1,000 in the world44%70%81%56%30%19%Our results show that having environmental and
318、 social sustainability initiatives are important features in a university of choice.Students expect institutions to treat their employees well,have a solid track-record as proponents of and have visible and tangible steps to reverse climate change.However,while this matters to them,there are certain
319、 elements of their higher education experience they are not willing to sacrifice.With regards to environmental sustainability in particular,enrolling at a high-ranked institution and one that has affordable tuition fees still remain a priority for the majority of students.Sustainability transcends a
320、ll missions of a university,be it a universitys teaching mission,its research mission,its service and citizenship mission or even its entrepreneurial mission.It pervades all activities and,as such,can be difficult to define in simple terms.Sustainability is not limited to just reducing ones carbon f
321、ootprint,but should span a universitys wider governance practices its research strategy,talent acquisition strategy,human resources,internationalisation strategy and pedagogy,to name a few.Its by no means a box ticking exercise,but a holistic and transformational endeavour.To focus on the narrower o
322、perational aspects of a university such as its waste or energy use is to ignore the much wider impact it can have as a centre for advancing societys thinking.Its with this mindset that the QS World University Rankings:Sustainability were developed.The hope is to enable universities to start monitori
323、ng and measuring their internal and external social responsibilities,as well as their environmental impact throughout all their activities,and not to treat sustainability as a collection of finite,siloed actions.This new ranking will launch a conversation on the work of the institution as a whole an
324、 institution embedded in its local,national and international contexts with academic and non-academic staff engaged in activities that all have an impact on society,the environment and the economic wellbeing of the institution.Introducing the QS World University Rankings:Sustainability 2023Dr Andrew
325、 MacFarlane,QS Rankings Manager,&Dr Ludovic Highman,Associate Professor in Higher Education Management at the University of Bath and a Research Centre Associate of the Department of Education at the University of Oxford 5756QS Higher Ed Report|October 2022Sustainability Ranking|2023Driving sustainab
326、ilityThere are two categories to the ranking:an environmental impact category,and a social impact category.Universities can rank separately in each of these categories,in both and overall.Each category carries 50 percent weight towards the overall rank,and each performance lens is made up of separat
327、e indicators which are then aggregated.Below we outline both the thinking behind the performance lenses and indicators,as well as the data we use and where they are sourced from.This section does not provide weights and calculations,which we feel would distract from the aim of the report,namely,to p
328、rovide insight into our thinking on this topic and hopefully provoke some reflection or commentary from our readers.Our support page()has full details on weighting.Environmental impactA university can impact and be impacted by the environment in a variety of ways.This macro category Environmental Im
329、pact provides a broad sense of whether a university is strategising,researching and educating with the environment in mind.A combination of indicators are used;blending data from QS,institutions,Elsevier and third-party governmental organisations,such as UNESCO and the World Bank.We then aggregate a
330、nd transform this to produce a score per lens.Performance lenses:Lens one:Sustainable institutions This sub-category looks at the strategy and operations of the university,and shows whether or not a university has a)committed to environmental impact alleviation and b)demonstrated this commitment.The
331、 following data is analysed and aggregated to form the score for this lens.Alumni impact:corporate sector This measure gives an indication into the impact of the universitys graduates and the extent to which they have helped industry and the corporate world to move to a more sustainable future.We to
332、ok a sample of some of the major companies who are innovating in this field,and mapped where the key people involved with these companies graduated from.Membership of groups committed to change A variety of bodies have been created over the past few years to encourage public and private organisation
333、s to commit to specific actions to alleviate their impact on the environment.Many of these ask that organisations sign up to a targeted and time-stamped commitment.We have chosen the following bodies that are most relevant to the higher education sector.Where a university is a member,or has signed up,they are awarded a point:U7 alliance HESI network IARU Procurement policies Universities are credi