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A systemic approach to incorporate sustainability into university courses and curricula

Lidgren, A ; Rodhe, Håkan LU and Huisingh, Donald LU (2006) In Journal of Cleaner Production 14(9-11). p.797-809
Abstract
This article is based on an analysis of Lund University that took place during the summer and autumn of 2004 (available for download at www.iiiee.lu.se, click library and publications). The university had experienced a loss of momentum in their progress regarding environmental issues. The purpose of the study was to identify barriers to including sustainability-related content throughout Lund University curricula, and eventually to develop solutions to eliminate/overcome these barriers. The article describes how Meadows' "Places to intervene in a system" [Meadows D. Leverage points: places to intervene in a system. Hartland, VT, USA: Sustainability Institute; 1999] was used as a tool to systematically discover these barriers. The same... (More)
This article is based on an analysis of Lund University that took place during the summer and autumn of 2004 (available for download at www.iiiee.lu.se, click library and publications). The university had experienced a loss of momentum in their progress regarding environmental issues. The purpose of the study was to identify barriers to including sustainability-related content throughout Lund University curricula, and eventually to develop solutions to eliminate/overcome these barriers. The article describes how Meadows' "Places to intervene in a system" [Meadows D. Leverage points: places to intervene in a system. Hartland, VT, USA: Sustainability Institute; 1999] was used as a tool to systematically discover these barriers. The same intervention places are used as a basis for deriving solutions to eliminate/overcome the barriers. The main conclusions of this article are that Meadows list can be a useful tool to a. systematically identify and characterise the barriers towards achieving the organisational objective of incorporating SD into courses and curricula; b. identify ways to overcome these barriers; c. increase chances that these barriers are addressed with sufficient leverage. The authors also experienced that the work method described here provides excellent fuel for creativity. (c) 2006 Elsevier Ltd. All rights reserved. (Less)
Please use this url to cite or link to this publication:
author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
curriculum changes, sustainability in higher education, leverage points, university curricula, sustainable development, system interventions, higher education, organisational analysis
in
Journal of Cleaner Production
volume
14
issue
9-11
pages
797 - 809
publisher
Elsevier
external identifiers
  • wos:000237756800006
  • scopus:33646030295
ISSN
0959-6526
DOI
10.1016/j.jclepro.2005.12.011
language
English
LU publication?
yes
id
17bb541a-5597-4ec1-82d5-9a548c6141a5 (old id 408622)
date added to LUP
2016-04-01 16:22:37
date last changed
2021-08-25 04:35:08
@article{17bb541a-5597-4ec1-82d5-9a548c6141a5,
  abstract     = {This article is based on an analysis of Lund University that took place during the summer and autumn of 2004 (available for download at www.iiiee.lu.se, click library and publications). The university had experienced a loss of momentum in their progress regarding environmental issues. The purpose of the study was to identify barriers to including sustainability-related content throughout Lund University curricula, and eventually to develop solutions to eliminate/overcome these barriers. The article describes how Meadows' "Places to intervene in a system" [Meadows D. Leverage points: places to intervene in a system. Hartland, VT, USA: Sustainability Institute; 1999] was used as a tool to systematically discover these barriers. The same intervention places are used as a basis for deriving solutions to eliminate/overcome the barriers. The main conclusions of this article are that Meadows list can be a useful tool to a. systematically identify and characterise the barriers towards achieving the organisational objective of incorporating SD into courses and curricula; b. identify ways to overcome these barriers; c. increase chances that these barriers are addressed with sufficient leverage. The authors also experienced that the work method described here provides excellent fuel for creativity. (c) 2006 Elsevier Ltd. All rights reserved.},
  author       = {Lidgren, A and Rodhe, Håkan and Huisingh, Donald},
  issn         = {0959-6526},
  language     = {eng},
  number       = {9-11},
  pages        = {797--809},
  publisher    = {Elsevier},
  series       = {Journal of Cleaner Production},
  title        = {A systemic approach to incorporate sustainability into university courses and curricula},
  url          = {http://dx.doi.org/10.1016/j.jclepro.2005.12.011},
  doi          = {10.1016/j.jclepro.2005.12.011},
  volume       = {14},
  year         = {2006},
}