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Sustainability Assessment Tools in Higher Education Institutions

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Cover of 'Sustainability Assessment Tools in Higher Education Institutions'

Table of Contents

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    Book Overview
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    Chapter 1 Sustainability Science and Education for Sustainable Development in Universities: A Way for Transition
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    Chapter 2 Being Scared is not Enough! Motivators for Education for Sustainable Development
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    Chapter 3 Time and Sustainability Metrics in Higher Education
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    Chapter 4 Integrating Sustainability into the University: Past, Present, and Future
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    Chapter 5 Sustainability Assessment: The Role of Indicators
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    Chapter 6 A Strategy and a Toolkit to Realize System Integration of Sustainable Development (SISD)
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    Chapter 7 Assessing Sustainability and Social Responsibility in Higher Education Assessment Frameworks Explained
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    Chapter 8 Alternative University Appraisal (AUA): Reconstructing Universities’ Ranking and Rating Toward a Sustainable Future
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    Chapter 9 Sustainability Assessment in Higher Education: Evaluating the use of the Auditing Instrument for Sustainability in Higher Education (AISHE) in Belgium
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    Chapter 10 Perspectives on Sustainability Governance from Universities in the USA, UK, and Germany: How do Change Agents Employ Different Tools to Alter Organizational Cultures and Structures?
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    Chapter 11 Developing a University Sustainability Report: Experiences from the University of Leeds
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    Chapter 12 A Whole Sector Approach: Education for Sustainable Development and Global Citizenship in Wales
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    Chapter 13 Integration of Operational and Academic Efforts in Sustainability at the University of British Columbia
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    Chapter 14 An Indicator-Based Approach to Sustainability Monitoring and Mainstreaming at Universiti Sains Malaysia
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    Chapter 15 The Unit-Based Sustainability Assessment Tool and its use in the UNEP Mainstreaming Environment and Sustainability in African Universities Partnership
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    Chapter 16 A Syllabus for Resilience in Higher Education
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    Chapter 17 A Discipline-Based Model for Embedding Sustainability in University Curricula
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    Chapter 18 A Methodology for Reorienting University Curricula to Address Sustainability: The RUCAS-Tempus Project Initiative
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    Chapter 19 The Low Carbon Curriculum at the University of Newcastle, Australia
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    Chapter 20 Assessing Sustainability in University curricula: Case Studies from the University of Leeds and the Georgia Institute of Technology
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    Chapter 21 ICTs and the design of sustainable higher education teaching models: an environmental assessment of UK courses
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    Chapter 22 Action Research in Communities of Practice to Develop Curricula for Sustainability in Higher Education
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    Chapter 23 Education for and Through sustainability: Toward Interdisciplinary Dialogue
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    Chapter 24 Education for Sustainable Development: Trends in Indian Business Schools and Universities in a Post Liberalization Era
Attention for Chapter 20: Assessing Sustainability in University curricula: Case Studies from the University of Leeds and the Georgia Institute of Technology
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Citations

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Summary Dimensions citations
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Chapter title
Assessing Sustainability in University curricula: Case Studies from the University of Leeds and the Georgia Institute of Technology
Chapter number 20
Book title
Sustainability Assessment Tools in Higher Education Institutions
Published by
Springer, Cham, January 2013
DOI 10.1007/978-3-319-02375-5_20
Book ISBNs
978-3-31-902374-8, 978-3-31-902375-5
Authors

Rodrigo Lozano, Mary Katherine Watson

View on publisher site

Mendeley readers

The data shown below were compiled from readership statistics for 18 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 18 100%

Demographic breakdown

Readers by professional status Count As %
Researcher 5 28%
Student > Ph. D. Student 3 17%
Professor 2 11%
Student > Master 2 11%
Librarian 1 6%
Other 1 6%
Unknown 4 22%
Readers by discipline Count As %
Engineering 3 17%
Arts and Humanities 2 11%
Social Sciences 2 11%
Nursing and Health Professions 2 11%
Environmental Science 1 6%
Other 2 11%
Unknown 6 33%

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