A holistic approach for integration of sustainable development in education, research, collaboration and operations

Göran Finnveden, Erica-Dawn Egan, Teresia Sandberg and Emma StrömbergKTH Royal Institute of Technology, Stockholm, Sweden

KTH Royal Institute of Technology

• The oldest and largest technical university in Sweden.

• More than 15 000 students

• Over 5000 employees• Divided into 10 schools

plus university administration

• Vice-presidents can be appointed for specific tasks

KTH’s sustainability initiative 2011

• Sustainable Campus – focus on campus activities and the development of an Environmental Management System led by the Environmental Manager

• KTH-Sustainability – focus on integrating sustainability in education, research and cooperation led by the vice-president for sustainable development.

• Two parts working together and since 2016 organised as KTH Sustainability Office

KTH has ambitions regarding sustainable development

• KTH shall be a leading technical universities also regarding sustainable development and have an identity and trademark that is associated with sustainable development.(KTH Development Plan, 2013-2017)

Some results 2012-2015

• A systematic work on integration of sustainable development in all educational programs is giving results.

• Research on sustainable development is increasing• KTH is climbing on the QS ranking in the category

”Environmental Science”• KTH’s environmental management system is certified

according to ISO 14001 since 2015.• KTH won ”The International Sustainable Campus

Network’s Excellence Award for Excellence in Campus 2015” för KTH Campus Plan 2014

• KTH has reduced energy use in buildings• KTH has reduced CO2-emissions from air travels

Sustainable development in education: Two complementary approaches

Evaluation of the progress of integration of sustainable development on the program level and providing tools and support for Program directors and teaching staff to achieve the goals set by the university

Integration of sustainable development at the program level

2011 – Education Assessment Exercise and career surveys pointed out the need for integration

2012 - all programs submitted self-assessments

2013 - follow-up through a dialogue with schools

2013 - all schools set up an action program for integration of sustainable development into their educational programs

2014 - all schools followed the action programs

2015 - a follow-up

2016 - new action programs set up

Follow-up

Three-step process- Survey containing courses that contribute to

fulfillment of the learning outcomes- Interview with Program directors- Summary for each educational program

Results from the follow-up

• Clear improvement overall• All programs have sustainable development in the

curriculum on different scales

• Several programs have come a long way

• Several programs have plans for further development

• Some programs still have little integration and vague plans for the future

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Tools for integration of sustainable development in educational programs

• Clarification of the overall learning outcomes • Mapping of courses and programs with ESD-relevance • "Coaching" of teachers and Program directors, contact

information on teacher resources • Pedagogical course - Learning for Sustainable

Development • Development of a Toolbox for Teachers • Development of course modules• Seminars and networking

Learning for Sustainable development

The general aim of the course is that teachers, based on their own subject, should be able to integrate questions on sustainable development in their teaching so that the students, during and after their education include their integrated knowledge and reflections in the subject sustainable development.

• What is sustainable development?    • Integration and progression  • What is sustainable development for engineers?• What is learning for sustainable development?         • Course goals, activities and examination          

School of Education and Communication in Engineering ScienceAnna-Karin Högfeldt, Organisation and Leadership Monika Olsson, Industrial Ecology

Tools for integration of sustainable development in educational programs

• Clarification of the overall learning outcomes • Mapping of courses and programs with ESD-relevance • "Coaching" of teachers and Program directors, contact

information on teacher resources • Pedagogical course - Learning for Sustainable

Development • Development of a Toolbox for Teachers • Development of course modules• Seminars and networking

Developed modules at KTH

Interactive Introduction to Sustainable Development – board games and interactive lectures

Jon-Erik Dahlin

Developed modules at KTHSocial sustainability in education at KTH• Generic part – 4 lectures and 2 seminars• Program specific part – developed in collaboration

with the course responsible teacher(Elisabeth Ekener, Karin Edvardsson Björnberg, Niccolas Albiz, Dominic Von Martens)

ÅF/KTH – Sustainable business development• Social Responsibility: An organization's responsibility

towards society and the environment.• Sustainable business: A business where sustainability

is a key driver of business strategy, process and product development, and marketing.

Tools for integration of sustainable development in educational programs

• Clarification of the overall learning outcomes • Mapping of courses and programs with ESD-relevance • "Coaching" of teachers and Program directors, contact

information on teacher resources • Pedagogical course - Learning for Sustainable

Development • Development of a Toolbox for Teachers • Development of course modules• Seminars and networking• Seed funding for developing new courses etc.

Exemple of activities in research and research education• Seed funding for pilot projects, writing larger applications.• Developing PhD courses• Networks for PhD students• Seminars, workshops, network meetings• Information about research calls• Funding for participation in networks

Collaboration with society, examples of activities• Established partner agreement with

• Akademiska Hus (our main landlord)• IVL – Swedish Environmental Research Institute• SEI – Stockholm Environment Institute

• Involvement in other partner agreements• Active in national and international networks• Internal and external newsletters• Seminars and events, e.g.

• KTH-Sustainability Education Day • KTH-Sustainability Research Day

Evaluation of KTH-Sustainability, winter 2015

• Self-evaluation, interview study, external experts.• Conclusions:

• KTH has made progress• KTH-Sustainability has played an important role• Strong support for the vision that KTH should be a

leading actor• We are not there yet.• The initiative should continue• Change of focus towards more cooperation with society,

students and faculty, e.g. ”Campus as a living lab”, student engagement.

Role of the ISO 14001 certified Environmental Management System

• Ensures a systematic approach for all areas included• Ensures involvement with top management• Regular internal and external audits• A way of communicating our commitment• An insurance towards a backlash

Areas for sustainable development objectives 2016-2020

• Education• Research • Collaboration• Work environment• Campus • Travels• Procurement• Hazardous chemicals• Investement• Organisation and management

Examples of objectives 2016-2020

• KTH's research for sustainable development shall increase. • The integration of sustainable development in KTH's research

base shall increase.• Achieve a 20% percent reduction in carbon emissions resulting

from business travel per full-time employee equivalent.• Funds of KTH’s affiliated foundations and donations shall be

invested so that they contribute to sustainable development. • Environmental and sustainability issues shall be integrated into

regular activities and operations and be included in all relevant processes, plans and decisions.

Thanks!

Comments? Questions?

goranfi@kth.sehttps://www.kth.se/en/om/miljo-hallbar-utveckling