Networking the Sustainable CampusAwards: Engaging with the HigherEducation Institutions in DevelopingCountries

Habib M. Alshuwaikhat, Ismaila Rimi Abubakar, Yusuf A. Ainaand Bilal Saghir

AbstractIn order to promote sustainability in higher education institutions, differentsustainable campus awards have been established to foster best practices andencourage networking among universities. However, the impact and engagementwith the awards have not been similar especially between developed anddeveloping countries. This paper reviews the major sustainable campus awardson two fronts; the coverage of different dimensions of campus sustainability andthe spatial distribution of award winners. It also examines the impacts of theawards within the local context of Saudi Arabia as a case study of developingcountries. The findings show the gap in the aspects covered by these awards andthe spatial distribution of winners. This paper concludes with recommendationson how to improve both the engagement and networking of these award bodieswith higher education institutions and the coverage of campus sustainabilityawards in developing countries.

H.M. Alshuwaikhat (&) � B. SaghirDepartment of City and Regional Planning, King Fahd University of Petroleumand Minerals, Dhahran, Saudi Arabiae-mail: habibms@kfupm.edu.sa

B. Saghire-mail: bilal.kfupm@gmail.com

I.R. AbubakarCollege of Architecture and Planning, University of Dammam,Dammam 31451, Saudi Arabiae-mail: irabubakar@uod.edu.sa

Y.A. AinaYanbu Industrial College, Yanbu, Saudi Arabiae-mail: ainay@rcyci.edu.sa

© Springer International Publishing AG 2017W. Leal Filho et al. (eds.), Handbook of Theory and Practice of SustainableDevelopment in Higher Education, World Sustainability Series,DOI 10.1007/978-3-319-47889-0_7

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KeywordsCampus sustainability � Sustainable campus awards � Sustainability network �Developing countries � Saudi arabia

1 Introduction

Sustainability, widely acknowledged as an ultimate goal of human endeavorsaround the world, is not an end point but a continuous process of ensuring envi-ronmental protection and uplifting the quality of life for the present and futuregenerations (Barlett and Chase 2004). It is based on the realization that economicdevelopment must incorporate environmental concerns for the protection ofecosystem, as well as social justice to reduce societal problems (Berke and Conroy2000). Because sustainability is an issue of global concern, several countries havemade sustainability as the main focus of their regions, cities, corporations, andinstitutions (Waheed et al. 2011).

Due to the awareness that campus operations and activities have great impactson the environment, there are over 31 declarations for sustainability in highereducation institutions (HEIs), signed by more than 1400 universities globally(Grindsted 2011). For instance, the United Nations’ Decade of Education forSustainable Development acknowledges stresses the need to integrate sustainabilityinto education systems at all levels. Numerous universities have also voluntarily, ordue to pressure from stakeholders, incorporated sustainability into their campusoperations and activities, curriculum and learning, research, governance, andcommunity services (Alshuwaikhat and Abubakar 2008).

Universities have key obligations to increase sustainability knowledge andtechnology, and must aim to develop an environmentally sustainable future on thecampus and export these to the society at large (Cortese 1992). Universities areequipped the required capabilities to develop practical and theoretical agenda toplay a key part in promoting sustainable living locally and globally. This is becausethey lead in utilizing education, research, developing policy, community outreach,and information exchange to help create a just and sustainable future (Shriberg2002). As such, HEIS increasingly implement green/ecological initiatives thatintegrate sustainability into their curriculum, research, teaching, and campusoperation activities, and university stakeholders are continuously supporting theinitiatives. However, the green campus initiatives are concentrated in developedcountries as their HEIs understand the ecological, fiscal and communal participationbenefits, along with enriched student learning that will contribute to a shift to amore sustainable society.

To foster sustainability best practices and encourage networking among HEIsglobally, several sustainable campus awards have been established. These includeSustainable Campus Excellence Awards by International Sustainable Campus

94 H.M. Alshuwaikhat et al.

Network (ISCN) and Campus Sustainability Leadership Awards by the Associationfor the Advancement of Sustainability in Higher Education (AASHE). Nonetheless,there is a gap between developed and developing countries in terms of distributionand impacts of the awards, and engagement of the awarding bodies with HEIs.Therefore, this paper aims to; (1) review the existing sustainable campus awardsand their coverage of campus sustainability dimensions—teaching, research,operations, governance and community engagement; (2) comparatively analyze thedistribution of award winners between developed and developing countries; and(3) examine the impacts of sustainable campus awards in the local context of SaudiArabia as a case study of developing countries. This paper concludes with rec-ommendations on the need to improve the engagement and networking of theseaward bodies with institutions from the developing countries.

2 Components of Campus Sustainability

Campus sustainability involves an efficient environmental management system, aprosperous economy based on resource and energy conservation and wastereduction, promoting social justice, and exporting these values to the society(Alshuwaikhat and Abubakar 2008). It is not just about reducing the harmful effectof resource use, or assisting societies to ‘make the transition to sustainable life-styles’, it is also about promoting these ideals through teaching, research, com-munity service, collaboration and stewardship (Velazquez et al. 2006). There is ageneral consensus that the following six dimensions are necessary for fosteringcampus sustainability (Beringer and Adomssent 2008; Lozano et al. 2014; Lukmanand Glavic 2007), and we argue that for any sustainable campus award to beeffective, it must cover most of these aspects.

(a) Teaching and curriculum transformed to address complex sustainabilitychallenges and prepare the society to recognize and take actions for a sus-tainable future (Jucker 2011; Vann et al. 2006; Wals 2011). It involvesgreening the curriculum: a paradigm change in pedagogy that prepares pro-fessionals to tackle contemporary global challenges like climate change(Sterling 2004; Wright 2002).

(b) Research and scholarship emphasizing on topics such as sustainable build-ings, renewable energy, local wisdom and technologies, quality management,sustainable and healthy environment (UNESCO 2004).

(c) Campus operations structured on reducing campus’ ecological footprint andensure that operations follow sustainability practices: energy conservation andefficiency practices; sustainable building construction and renovation; greentransportation; CO2 reduction and use of emission control devices; wastereduction and recycling programs, sustainable landscaping; sustainable foodprograms; green purchasing and investing in environmentally and sociallyresponsible goods (Cole and Wright Cole and Wright 2003; Lozano 2011).

Networking the Sustainable Campus Awards … 95

(d) Institutional framework and management that ensure sound institutionalframework (good governance) and financial sustainability (e.g. incomediversification) of their institutions. This enables the institution to cope withchallenges such as unstable economic conditions, strains on funding, use ofspaces, and requirements for more inclusiveness and resource efficiency(Lozano et al. 2014).

(e) Community outreach and collaboration with private and public sectors andcommunity to engagement in activities towards enhancing sustainability andearmark their resources for such. Sustainable campuses also collaborate locallyand globally to help solve sustainability problems via community outreach,conferences, training, and student/faculty exchanges (Cole and Wright 2003).

(f) Sustainability assessment and reporting for improved understanding of thecomplex linkages between the natural, social and economic components of acampus, investigating aspects which underpin and undermine environmentalsustainability, targets setting, and communicating the outcome of the assess-ment (Lozano et al. 2014).

3 Higher Education and Campus Sustainabilityin Saudi Arabia

3.1 Higher Education in Saudi Arabia

Higher education in Saudi Arabia is presently passing through transformation,including ambitious projects of expanding physical structures and infrastructure,creating new programs, human resources development through overseas studyscholarships, recruitment of domestic and expatriate faculty, and educationalpolicies and strategic plans (Abubakar et al. 2016). These projects and programs,aim to meet the mounting demands for higher education caused by increasing thepopulation of students graduating from high schools, indicate the country’s com-mitment to higher education, and its significance in building human capital andeducating future decision makers on how to help built a sustainable society.

Similarly, Saudi national development plans recommended constructing newuniversities across all regions and provinces based on population density. As such,the number of universities has increased more than three times in the last quarter ofthe century. There were seven public universities in 1990, eight in 2000 and nowtwenty-seven. There are also eight private universities spread across the kingdom(Abubakar et al. 2016, p. 4).

Higher education is the responsibility of the Ministry of Education, which ear-marks substantial budget to developing HEIs. According to Abubakar et al. (2016),

96 H.M. Alshuwaikhat et al.

from 2005 to 2009, the budget for higher education has increased more than threetimes from US$ 2.67 billion to US$ 8.53 billion. Although universities are underthe Ministry, they are independent in financial, administrative and academic issues.

Considering these huge ongoing investments in universities, it is vital to appraisetheir current sustainability practices and explore how sustainable campus awardscan help promote more sustainability initiatives the universities.

3.2 Campus Sustainability in Saudi Arabia

Saudi Arabian universities, like in many other developing countries, are still outsidethe global network of major campus sustainability actors. However, the universitiesare now trying to learn from best practices of incorporating sustainability intomainstream operations of campus management and engage with international net-works of sustainable campuses. Except in two cases, little is known about the statusof campus sustainability in Saudi Arabia.

First, King Abdullah University of Science and Technology (KAUST) is thegreenest university in the country. Built with an emphasis on sustainable practice,the University buildings have been built with 75 % recycled materials, utilizenatural light and ventilation and are water- and electricity- efficient. In 2010, themain University academic building got a Platinum rating on the Leadership inEnergy and Environmental Design (LEED) scale. The campus also has imple-mented waste composting and recycling program, in addition to fostering researchin renewal energy and environment (http://www.kaust.edu.sa/green-campus-sustainable-development.html [27 January 2016]).

Second, University of Dammam has also established a Deanship of SustainableDevelopment for improving the campus environmental sustainability. A studybased on students’ evaluation, reported that the University main campus hasimplemented some garbage recycling and landscaping efforts, and there are fewinitiatives on green building and energy and water conservation (Abubakar et al.2016). Similarly, the curriculum and students’ projects in the Bachelor of Urbanand Regional Planning program have been evaluated based on US BuildingCouncil’s ten smart growth principles. Based on the review of the syllabi of coursesin the Bachelor curriculum, the study found that only about16 % of the total contacthours in the program are related to the smart growth principles (Abubakar 2013).The author concluded that students seem to learn about smart growth and sus-tainable development through the final-year projects more than from the taughtcourses.

This section has shown that there are few initiatives by Saudi universitiestowards promoting sustainability. Therefore, the universities should learn andimplement international best practices, and engage with international organizationsthat acknowledge incorporating sustainability into the academia.

Networking the Sustainable Campus Awards … 97

4 Sustainability Awards for Campuses: Coverageand Spatial Distribution

The different national and international platforms for campus sustainability awardsrecognize the efforts of university campuses in promoting campus sustainability.Based on their scope and scale, these sustainability award programs can be clas-sified into three broad categories:

1. University level award programs2. National and regional level award programs3. International awards programs

4.1 University Level Award Programs

University level award programs acknowledge the contributions of departments andindividuals towards sustainability. Based on Google search, 15 universities werefound to give local sustainability awards in at least three of the six campus sus-tainability dimensions (Table 1). For example, the University of Winnipeg hasestablished the annual Campus Sustainability Recognition Award to acknowledgethe contributions of its faculty members or staff to campus sustainability efforts.Also, University of Colorado’s annual campus sustainability award programrewards commitment to reducing the burden of the campus on the environment.Similarly, Cornell University Partners in Sustainability Award acknowledges thevaluable contributions of staff, students, and regional partners in sustainabletransformation of the campus.

The award coverage was based on the six campus sustainability dimensionsmentioned in Sect. 2. However, our analyses of these local ward programs werebased on five campus sustainability dimensions (teaching and curriculum, researchand scholarship, campus operations, institutional framework and campus manage-ment, and community outreach and collaboration), given that assessment andreporting is done by universities themselves. The table shows that only six uni-versities cover all the five dimensions and the awarding universities are concen-trated in USA, Canada, and the UK. This can be attributed to higher environmentalawareness and university financing in the developed countries in comparison withdeveloping countries of Asia, Latin America and Africa (where only one SouthAfrican university awards campus sustainability initiatives).

4.2 National and Regional Level Award Programs

There are many national and regional associations, organizations and governmentsthat recognize and reward campus sustainability efforts. Similar to the local awardprograms, this category of awards is also more implemented in the West than in

98 H.M. Alshuwaikhat et al.

Table 1 University level award programs (compiled from the websites of the universities [14February 2016])

Name of university Sustainability dimensions covered by theaward

University of Winnipeg, Canada http://www.uwinnipeg.ca/awards-distinctions/sustainability/index.html

Awards have been given based oncontributions in all the five dimensions

University of Colorado, USA http://www.colorado.edu/ecenter/greening-cu/campus-sustainability-awards

All five dimensions but emphasis is oncampus operations, community outreach, andinstitutional framework

Cornell University, USA http://www.sustainablecampus.cornell.edu/initiatives/cornell-university-partners-in-sustainability-award

All five dimensions

The University of Edinburgh, UK http://www.ed.ac.uk/about/sustainability/about/programmes/awards

Campus operations, institutional frameworkand community outreach

Swansea University, UK http://www.swansea.ac.uk/sustainability/sustainabilityaward/

Teaching and curriculum (informal curricula),campus operations (practical sustainability,employability skill) and community outreach

Newcastle University, UK http://www.ncl.ac.uk/sustainable-campus/involved/impact/awards.htm

Campus operations, institutional frameworkand management, community outreach

The University of Canterbury, New Zealandhttp://www.sustain.canterbury.ac.nz/awards.shtml

2013 awards have been given based oncontributions in research and scholarship, andcampus operations

Simon Fraser University, Canada http://www.sfu.ca/sustainability/engagement/get-involved/leadership-in-sustainability-awards.html

Campus operations, institutional framework,and community outreach

University of Alberta, Canada http://www.sustainability.ualberta.ca/GetInvolved/Recognition.aspx

Teaching and curriculum, campus operations,and community outreach

Berkeley University of California, USAhttp://sustainability.berkeley.edu/cacs/cacs-sustainability-awards

All five dimensions

University of Pittsburgh, USA http://www.sustainable.pitt.edu/content/pitt-sustainability-awards

All five dimensions

University of Utah, USA http://sustainability.utah.edu/awards.php

All five dimensions

Harvard University, USA http://green.harvard.edu/campaign/harvard-green-carpet-awards

Campus operations, institutional framework,and community outreach

University of Kentucky, USA http://oepos.ca.uky.edu/uk_sustainability_awards

Campus operations, institutional frameworkand community outreach

University of Cape Town, South Africa http://www.greening.uct.ac.za/gci/awards/

Research and scholarship, campus operations,institutional framework and communityoutreach

Networking the Sustainable Campus Awards … 99

developing countries. For example, the Environmental Association for Universitiesand Colleges, a non-profit charity with a membership of more than 215 HEIs in theUK, established Green Gown Awards to recognize exceptional sustainability ini-tiatives undertaken by HEIs (http://www.eauc.org.uk/about1 [15 February 2016]).

Similarly, the National Association of College and University Food Services,with a membership of about 550 North American HEIs, recognizes on an annualbasis the efforts of member institutions on sustainable campus dining operations(https://www.nacufs.org/about-nacufs-overview [15 February 2016]). Likewise,APPA: Leadership in Educational Facilities, an association with over 10,000 pro-fessionals of education facilities from 1300 educational institutions, awards uni-versities for their sustainable practices and leadership in campus facilitiesmanagement and operations such as energy, utility use, planning and construction(http://www.appa.org/membershipawards/index.cfm [15 February 2016]). Also, theIllinois Governor’s Sustainability Award, founded in 1987, recognizes public andprivate organizations that are innovative in sustainability and are committed toenvironmental, social and economic sustainability.

Other national or regional awards include Sustainable Energy Association’sAward (UK), Tree Campus USA, Carolina Recycling Association’s awards (USA),and National ACEC Honor Award (USA), the National Association of CollegiateDirectors of Athletics Sustainability Award (USA), the Australasian CampusesTowards Sustainability awards (Australia), Premier’s Sustainability Awards (Aus-tralia), and Africa’s Greenest Campus Award (South Africa). The coverage of thenational and regional awards is similar to the spatial and sustainability componentcoverage of the university level awards. They are mainly concentrated in NorthAmerica and the UK and they cover the sustainability components in varyingforms.

4.3 International Award Programs

The international awards for campus sustainability are few, but they cover widecategories of sustainability practices such as research, outreach, campus operations,community outreach and financial management. Apart from their practical coverageand membership around the globe, these awards vary in their recognition of campussustainability innovations and practices by students, staff, faculty and associationsin the academia. This section analyzes two major international award programs.

(a) International Sustainable Campus Network (ISCN) Campus ExcellenceAwards

The Campus Excellence Awards by ISCN acknowledge prominent sustainabilityprojects and practices by university campuses that demonstrate notable practicesthrough leadership, effectiveness, creativity, and outstanding performance in thefollowing areas:

100 H.M. Alshuwaikhat et al.

• Buildings,• Campus operations,• Integration, and• Student outreach/leadership.

Since the inception of ISCN awards program in 2009, more than 180 nomina-tions from institutions all over the world were submitted. Figure 1 shows the spatialdistribution of member institutions from different countries. The distribution of themembership indicated that they are more concentrated in Europe followed by NorthAmerica and then Asia. While there are only four universities in South America thatare ISCN members, in Africa only South Africa and Nigeria have institutions thatare members. There are also two members from Oceania.

The campuses that won the ISCN awards from different parts of the world arepresented in Table 2. Since 2009, twenty-five awards were given out of whichEuropean and North American universities got 13 (52 %) and 7 (28 %) awards

Fig. 1 Spatial distribution of ISCN members (http://www.international-sustainable-campus-network.org/membership/iscn-member-directory [02 February 2016])

Table 2 Distribution of ICSN sustainable campus award winners by continent, 2009–2015(compiled from www.international-sustainable-campus-network.org/awards [14 February 2016])

Continents 2009 2010 2011 2012 2013 2014 2015

North America 0 0 2 2 1 1 1

Europe 1 3 0 2 3 2 2

Asia 0 1 0 1 1 1 1

Oceania 1 0 0 0 0 0 0

South America 0 0 0 0 0 0 0

Africa 0 0 0 0 0 0 0

Total 2 4 2 5 5 4 4

Networking the Sustainable Campus Awards … 101

respectively. Asian universities trail behind these continents with 5 (20 %) awards.In 2010, KAUST from Saudi Arabia won the award under construction categoryand it is still the only campus that won any ISCN awards from the Middle East. Forthe whole seven years under review, no any university from the whole of Africa,South America and Oceania got any award. It is evident from Table 2 that devel-oping countries universities are lagging behind in terms of receiving the ICSNcampus excellence awards.

(b) Association for the Advancement of Sustainability in Higher Education(AASHE)

This is a non-profit organization with over 900 member institutions with a missionof supporting faculty members, staff, and administrators of HEIs around the worldto become efficient agents of bringing change related to sustainability innovation intheir institutions. It also aims to motivate students as the leaders of tomorrow andequip them with necessary skills, knowledge and professional development toresolve sustainability issues.

KAUST is the only member university of AASHE from Saudi Arabia. Otheruniversities from Arab countries include American University of Cairo, Egypt andQatar foundation. But most of the member institutions are from Australia, Canada,Greece, Guatemala, Hong Kong, Korea, Mexico, New Zealand, South Africa,Switzerland, United Kingdom and the USA. Membership benefit includes eventsdiscount, publicity, and access to various data resources. AASHE offers two typesof membership:

(i) Institutional membership; and(ii) Associate membership, which is further categorized into: (a) institutions in

North America; and (b) institutions outside North America

It evident from Table 3 that the distribution of AASHE awards is concentrated inNorth America. The absence of institution from countries outside North Americashows the lopsided nature of the distribution. Despite having more than 900members globally, all the 73 awards were won by HEIS in North America, andhence, the representation of the rest of the world is very weak.

Table 3 Distribution of AASHE campus sustainability leadership awards by continent 2006–2015 (compiled from: www.aashe.org/about/aashe-awards5 [02 February 2016])

Continents 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

North America 5 7 11 8 5 6 9 7 6 9

Outside North America 0 0 0 0 0 0 0 0 0 0

Total 5 7 11 8 5 6 9 7 6 9

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5 Impacts of Sustainable Campus Awards on HEIsin Developing Countries – Saudi Arabia as a Case Study

In Saudi Arabia, as in most developing countries, there is the very limited partic-ipation of HEIs in sustainability award competitions, both local and international. InSaudi Arabia, KAUST is the only member of AASHE and the only winner of ISCNaward (Table 4). It also won the American Institute of Architects’ Committee onthe Environment (AIA/COTE) Top Ten award in 1997. In addition, KAUST hasbeen participating in the Dow Sustainability Innovation Student Challenge Award

Table 4 Local and international sustainability awards participated by Saudi universities(compiled from the websites of sponsors and universities [14 February 2016])

Award Focus Sponsor Founded Winners

Sustainable CampusExcellence Awardshttp://www.international-sustainable-campus-network.org/awards

Outstanding campussustainability projects,practices, andperformance

ISCN 2009 KAUST2010:Constructioncategory

AIA/COTE Top TenAward http://www.aiatopten.org/

Universitycampus/buildingprojects that promotehigh environmentalperformance througharchitectural solutions

AIA 1997 KAUST2010

SustainabilityInnovation StudentChallenge Awardhttp://www.dow.com/en-us/science-and-sustainability/collaborations/academic-collaborations/dow-sisca/

Students, professor,who are committed tosustainabilityinnovation. Cashprizes are awarded towinners

Dow 2009 KAUST2014: twostudents’awards

Unilever KSAEnvironmentalResearch Awardhttps://www.unileverme.com/news/news-and-features/2015/unilever-ksa.html

Research projects onwaste management,water reduction andenergy reduction

UnileverKSA

2015 Just started

Networking the Sustainable Campus Awards … 103

(Dow SISCA awards). For example, a PhD students won the first-place in the 2014Dow SISCA awards based on a project for harvesting energy from waste heat usingNanoscale Thermoelectrics (http://www.kaust.edu.sa/latest-stories/dow-sisca-awards.html [13 March 2016]). The participation of KAUST in the awards hasboosted the institution’s commitment to campus sustainability. As an award holderand LEED certified institution, KAUST has adopted initiatives and programs tomaintain the green campus status. These achievements make KAUST the pacesetterand the leading university in campus greening and winning sustainability awards inthe country.

The other HEIS in the Kingdom can be able to achieve green campus if they areencouraged to follow the path of KAUST. A network for collaboration betweenKAUST and other HEIs in the Kingdom should be established so that the insti-tutions can learn from KAUST’s experience in campus sustainability. The SaudiEnvironmental Society (SENS), a non-governmental organization, is working onraising awareness about the environment in Saudi universities and also collabo-rating with the universities to establish programs related to the environment andsustainability. The society also plans to establish environment and sustainabilityawards for Saudi universities. In 2015, the Unilever KSA Environmental ResearchAward was established through collaboration between Unilever and SENS.

Apart from the awards mentioned, there are other environmental and sustain-ability awards that are not specifically for HEIs but universities can participate inthem (Table 5). The Kingdom of Saudi Arabia Award for Environmental Man-agement, the Prince Sultan Bin Abdulaziz International Prize for Water and theCSR Saudi Arabia awards are some of the awards that universities and theirresearchers can participate in them.

Since 1999, there are opportunities for Saudi universities to compete in awardsrelated to campus sustainability (Tables 4 and 5). But authors’ search of thewebsites of the universities could not find any evidence of participation or winningawards, except in the case of KAUST. The low level of participations in awards bySaudi universities is partly due to lack of awareness and low priority accorded to theissue. Even though, benefits of participation in campus sustainability awardsinclude networking, collaboration, information sharing, and professional develop-ment to help advance sustainability at campuses.

However, there is an on-going initiative entitled National Scheme on Sustain-ability in Saudi Universities by King Fahd University of Petroleum and Mineralsand sponsored by the Ministry of Education to promote sustainability in Saudiuniversities (Alshuwaikhat 2016). The initiative will introduce the concept ofsustainability in higher education institutions in the Kingdom and establish sus-tainability units in Saudi universities and hence encourage the commence award oncampus sustainability.

104 H.M. Alshuwaikhat et al.

6 Conclusion

This paper has reviewed the spatial distribution of campus sustainability awards atuniversity, national/regional and international levels. Both the awards and thewinners are predominantly from the developed world. One of the possible reasonsis the awareness and the higher priority agenda for making campuses sustainableamong the developed countries. Similarly, the membership of international asso-ciations that award campus sustainability initiatives is more dominant in Europeand North America, and Australia to some extent. The developing countries are stillbehind in membership as well as in competing for awards.

One of the ways to bridge the gap is for the international awarding associationsto reconsider the criteria of competing in awards to make it more flexible for widercoverage and participation around the globe. The starting point is to increase thecoverage of their membership to include more institutions from the developingcountries. In addition, it is important to encourage more institutions from

Table 5 Awards relevant to campus sustainability in Saudi Arabia (compiled from websites ofsponsors and collaborators [14 February 2016])

Award Focus Sponsor Founded Beneficiary

Kingdom of SaudiArabia Award forEnvironmentalManagement http://www.arado.org/Content.aspx?s2=1066

Sustainabledevelopmentandenvironmentalgovernance.

Presidency ofMeteorology andEnvironment,Saudi Arabia incooperation withArabOrganization forAdministrativeDevelopment

2004 Individualsandorganizations

Prince Sultan BinAbdulazizInternational Prize forWater (PSIPW) http://www.psipw.org/

Sustainablewater supplyand waterscarcitymitigation

Prince SultanResearch Centerfor Environment,Water and Desert

2002 Researchers,inventorsand researchorganizations

GCC EnvironmentForum Awards http://www.gccenvironmentforum.com/awards/

Excellence inpromotingenvironmentaland sustainablecauses.

Presidency ofMeteorology andEnvironment

2010 Individualsandorganizations

CSR Saudi Arabiaawards—EnvironmentalSustainability Awardhttp://www.csrsummitsaudi.com/CSR-Awards/About-The-Awards/

Environmentalprotectionpreservationand initiatives

Boeing 2014 Mainlyorganizations

Networking the Sustainable Campus Awards … 105

developing countries to compete for annual awards. Indeed, special awards can beintroduced for new and upcoming members as a means of encouraging them.Initiatives such as the United Nations Higher Education Sustainability Initiative,which has wide membership coverage (about 300 universities), can introduceawards to encourage members to uphold the principles of campus sustainability andpromote best practices. There is also the need for the governments and privateproprietors in developing countries to enlist their institutions in these awardsinstitutions which would encourage them to adopt sustainability practices andwiden their networks on international platforms.

The Saudi Universities have a huge potential to compete for local and interna-tional awards for campus sustainability. While Saudi Universities are coming in thelist of top tier universities of the world by improving their international rankingsevery year, they are lagging behind in terms of campus sustainability awards. Thereis thus the need to utilize part of huge investments in the educations sector tocampus sustainability. It is also important for Saudi Universities to be engaged withthe institutions that recognize campus sustainability efforts around the globe.Considering that the national economy is based on oil, sustainability practices are avital element that will certainly add value and efficiency to resource consumption.In this context, Saudi institutions need to be active, not only in getting the mem-bership of such institutions and professional organizations, but also in imple-menting campus sustainability initiatives, based on which they can seek for localand international recognitions and awards.

Acknowledgments The authors acknowledge the support of the National Plan for Science,Technology and Innovation (MAARIFAH), King Abdulaziz City for Science and Technologythrough the Science & Technology Unit at King Fahd University of Petroleum and Minerals, SaudiArabia (Award number: 14-BUI109-04).

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