Understanding Sustainability as a Cyclical Process: Insights from Social Innovation and the Adaptive Cycle

Autor/inn/en	Dare, Alexa M.; Dittrich, Ruth; Schondel, Macey; Lowney, Molly; Hill, Gregory
Titel	Understanding Sustainability as a Cyclical Process: Insights from Social Innovation and the Adaptive Cycle
Quelle	In: International Journal of Sustainability in Higher Education, 24 (2023) 6, S.1290-1307 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-11-2021-0492
Schlagwörter	Higher Education; Sustainability; Institutional Characteristics; Innovation; Social Theories; Guidelines; Student Attitudes; Teacher Attitudes; College Faculty; Power Structure; Conservation (Environment); Organizational Climate; Campuses; Systems Approach; Case Studies; Liberal Arts; Private Colleges; Ecology; Clubs; Alumni; Mentors; Universities; Teacher Student Relationship; Barriers; Costs; Resource Allocation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Nachhaltigkeit; Gesellschaftstheorie; Richtlinien; Schülerverhalten; Lehrerverhalten; Fakultät; Conservation; Environment; Konservierung; Bewahung; Umwelt; Organisationsklima; Systemischer Ansatz; Case study; Fallstudie; Case Study; Privathochschule; Ökologie; Club; Klub; University; Universität; Teacher student relationships; Lehrer-Schüler-Beziehung; Cost; Kosten; Ressourcenallokation
Abstract	Purpose: This paper aims to understand why higher education institutions (HEIs) struggle to become sustainable institutions themselves despite providing relevant teaching and research on sustainability. Design/methodology/approach: Using 17 open-ended, semistructured interviews to determine common themes (codes) regarding sustainability, the authors mapped those codes to the adaptive cycle from social innovation theory. Findings: Using the adaptive cycle offered a framework for understanding sustainability at HEIs as a cyclical process where innovation occurs in ebbs and flows. Differing perceptions of power by students and faculty slow down the process, and cross-collaboration is the key to further sustainability. Practical implications: Insights from the adaptive cycle can contribute to HEI assessment of its sustainability initiatives by identifying the stage of the adaptive cycle relevant to the institution's present sustainability work. Originality/value: Applying the adaptive cycle is an original way of understanding the process of anchoring sustainability at HEIs providing concrete insights into advancing this process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01