Sustainability reporting in higher education institutions: Barriers, opportunities, case studies and toolkits
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Publication Date
2024-10-08
Type
doctoral thesis
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Abstract
This thesis investigates the role of sustainability reporting in Higher Education Institutions (HEIs), focusing on their potential to foster sustainable development and act as agents of change. Through a comprehensive analysis of published academic literature, this research identifies significant barriers to effective sustainability reporting, including lack of standardised frameworks, data collection challenges, financial constraints, limited stakeholder engagement, and organisational complexities. A sustainability report was completed as part of the literature review, in order to critique the reporting process and to identify particularly challenging areas to focus this research on. The Sustainability Tracking, Assessment & Rating System™ (STARS®) was used as the assessment tool, with Education for Sustainable Development (ESD) and Carbon Footprint (CF) reporting as the two chosen focal research areas. The aim of the thesis was to explore the identified barriers to sustainability reporting, through the lens of ESD and CF reporting. This was done through the creation of innovate tools, the application of these tools in demonstration cases, and engagement with stakeholders. The Sustainable Development Goals (SDG) keyword scanning and carbon footprint calculator tools, which were developed as part of this work, are published as open-access resources to enhance data collection efficiency and accuracy. The SDG keyword scanning tool automates the identification of relevant SDG content within curriculum materials, providing a baseline measure for ESD. The carbon footprint measurement tool offers a robust method for calculating scope 3 emissions for organisations in Ireland, particularly from purchased goods and services. By applying these tools, the thesis highlights the practical difficulties and opportunities in implementing effective sustainability reporting in HEIs. The ESD demonstration cases published as part of this thesis include a sample ESD baseline for University of Galway, an example of ESD implementation into an engineering programme and an ESD baseline for civil engineering programmes across Ireland. The carbon footprint demonstration cases include a carbon footprint report for University of Galway covering the years 2017-2023, an analysis of the impacts of COVID-19 on the university’s carbon footprint, a supply chain analysis and a roadmap to net-zero greenhouse gas emissions. The demonstration cases and practical applications demonstrate how these tools can be tailored to local contexts, thereby addressing specific institutional needs. The research underscores the importance of engaging stakeholders, developing comprehensive data management systems, and securing financial and administrative support to achieve sustainable practices. Engagement with key stakeholders through emails, workshops, surveys and student assignments revealed that stakeholders are also struggling with the identified barriers and are eager for more supports and resources for effective sustainability reporting, planning and development. The findings contribute to the broader understanding of how HEIs can overcome common barriers to sustainability reporting, emphasising the necessity for adaptable, user-friendly tools and frameworks. This work supports the ongoing effort to integrate sustainability into higher education, ultimately enhancing the capacity of HEIs to contribute to global sustainability goals.
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University of Galway
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Attribution-NonCommercial-NoDerivatives 4.0 International