This edited collection presents, reviews, and critically analyzes sustainable practices and long-term-oriented decision-making in Higher Education Institutions (HEIs). Campus closures and the quick transition to hybrid or e-learning as a result of the COVID-19 pandemic caused HEI stakeholders, including students, faculty, and staff, to swiftly adopt new ways of learning, teaching, and administering that were unfathomable only months before. This radical and challenging shift left many in academia with a sense that there is tremendous potential for HEIs to take the lead both from an educational and practical standpoint in fostering on- and off-campus sustainability and combatting climate change. In this book, the editors and their contributors systematically highlight current challenges that are slowing or derailing HEIs finance-related initiatives and practices geared toward sustainability. The case studies collected in this book provide a holistic overview of the ways inwhich financial and other long-term decisions can lead to more sustainable practices in higher education. 

Thomas Walker is Professor in the Department of Finance at Concordia University, Canada. 

 

Khaled Tarabieh is the University Architect and an Associate Professor in the Department of Architecture at The American University in Cairo, Egypt. 

 

Sherif Goubran is an Assistant Professor in the Department of Architecture at The American University in Cairo, Egypt. 

 

Gabrielle Machnik-Kekesi is Research Associate at Concordia University, Canada and a PhD Candidate at the University of Galway, Ireland. 

Chapter 1: Sustainable Practices in Higher Education: An Introduction.- SECTION I: PEDAGOGICAL INTERVENTIONS TOWARDS SUSTAINABILITY.- Chapter 2: Engaging and Empowering Students to Contribute to Sustainable Development through Developing Interdisciplinary Teamworking Skills.- Chapter 3: Best Teaching Practices in Environmental Sustainability Education: A Cross Country Comparison.- Chapter 4: The Future of Hybrid Learning Models and Sustainable Education in the Post-Pandemic Era.- SECTION II: ON-CAMPUS SUSTAINABILITY TRAINING.- Chapter 5: Education for Sustainable Development as Part of the Initial Training of Teachers in the UK.- Chapter 6: Engagement Strategies for Faculty and Staff who Teach and Advise Sustainability Activists.- Chapter 7: Future Managers' Perspective on Attaining the Sustainable Development Goals and Sustainability in India.- SECTION III: INNOVATION AND STRATEGIC DEVELOPMENT.- Chapter 8: University Extension Programs to Develop Intellectual Properties in the Agricultural Sector of Marginalized Rural Communities in the ASEAN Region.- Chapter 9: Turning Climate Mitigation Concerns into Institutional Sustainability: Using Carbon Accounting as a Tool for Resource Management in a Desert Environment.- SECTION IV: MULTI-STAKEHOLDER APPROACHES TO SUSTAINABILITY ADVANCEMENT.- Chapter 10: Ideas Competitions as Means for Engagement and Dialogue: A Pedagogical Approach for Investigating Socio-Ecological-Technical Practices.- Chapter 11: The Engagement Orientation and its Limits in Nurturing Sustainability in Higher Education.- Index.