There are increasing pressures on universities to make their graduates ready for life and work, in addition to ensuring technical and professional competence. This chapter discusses the implications of supporting such an approach for higher education in a university in Australia where the university was treated as an urban living lab, supporting student engagement for a course innovated to cover three different disciplines.
For many years, the construction industry has increasingly been concerned about environmental
impact, usually expressed as greenhouse gas (GHG) emissions, resource consumption, and waste generation. This industry consumes more than 40% of the world’s resources, requires 40%
of global energy, emits 30% of GHG emissions, and uses 25% of the global water supply (UNEP
2016). To reduce these problems, sustainability goals have been incorporated into the construction industry globally.
The integration of sustainability and sustainable practices in the construction industry is ultimately benefiting the environment,society,and economics.Many green office buildings in Australia achieved Green Star ratings have claimed outstanding achievements such as energy efficiency,greenhouse gas reduction,healthy work environment,and productivity growth.
Universities are under pressure to ‘walk the talk’ in relation to sustainability. They are expected to not just teach students about sustainable built environments, but to also put this into practice for university assets. This paper presents the challenges, opportunities and lessons learned from the process of building a best practice green building at an Australian university.
The impact of climate change and adaptation pose huge challenges to the built environment. Educational institutions in particular, are faced with not just management of their built assets, but also future proofing their assets from a climate change and adaptation perspective as well as a learning and teaching perspective.A case study was undertaken using a mixed method research approach.
Thermal perceptions and microclimates of educational urban precincts in two different seasons in Melbourne
This paper assesses the levels of comfort within outdoor educational urban precincts in
Melbourne. Three urban spaces, in relatively close proximity to each other were investigated in two different seasons: spring 2014 and summer 2015. In total, 368 and 413 comfort responses were collected in the spring and summer seasons, respectively.
Webinar on How to successfully implement a sustainable procurement programme? Lessons learned from 6 programmes around the world
In the past 10 years, sustainable procurement programmes and networks have flourished across the globe as they respond to a growing need of sustainability and procurement professionals, especially in public organisations: what are the great ideas out there? What are others doing? What do best practices look like? And, most of all, how can we work together and collaborate to achieve our sustainable procurement objectives?
Sustainable Choice commissioned Planet Procurement to benchmark 6 successful sustainable procurement programmes in order to identify best practices and lessons learned:
1. Sustainable choice – Local Government NSW;
2. 3AR - Association Aquitaine des Achats Publics Responsables, based in France;
3. SPLC - Sustainable Purchasing Leadership Council, based in the United States;
4. Procura + Network, a European initiative;
5. RGO - Réseau Grand Ouest Commande Publique et Développement Durable, based in France;
6. APE - Acquisti Pubblici Ecologici, based in the North of Italy.
The objectives of the webinar were to:
1. Share lessons learned of the 6 programmes that were part of the benchmarking study;
2. Build knowledge around successful sustainable procurement programmes;
3. Create connections between sustainable procurement programme managers.