that begin to address some of the questionsposed by the environmental sustainability andclimate change issues. Increasingly we seeuniversities declaring their sustainability intentionsin mission statements and promotional materials.Senior management must ensure that theseaspirations are delivered in practice by taking thelead and making unequivocal public statementsabout the relevant values of their institution. Theymust help their universities to think collectivelyand constructively about how they will adapt tothese challenges. They must harness theenthusiasm of their staff and lead by example todeliver bold sustainability statements. They will behelped by key agencies with which they engageencouraging and supporting moves towardsgreater sustainable development, whilstrespecting the critical line between institutionalautonomy and creating a climate for change.The signs are encouraging but there is a verylong road to travel.Geoffrey Copland,Formerly Vice-Chancellor of the<strong>University</strong> of Westminster, retired 2007.Dr Geoffrey Copland, CBE was the foundingChair of World Cities Universities network thatamongst other issues is concerned with issuesof environmental sustainability in major worldcities. He is Chair of the <strong>HE</strong>FCE SteeringGroup on Sustainable Development in HigherEducation and also Chair of the UniversitiesUK Steering Group for Greening Spires.42The Global <strong>University</strong>The role of <strong>senior</strong> managers
Sustainable development: drivers for changeat the <strong>University</strong> of GloucestershirePatricia Broadfoot and Carolyn RobertsSustainability has suddenly become a fashionableconcept. Universities around the world, like manyother organisations, have been quick to jump onthe ‘green’ bandwagon. Some are motivated bythe scientific challenges this agenda poses, othersby moral concerns. Still other universities areidentifying the sustainability agenda as a new wayof distinguishing themselves in a crowdedmarket-place, pursuing the increasing number ofawards and league tables now being introducedto recognise excellence in this area. Sustainabilityhas indeed become a feature of the ’global’university. Sustainable development, the processof progress towards ‘sustainability’, is oftendefined in terms of an aspiration. The WorldCommission on Environment and Development(WCED), chaired by Gro Harlem Brundtland(1987: 8-9), provided probably the mostcommonly quoted definition used by nationalgovernments when discussing sustainabledevelopment, asserting thatHumanity has the ability to make developmentsustainable – to ensure that: it meets the needsof the present without compromising the abilityof future generations to meet their own needs.The Higher Education for Funding Council forEngland (<strong>HE</strong>FCE) Sustainable DevelopmentStrategy (2005) translates this general definitioninto four areas in which Higher EducationInstitutions can make a potentially distinctivecontribution through their:• Role as educators• Generation and transfer of knowledge• Leadership of, and influence upon, local,national and international networks• Business strategy and operationsHotly contested during its genesis by Vice-Chancellors who resented potential interferenceswith their academic freedoms, the ‘Strategy’ didnot have an easy passage into the public domain.Perhaps as a result, its emphasis is clearly oneconomics and the extension of UK universities’local and global influence, with Brundtland’sexpectations concerning ecology and global-levelsocial justice almost invisible in its wording,despite some development of the themes in thedocument itself. If this is a measure of the sector’sunderstanding of the term sustainability, thenthere is as little overall consensus about it as thereis in understanding what a ‘global’ universitymight be.Robinson (2004) has argued that this conceptualimprecision has provided university leaders withplenty of opportunity to include sustainabledevelopment alongside corporate socialresponsibility in their vision and missionstatements, without actually making significantchanges to their institutional practices. Since1990, over 300 university presidents andchancellors in some 40 countries have signed theTalloires Declaration for instance, the first officialstatement made by university managers of acommitment to sustainable development. Manyare (or were) leaders of major world universities,highly ranked in respect of their research andteaching by any criteria. Joining together as theAssociation of <strong>University</strong> Leaders for a SustainableFuture (ULSF, 2006) their ‘ten point action plan’incorporates sustainability and environmentalliteracy in teaching, research and outreach. Butagain, it is somewhat reticent about specificactivities and approaches that might be adoptedin particular settings, and there is only limitedevidence that it has delivered significantdevelopments in the knowledge, understandingand practice of sustainable development, atleast in its first seventeen years.<strong>HE</strong>FCE itself has recently identified similar issuesof definitions and variable levels of adoption in itsStrategic Review of Sustainable Development inHigher Education (January 2008) for Englishinstitutions. The definition of ‘sustainabledevelopment’ adopted by their consultantssuggested that it must embrace:…a significant element related to either or bothof the natural environment and naturalresources, PLUS a significant element related toeither or both of economic or social issues.<strong>HE</strong>FCE continued by noting that:Although this definition was widely accepted by<strong>HE</strong>Is, it emerged very early on in the review thatSustainable development: drivers for change at the <strong>University</strong> of Gloucestershire43