Going beyond the rhetoric: system-wide changes in universities for sustainable societies

In October 2008, the 5th Environmental Management for Sustainable Universities (EMSU) international conference was held in Barcelona, Spain. It dealt with the need to rethink how our higher educational institutions are facing sustainability. This special issue has been primarily derived from contributions to that conference. This issue builds upon related academic international publications, which have analysed how to use the critical position of universities to accelerate their pace of working to help to make the transition to truly SUSTAINABLE SOCIETIES! This issue focus is on the ‘softer’ issues, such as changes in values, attitudes, motivations, as well as in curricula, societal interactions and assessments of the impacts of research. Insights derived from the interplay of the ‘softer’ issues with the ‘harder’ issues are empowering academic leaders to effectively use leverage points to make changes in operations, courses, curricula, and research. Those changes are being designed to help their students and faculty build resilient and sustainable societies within the context of climate change, the Decade of Education for Sustainable Development (DESD), and the UN Millennium Development Goals (MDGs). The overall systems approach presented by Stephens and Graham provides a structured framework to systematize change for sustainability in higher education, by stressing on the one hand the need for “learning to learn” and on the other hand by integrating leadership and cultural aspects. The “niche” level they propose for innovative interactions between practitioners such as EMSU is exemplary developed by all of the other documents in this special issue. To highlight some of the key elements of the articles in this issue, there are proposals for new educational methods based in sustainability science, a set of inspirational criteria for SD research activities, new course ranking and assessment methods and results of psychological studies that provide evidence that participatory approaches are the most effective way to change values within university members in order to facilitate the development and sharing of new sustainability norms.

A környezeti teljesítményértékelés módszerei (Environmental performance evaluation methods)

A környezeti teljesítmény mérésére számtalan módszer létezik. A cikk a környezeti teljesítményértékelési eszközök útvesztőjében kínál némi eligazítást azáltal, hogy hat, a gyakorlatban is többé-kevésbé használt módszert mutat be és értékel. A szerző kísérletet tesz a bemutatott módszerek összehasonlítására is aszerint, hogy kitérnek-e a környezeti és a vállalati teljesítmény kapcsolatának vizsgálatára, illetve a környezeti teljesítményt kellően átfogóan vizsgálják-e. Nagyító alá kerül az a kérdés is, hogy vajon a teljesítményértékelési módszerek alapján jól teljesítő vállalatok valóban tekinthetők-e fenntarthatónak. ________ There are numerous methods existing for evaluating corporate environmental performance. The article offers some guidance in this labyrinth by introducing and evaluating six, in practice also used methods. The author makes an attempt to compare the different methods, whether they cover the relationship between environmental and company performance, and whether they analyse different components of environmental performance comprehensively enough. The question is also covered, whether companies with excellent performance based on the methods analysed can really be regarded as sustainable companies.