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Humanities and Social Sciences Review,
CD-ROM. ISSN: 2165-6258 :: 08(02):149–156 (2018)

INTEGRATING SUSTAINABILITY IN UNIVERSITIES: PERCEPTIONS

FROM NIGERIA

Allu Evelyn Lami Ashelo

University of Jos-Nigeria

The purpose of this study is to promote the integration of sustainability within the Nigerian university
system. The study uncovers and presents the perceptions of university academics, non-academic staff
and non-academic administrators on integrating sustainability in higher education (SHE). In inductive
survey was carried out in the months of November and December 2017 in 3 selected universities across
three geo-political regions of Nigeria. A descriptive analysis was employed to present the perceptions of
the interviewees. Findings revealed a general conscientious on the relevance of integrating
sustainability in the Nigerian university community however, there were divergent perceptions on who
is responsible for its institutionalization within the university system. This study contributes to the SHE
discourse, indicates areas for contextual adaptations and potentials for promoting SHE in the Nigerian
context as obtainable elsewhere. Additionally, the study offers recommendations for the way forward.

Keywords: Education for sustainable development, Higher education institutions, Nigeria;

sustainability, University.

Introduction

Correcting the imbalance in environmental sustainability and sustainable development, particularly in the
built environment is typically as a result of unsustainable actions and activities within the practices in the
built environment. This situation presents a huge challenge for which education plays a central role. Thus
the importance of the role of education in this context prompted the United Nations ‘declaration’ of the
Decade for Education for Sustainable Development (2005-2014). At the end of Decade for Education for
Sustainable Development (DESD) various assessments were and are still being documented on the new
ways Higher Education Institutions (HEI) are integrating teaching, learning and research in ways that can
contribute to sustainable development (Sterling, 2004; Biedenweg et al., 2013; Lozano et al., 2013).
Researchers also noted that amongst the HEI, universities are the most engaged with Education for
Sustainable Development (ESD) globally (Wals, 2014). This is because universities are catalyst for
societal transformation (Venkataraman 2009; Filho, et al. 2015) towards sustainable solutions for the
environmental challenges captured by Steward (2010, p.1) as “exponential growth of the human
population and our unyielding consumption of finite resources are unsustainable and are causing
profound damage to our global ecosystem.” Thus, education provides the way forward through the
integration of sustainability in HEI.
On one hand, the engagement of universities have been ascribed to the much emphasis on the need
for the universities to prepare students to develop the ability to think and integrate sustainability



149
150 Integrating Sustainability in Universities: Perceptions from Nigeria

considerations in future practice decisions and applications (Lozano et al., 2013; Sammalisto et al., 2015).
On the other hand, some universities have integrated the sustainability principles into their operations
through; specific sustainability managerial appointments, sustainability units or department and faculty of
sustainability (Filho, et al., 2015). This has been explained by Yuan and Zuo (2013) who notes that a
university consists of a number of interdependent subsystems and therefore requires a systemic approach
for it to align with sustainability for the necessary transformations expectations, through the
collaborations and participation of these stakeholders. Therefore, suggesting that integrating sustainability
in higher education (SHE) and by implication the university system is the responsibility of; academic,
non-academic and management staff of the university.
Ramos et al (2015) noted that there is some major progress within HEI to promote ESD in many
western countries. Yet, there are still many challenges, such as better integration ESD into curricula,
research, and most importantly holistically into their systems (Ramos et al., 2015, p. 9). Another area of
challenge observed is the understanding of sustainability and its practical applications (Kopnina and
Meijers 2014). These challenges are even more notable in developing countries like China (Holm et al,
2014), Asia (Cotton and Alcock 2013) and Nigeria (Allu, 2014). Additionally, Wals and Blewitt (2010)
and Filho, et al. (2015) opined that, the integration of sustainability need to go beyond curriculum for
transforming the entire university system and its staff but that the processes must also be carried out
through contextual innovations. Thus, the onus of impacting sustainable consciousness to sustainable
development requires the involvement of academic, non-academic and management staff of each
university.
The aforementioned scenario suggests that the integration of sustainability in higher education (SHE)
with particular reference to the university system involves everyone in the university community for a
sustainable national development with through contextual innovative processes. In the case of Nigeria not
much is known about the SHE (Allu, 2018) as such, this paper argues for the need for integrating
sustainability into every aspect of the university system in order to positively impact the students, the
university community and the larger society. Additionally to the theoretical underpins, this paper
conducted an interview survey amongst academic, non-academic and management staff of three selected
universities (A, B and C) within the geographical northern Nigeria. The inductive inquiry sought the
perceptions of the interviewees on their understanding of ESD and what their views are in regards to the
identified themes for the integration of sustainability in the university system. The study also sought their
perceptions of what would constitute challenges for SHE for Nigeria.

Literature Review

Sustainability and the University System

Higher education and particularly the universities have the potential to enormously influence and impact
positively on the societal sustainability (Orme and Dooris, 2010). According to Faghihimani (2012), the
universities focus for integrating sustainability is not limited to education, research, community service,
technical or non-technical activities but to also include national guidance to the universities and for
governance. The universities act as catalyst or agents for promoting the principles of sustainability to the
society and at the same time are a reflection of the future society (Venkataraman 2009; Salviono et al.,
2017).
Integrating sustainability in HEI and particularly in the university system has been adopted and
categorized into three themes. Firstly, to advance research on sustainability itself, secondly it is a process
to sustain the university itself and thirdly, to make universities become “universities of sustainability”
through guided university governance.
 Allu Evelyn Lami Ashelo 151

Advancing Research on Sustainability

Many western research funders have continually give preference to sustainability research
projects in the university systems. These preferences are directed at the environmental courses
which give relevance to; environmental economics, climate modelling, trend and strategy of
sustainability in different context (Times Higher Education (THE), 2018). Notwithstanding these
encouragement not many universities have directed research projects into this direction beyond
embedding sustainability into their curriculum (Wals and Blewitt 2010; Filho, et al., 2015). This suggests
that the university system is expected to design its programme to have direct impact to the students
through knowledge creation and dissemination (Filho, et al., 2015). Furthermore, universities have an
indirect impact to the society through interdisciplinary environmental sustainability education aimed at
ensuring that the future professionals are able to apply the concepts and benefits of sustainable
considerations (Holm et al., 2014).

Sustaining the University for Sustainability

The management of every university has a key role to demonstrate through internal leadership
governance; to support, motivate and ensure the integration of sustainability into staff and students
actions (Wright and Horst, 2013; Aktas et al., 2015). The success of which robs on the ability of the
university system to serve as catalyst for sustainable development to the larger society.
According to Peter and Wals (2013), there is an increasing demand to ensure university education
and learning are tailored towards a more sustainable responsive training aim at providing solutions to the
environmental risks and sustainability challenges being faced by its surrounding society. This argument
has been supported by Salviono et al. (2017) as quoted below

“The institutionalization of the principle of sustainability is only achieved when accepted

and integrated in the university governance culture and progressively becomes part of the
activities implemented.” (Salviono et al., 2017, p.2).

The quotation above further suggests that the universities have to accept and play participatory role to the
global agenda of sustainability implementation. Whilst, Disterheft et al. (2014) suggest that the
participatory role by the universities is an important requirement factor towards advancing the global
paradigm shift for sustainable development. Additionally, the integration of sustainability into every
aspects of a university’s activities, employment, campus lifestyles and culture are expected are expected
to also reflect sustainability (Steward, 2010).
Furthermore, in recent times policy makers have recognised the importance of evaluating
universities’ performance through the sustainability practices of each university as a stakeholder to the
sustainability agenda (Nejati and Nejati 2013; International Sustainable Campus Network (ISCN), 2018).

Universities of Sustainability

The “University of Sustainability” focuses on ensuring the education of environmentally responsible

future practitioners. A conscious strategy to integrate sustainability into the university curricula is a
necessary and important (Desha and Hargroves, 2014; Geoffrey et al., 2015; Ramos et al., 2015). The
focus is towards making courses via curricula have applicable skills to ensure sustainable development
(Disterheft et al., 2014; Holm et al. 2014), for a world saddled with the negative impact of climatic
changes and other environmental challenges (Allu, 2013). Hence, Biedenweg et al. (2013) opined that,
education for sustainability (ESD) in higher education is a pathway for sustainability integration that
guides future professionals to be responsible citizens through their ability to apply sustainable options for
a more sustainable development and society.
152 Integrating Sustainability in Universities: Perceptions from Nigeria

The key factor for ESD in university education is to promote an inter-disciplinary or trans-
disciplinary approach to teaching, learning and research (Lozano et al., 2013). Consequently, promoting
university of sustainability provides opportunities for trans-disciplinary innovation in learning, teaching
and research (Dlouh_and Burandt, 2015). Thus, a deliberate attempt must be done to ensure the
integration of sustainability into universities’ curricula as a starting point.
These three themes do overlap each other. Consequently, this overlap promotes a multi disciplinary
approach to research and trans-disciplinary research outcomes. Therefore, ensures and guide all university
activities and culture to align with sustainable development through the integration of sustainability. By
so doing, the university is able to reflect sustainability to the environment, the society and social needs. In
the long-run, the perception of stakeholders on sustainability is an important aspect of advancing the
integration of sustainability into the university system (Wright, and Horst, 2013; Yuan and Zuo, 2013).
This is because their perceptions shape their ability to adopt and practice sustainably.

Methodology

The study conducted semi-structured interviews in the months of November and December
2018, across three universities located in the geopolitical North Central, North East and North
West Nigeria. Interviews were found suitable for sustainability research because of the complex
understanding associated with sustainability (Cotton et al., 2009). In each of the universities,
three categories of interviews were conducted with some stakeholders; academic staff,
management staff and the non-academic staff who are administrators. The purposive approach
was adopted, to obtain an in-depth and varied data understanding from different categories of
participants (Bryman, 2012). The data collected was based on the perceptions and understanding
(Silverman, 2006) of the interviewees. This participatory action research is supported by Stringer
(2014) and questions the current thinking and practice (Kemmis, 2010; Revans, 2011) on the
integration of sustainability in the selected universities. An average of 45 minutes was recorded
for each interview sessions.
Table 1 presents the details of the interviews and the percentage representation to the total
categorization of the stakeholders. For the case of non-academic staff only those in the academic planning
unit/department were interviewed.

Table 1. Profile of Interviewees

S/N University Academic staff Management staff Non-academic N Total

(%) /Group (%) / Group administrative staff (%)
Code Code (%) /Group Code
1 University A (North 3 (33.3 %)/AA 1- 3 (33.3%)/AM 1-3 3 (33.3%)/AN 1-3 9 (36%)
Central) 3
2 University B 3(37.5%)/BA 1-3 2 (25 %)/BM 1&2 3(37.5%)/BN 1-3 8(32%)
(North East)
3 University C (North 3(37.5%)/CA 1-3 2 (25%)/CM 1&2 3(37.5%)/CN 1-3 8(32%)
West
Total Interviewees (N) 9 (36%) 7 (28%) 9(36%) 25 (100%)

Findings and Discussions

Questions were generated from the theoretical underpins and were also directed to ascertain the
knowledge of the interviewees and to validate the themes postulated in theoretical discourse for the
 Allu Evelyn Lami Ashelo 153

integration of sustainability in the university system. Thus there were four main questions (Q1-4) and
from each question one or more follow-up questions were generated based on the responses received from
the interviewees. From Table 1 the codes for the interviewees were assigned as: AA, BA and CA to
represent academic staff from university A, B and C. AM, BM and CM refers to management staff from
university A, B and C, in the same manner the non-academic; AN, BN and CN. Each interviewee from
the three universities is further identified with numbers – 1, 2 and 3.
The first main question has two parts. Question 1: Do you think Education for Sustainable
Development (ESD) has any relevance towards the integration of sustainability into the university
system and what would be the impact? Please explain your answers.
About 64% of the interviewees are able to link ESD with the integration of sustainability into the
university system, whilst the remaining 36% (9 interviewees) had no previous knowledge of what ESD
stands for and the researcher had to explain the role of ESD to sustainability. Moving further to the
second part, all the interviewees agreed that the impact of ESD would be in the areas of; repositioning and
reorientation of university activities towards sustainability and in the long-run influence the larger society.
These perceptions validate the position of earlier researches who opined that the universities are a catalyst
and have the potential to positively impact and transform the society when their activities are
sustainability inclined (Yuan and Zuo, 2013; Filho, et al. 2015; Salviono et al., 2017).
Additionally, the views of Ramos et al. (2015) who stated that there are still many challenges with
integration of sustainability in HEI remains relevant as perceived from the responses. Kopnina and
Meijers (2014) opined that understanding ESD is a major challenge for the developing countries and their
opinion is obvious in this study. Furthermore, the summation of earlier researchers that the problems of
integrating sustainability in the university system as common with many developing countries (Alcock
2013; Allu, 2014; Holm et al, 2014) has been validated in the Nigerian context. It is therefore, necessary
to increase efforts towards increasing the knowledge of ESD amongst the Nigerian universities.
Advancing research on sustainability has been acknowledged in literature as key to integrating
sustainability into university system as such the researcher posed the following question Q2: Is there any
deliberate attempt to embed sustainability into curriculum and to project sustainability research in
your university? Please explain your answers.
The responses were varied, the summary was threefold; firstly was there was a general notion that
there was no deliberate attempt to embed sustainability into curriculum however, according to AM2 every
lecturer is expected to update the course outline to reflect global standards for sustainable development
through education. Also AA (1-3), BA1, CA2, and CN1&2 observed that some courses have aspects of
sustainability being taught. This is an indication that sustainability may taught only in general terms.
Secondly, the interviewer noted that, environmental courses were not given any preferences that
guide research output in such disciplines towards sustainability.
Thirdly, this study is not able to identify a single university amongst the selected three that has
embedded sustainability into its curriculum and given preference to sustainability training and research,
particularly to the environmental related courses. As it is the trend and strategy for promoting the
integration of sustainability in the western research and university systems (Wals and Blewitt 2010; Filho,
et al., 2015; Times Higher Education (THE), 2018).
The third main question (Q3) sought to unveil the perceptions of the interviewees on ‘Sustaining the
University for Sustainability’ and thus asked- Does your university have a sustainable Blue Print and
who is responsible for the institutionalisation of the principles of sustainability at your university?
There was a spontaneous ‘Yes’ from 3 interviewees who were all members of university
management, 2 from university A and 1 from University B, representing 12%. Whilst 18 of them
representing 72% were not sure who should be responsible and the remaining 5 interviewees (20%) did
not have an opinion. However, when the interviews were asked to make a suggestion on who should be
responsible their opinion differed across the entire sample N. Yet, there was no specific documentation to
ascertain the claims of the three (2AM and the 1BM). Other findings on this question revealed that, all
management staff from all three universities are of the opinion that management should be responsible,
154 Integrating Sustainability in Universities: Perceptions from Nigeria

they also suggested the National University Commission (NUC) should also be responsible to ensure
compliance.
On the other hand, all the academic staff but one suggested that the entire university, NUC and
professional regulatory bodies should be responsible. The lone voice of BA added that the academic
planning unit of the university should also be responsible for the institutionalization of sustainability in
the university. The implication of this reveal is that, there may not be a holistic or and national policy to
guide the integration of the sustainability agenda into the university system in Nigeria. If such guide does
exist, then it is not in the public domain. It is therefore, not obvious that these selected three universities
do have a sustainable guide, leadership and culture within their systems as was suggested by Salviono et
al. (2017).
In the earlier discourse, “University of Sustainability” was noted to primarily focus on ensuring the
education of environmentally responsible future practitioners is assured. Aligning with this focus the next
question (Q4) was asked – How sure are you that your graduates are able to apply sustainable
principles in their future professions in comparism to other graduates globally?
Only 10 (40%) interviewees were confident that their graduates can compete favourably globally
when it comes to the application of sustainability or and able to make sustainable options in their future
practice. Another 8 (32%) of the interviewees were not so confident and their reasons included; lack of
up-to-date facilities, limited knowledge of sustainability applications, lack of guided curriculum and
policies. 5 (20%) did not give any reason beyond not being sure their graduates would successfully
compete with others on the application of sustainability in their future jobs. The last 2 (8%) interviewees
did not venture an opinion despite being asked the question repeatedly. However, these 2 interviewees
were in agreement with every other interviewee on the follow-up question – Do you think the
integration of sustainability into your university is necessary? The perceptions deduced from these
interviewees and the body language of participants showed that the integration of sustainability into their
university system has not been adequately pursued in the selected universities. This position can be
assumed to be the reflection of the Nigerian context.

Conclusion

This paper has demonstrated that integrating sustainability into the university system is not just necessary
to promote sustainable development but that the university system in itself is a catalyst for sustainability
in all ramifications. However, all the potentials that the thematic processes of the integration of
sustainability into university system are not adequately pursued in Nigeria. As such, the universities are
not able to serve as catalyst for sustainability to their society. The universities must pursue actively the
institutional engagement for integrating sustainability for internal and societal sustainable
transformations.
Thus, this study outlined some recommendations toward the promotion of the integration of
sustainability in the Nigerian university system as follows:
x Promote and ensure ESD is successfully adopted through awareness training amongst all
universities staff.
x The Nigerian government, NUC and the universities to provide adequate guidelines (policies and
institutional framework) to encourage the embedment of sustainability into curriculum and
research output.
x Universities must encourage interdisciplinary sustainability research for contextualization of its
potentials.
x Encourage and provide specific sustainable requirements through institutional blue-prints for all
activities.
x Improve learning process to include sustainability applications capacities for staff and students.
 Allu Evelyn Lami Ashelo 155

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