phd in sustainability management

PhD in Sustainability Management

Scholarship in applied sustainable development

The PhD in Sustainability Management (SUSM) prepares future sustainability innovators with interdisciplinary research skills, management approaches, strategies and processes to realize sustainable outcomes with business, government and third sector organizations.

Students contribute to the creation of academic knowledge by developing methods, systems, concepts, and tools for sustainability management. Data and analysis consider environmental, social and governance areas in sustainable development.

Graduates prepare for career paths both inside and outside academia, including employment in government, business and third sector organizations. Through professional development seminars, students gain skills to mobilize their knowledge and develop skills for careers outside of academia.

Contact: Anastasiya Saparaliyeva Graduate Program Coordinator PhD in Sustainability Management

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Sustainability Doctor of Philosophy (Ph.D.) Degree

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The Ph.D. in sustainability fosters innovation and creativity in solving real-world challenges within social, economic, technological, and business realms. In this inherently interdisciplinary program, you’ll become part of a network of academics from across RIT who are working to optimize sustainable systems and practices in engineering, manufacturing, energy, education, and more.

STEM-OPT Visa Eligible

Overview for Sustainability Ph.D.

Our approach to sustainability means working in the broader context of environmental assessment, economics, and policy. Each faculty member in the Golisano Institute for Sustainability sponsors a select number of students for specific research projects, with the scope varying from fundamental science to applied engineering to corporate sustainability applications. On acceptance into a sponsored research project, you will receive a fully-funded education, a stipend to help with living expenses, your own office space, and the time to develop your technical expertise in sub-areas dependent on your research.

In the sustainability Ph.D. program, you’ll have the opportunity to learn from areas across the entire university to develop your own innovative approach to the field, building off of methodologies such as life cycle assessment, environmental risk and impact assessment, design for the environment, pollution prevention, closed-loop supply chain management, and product life assessment. Moreover, you’ll work side-by-side with our world-renowned faculty who are avid researchers in diverse areas including biofuels, transportation, energy policy, resource recovery, smart products and systems, and more.

The sustainability Ph.D. helps you think innovatively about how sustainability can positively impact systems all over the world through big-picture solutions, from training future business leaders to maximizing natural resources. You don’t need a background in sustainability to apply to this program; you just need a desire to create positive change in the world. We bring in students of all ages, from all backgrounds—from biotechnology to business—and from all over the world. You’ll also find a wide range of experience—many of the program’s students have more than 10 years of career experience and/or education.

The faculty are well-known scholars and active researchers who not only bring their knowledge into the classroom but also directly involve students in their scholarship. This work includes a wealth of hands-on experience in our impressive research facilities , including a 75,000-sq.-ft., LEED Platinum certified research building with over nine labs and six technology testbeds. With this level of experience, you’ll be prepared for diverse academic and industry jobs where you can make an impact on the way the world views and utilizes sustainable practices, from the macro to the micro.

RIT's Sustainability Ph.D.

With the sustainability Ph.D.'s integrative curriculum, you will develop a deep foundation in sustainability science, sustainable systems, risk analysis, and more. You can also choose several electives from across RIT's colleges—from Computational Modeling and Simulation to Principles of Statistical Data Mining—to tailor your degree and create interdisciplinary relationships throughout the university.

Through your sponsored research project, you’ll have the opportunity to make novel and impactful contributions to the development and understanding of sustainable technologies. Recent dissertation examples include:

• Implications of Consumer Lifestyle Changes and Behavioral Heterogeneity on U.S. Energy Consumption and Policy
• Criticality of Byproduct Materials: Assessing Supply Risk, Environmental Impact, and Strategic Policy Response for Tellurium
• Development of an Integrated Reformer and Fuel Cell System for Portable Power Applications

Sustainability Research

Sustainable energy.

• Photovoltaics
• Energy supply/demand models
• Energy policy

Circular Economy

• Life cycle assessment
• Electronic waste and battery recycling
• Waste-to-energy processes
• Food waste management
• Remanufacturing

Sustainable Urban Systems

• Smart Cities
• Transportation systems analysis
• Food Waste Management
• Food-Energy-Water Nexus

Sustainability Resources: RIT Advances Global Sustainability

Partnering locally and internationally with the communities in which we are engaged, RIT is continuing to advance sustainability efforts and build resiliency at home and around the world. Rochester, NY, is a hub for sustainability professionals and home to rich natural resources, such as fertile farmland and the nearby Finger Lakes. Many of our students share their passion for sustainability with the local community by volunteering on projects connected to K-12 education, community gardens, farmer’s markets, and more. In addition, you will connect with the global sustainability community by attending and presenting at professional conferences all over the world.

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Latest News

April 4, 2024

REMADE to host conference in D.C.   

The Rochester Beacon talks to Nabil Nasr, associate provost and director of Golisano Institute for Sustainability, about the conference.

March 21, 2024

REMADE Institute to lead 2024 circular economy tech summit in D.C. next month

A national institute, led in part by RIT, next month is hosting the 2024 REMADE Circular Economy Technology Summit & Conference in Washington, D.C., highlighting emerging strategies and technologies to accelerate the adoption of a circular economy.

March 8, 2024

Pollution Prevention Institute at RIT accepting Community Grants Program applications

The program, founded in 2008, is part of the NYSP2I’s ongoing efforts to make the state more sustainable for workers, the public, the environment, and the economy through pollution prevention.

Curriculum Update in Process for 2024-2025 for Sustainability Ph.D.

Current Students: See Curriculum Requirements

Sustainability, Ph.D. degree, typical course sequence

Admissions and Financial Aid

This program is available on-campus only.

Full-time study is 9+ semester credit hours. International students requiring a visa to study at the RIT Rochester campus must study full‑time.

Application Details

To be considered for admission to the Sustainability Ph.D. program, candidates must fulfill the following requirements:

• Complete an online graduate application .
• Submit copies of official transcript(s) (in English) of all previously completed undergraduate and graduate course work, including any transfer credit earned.
• Hold a baccalaureate degree (or US equivalent) from an accredited university or college.
• A recommended minimum cumulative GPA of 3.0 (or equivalent).
• Submit a current resume or curriculum vitae.
• Submit a statement of purpose for research which will allow the Admissions Committee to learn the most about you as a prospective researcher.
• Submit two letters of recommendation .
• Entrance exam requirements: None
• Submit one writing sample .
• Submit English language test scores (TOEFL, IELTS, PTE Academic), if required. Details are below.

English Language Test Scores

International applicants whose native language is not English must submit one of the following official English language test scores. Some international applicants may be considered for an English test requirement waiver .

International students below the minimum requirement may be considered for conditional admission. Each program requires balanced sub-scores when determining an applicant’s need for additional English language courses.

How to Apply   Start or Manage Your Application

Cost and Financial Aid

An RIT graduate degree is an investment with lifelong returns. Ph.D. students typically receive full tuition and an RIT Graduate Assistantship that will consist of a research assistantship (stipend) or a teaching assistantship (salary).

Additional Information

Prerequisites.

The Sustainability Ph.D. program requires that students gain mastery of key sustainability concepts and methods, several of which are quantitative in nature. Due to this, we require incoming students to have taken university-level calculus, statistics, and two courses in physical sciences (such as chemistry or physics).

DISCOVER THE INNOVATIVE WORK WE ARE DOING ON:

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Ph.D. in Environment and Sustainability

Our Environment and Sustainability Ph.D. equips students with diverse perspectives to develop profound new ideas, knowledge and approaches to the most important concerns facing people and the planet. The program provides training to develop deep understandings of the structures of current environment and sustainability issues today and to develop analytical research to address them. This requires learning in multiple disciplines and how they, together, can better provide greater knowledge to bear to the social, environmental, political, scientific and economic factors creating the situation we face today. Our goal is to prepare students for a range of careers in academia, as well as public and private sectors.

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How to Apply Learn more

Doctoral (PhD)

I'M READY TO APPLY I WANT TO LEARN MORE    

The 2023 PhD cohort next to Douglas Lake at the University of Michigan Biological Station.

The goal of the SEAS PhD in Environment and Sustainability is to train the next generation of research leaders for impact in our field. The Doctoral Program develops the creative abilities of exceptional students, training them for independent work that contributes to original research and scholarship at the forefront of their chosen fields. SEAS PhD students will become leaders in research, teaching and training others, and developing the scientific knowledge base needed to formulate policies and practices that contribute to societal goals in the field of environment and sustainability.  Uniquely, the SEAS Doctoral Program has a sharp focus on impact, with student research aspiring to contribute to solving real world problems. 

The SEAS PhD in Environment and Sustainability is a highly flexible program. Students choose between a specialized course of study or one that broadly addresses complex, interdisciplinary issues. Each student's course of study is tailored to their scholarly interests and guided by their faculty advisor and committee. Broad areas of specialization reflect the expertise and research interests of faculty.

The SEAS PhD in Environment and Sustainability is a research-based degree. Emphasis is placed on developing the skills to plan, implement, evaluate, and communicate original research. Students are required to take the following courses: 

Three credits of Research Paradigms (EAS 741) taken within the first three terms of study. This course offers a conceptual and critical treatment of issues relevant to doing research in environment and sustainability. Topics addressed include the nature of science and criteria for "quality research"; characteristics of the scientific community; research value systems and ethics; and considerations of interdisciplinary research. The course is intended to broaden the students' perspective of the diversity of research frameworks through class discussions stimulated by assigned readings, as well as workshop problem-solving sessions and occasional guest lectures. 

Two analytic courses. Doctoral students are required to take at least two courses (400-level or above) that focus on tools of analysis, research design, research evaluation, and/or data collection methods. The areas of analytics appropriate to each student will vary and should be determined in consultation with the advisor. 

Doctoral education at the University of Michigan recognizes the importance of intellectual breadth beyond the student’s field of specialization. Accordingly, Rackham requires doctoral students to complete 3 hours of graduate-level coursework with a grade of B- or better in a field other than their own. 

Beyond the required classes listed above, students work in close collaboration with their faculty advisor to develop a tailored set of courses that build competency in relevant theoretical and empirical areas. Additionally, students are required to complete training in the responsible conduct of research and scholarship.  

Program Milestones

• Upon admission, you are assigned an advisor and faculty member(s) to serve on your Interim Guidance Committee.
• In your first year, you prepare a "course of study" document that will guide your coursework and scholarly development.
• By the end of your second year, you will complete your qualifying exam and advance to doctoral candidacy.
• By the end of your fifth semester, you will submit your full dissertation proposal.
• By the end of your fifth year, you will defend your dissertation.

Your PhD in Environment and Sustainability will be granted by the  Horace H. Rackham School of Graduate Studies . 

It is strongly recommended that PhD applicants contact SEAS faculty members prior to applying.   It is important to establish a connection with faculty members to discuss mutual research areas. These interactions are helpful in determining fit with our faculty and SEAS community. Faculty research profiles and their contact information are found  here .  Applications are submitted  directly to the Horace H. Rackham School of Graduate Studies.  

The SEAS  Doctoral Handbook provides key information, such as a timeline and outline of expectations and requirements. For more information, contact [email protected] .

PhD in Sustainable Development

The PhD in Sustainable Development at Columbia University's School of International and Public Affairs (SIPA) is a unique and innovative program that combines rigorous interdisciplinary training with practical application. This program provides a comprehensive education in both the social and natural sciences, preparing students to address complex sustainable development challenges.

Overview: The program's core curriculum includes around ten courses designed to provide interdisciplinary grounding, taught at the level expected of first- or second-year Ph.D. students. The course structure offers PhD-level training in economics and a natural science field, complemented by integrative courses specifically designed for sustainable development and courses in social sciences. This structure allows students the flexibility to pursue individual fields of study while developing broad-based skills and knowledge. Students must complete two social science electives and a coherent sequence of four natural science courses, totaling a minimum of 60 credits, and must maintain an overall B+ average with no grade lower than a B- in core classes.

In addition to coursework, students participate in integrative seminars—Sustainable Development Seminar I (SDEV U9200) and Sustainable Development Seminar II (SDEV U9201)—throughout the first three years of the program. They must also complete an MA thesis, pass an Orals Exam (leading to the MPhil Degree), and present and defend a Ph.D. dissertation.

Advanced Standing: Due to the unique interdisciplinary content of the program, students entering with a master’s degree from Columbia University or elsewhere must still complete all MA and MPhil course requirements and examinations. Advanced standing for previously held degrees may occasionally be granted at the discretion of the Director of Graduate Studies (DGS) after the successful completion of the first year.

Advising: Students must select an advisory committee before the end of the fourth semester, ideally earlier, with the help and approval of the DGS and Program Faculty. The advisory committee, typically comprising 2 to 3 members, must include a SIPA faculty member as the main academic advisor. Other advisors can be from different Columbia University schools or universities but cannot be the main academic advisor. The committee should include faculty with expertise in both the social and natural sciences. Initially, the DGS will serve as the academic advisor for the first year or two, guiding and monitoring research progress.

Service Requirements: Students are required to fulfill teaching and research requirements, typically involving six semesters of work as a teaching fellow (TF) or a graduate research fellow (GRF). They usually serve as TFs in SIPA master-level and undergraduate courses. Students who secure external fellowship funding may reduce this requirement with the DGS's approval, but every student must complete at least two semesters as a TA.

Sixth Year: The Ph.D. in Sustainable Development is designed as a five-year program, although some students may need to extend their studies into a sixth year. While administrative accommodations can be made, funding for the sixth year is not guaranteed, and students are encouraged to secure fellowship support or other funding sources.  

Contact Us John Mutter , Professor  Director of the Ph.D. in Sustainable Development [email protected]

Tomara Aldrich Program Coordinator for the Ph.D. in Sustainable Development  [email protected]

John Mutter , Professor of Earth and Environmental Sciences and of International and Public Affairs; Director of the PhD in Sustainable Development program

Douglas Almond , Professor of International and Public Affairs and of Economics

Scott Barrett , Lenfest-Earth Institute Professor of Natural Resource Economics

Geoffrey Heal , Donald C. Waite III Professor of Social Enterprise in the Faculty of Business and Professor of International and Public Affairs

Cristian Pop-Eleches , Professor of International and Public Affairs

Jeffrey Sachs , Quetelet Professor of Sustainable Development; Professor of Health Policy and Management; Director of the Earth Institute

Wolfram Schlenker , Professor of International and Public Affairs

Jeffrey Shrader , Assistant Professor of International and Public Affairs

Joseph Stiglitz , University Professor

Requirements for the MA Degree

Sustainable development courses.

These courses are designed and taught specifically for the PhD students in Sustainable Development, although they may be open to students from other programs.

Core Economics Courses

All core economics courses are taught in the Economics Department and are drawn from the Economics PhD syllabus. More information about these courses can be found from the Economics department Web site .

Social Science Courses

Students must take at least 3 social science courses. 

Natural Sciences Courses

Students must also take 3 natural science electives drawn from the following departments:

Department of Ecology, Evolution, and Environmental Biology (E3B)

Department of Earth and Environmental Sciences (DEES)

Department of Environmental Health Sciences (EHS) at the Mailman School of Public Health

Department of Earth and Environmental Engineerin g (DEEE) at the Fu Foundation School of Engineering and Applied Science (SEAS)

The master’s thesis should be completed by May 1 in the fourth semester and should address a problem in sustainable development using data and methodologies from the four natural science courses completed in the first two years of the program. The thesis consists of an article (around 30 pages long), which would be publishable in an appropriately refereed academic journal reflecting the disciplinary orientation of the project.  Students should submit the Masters paper to their research advisor(s) with a copy to the DGS. The advisor later meets with the student and submits a pass/fail grade to the Assistant DGS for processing. For titles of MA thesis projects previously completed by students in the program please see here .

Requirements for the MPhil Degree

Completion of the MA requirements with a minimum of 60 credits and a B+ average.

Complete 4 out of 6 semesters of service requirements (Teaching Assistant, TA or Research Assistant, RA appointments) . Students with outside funding need to complete a minimum of 2 TA appointments.

Fulfillment of research tools requirement

Core courses in quantitative methods (Introduction to Econometrics I and II, and a third Quantitative Analysis course).

Either a two-course sequence in GIS or other analytic modeling systems or a proficiency examination in a non-English language, as selected with the approval of the academic adviser.

Submission of a final draft of the dissertation prospectus , approved by the adviser, to the MPhil Examining Committee three weeks prior to the MPhil examinations. The prospectus should:

be a single, 10-page document

be distinct from the Master’s thesis though it can build on similar research

cover the methods and objective of the research project

Two-hour long oral exam designed to examine the candidates’ formal learning and their capability to do independent research, including the presentation of a dissertation prospectus/proposal. The examination committee will consist of three faculty members, normally from the Sustainable Development core faculty, and will be chaired by the Director of Graduate Studies (DGS), who will lead the discussion of the prospectus. Examinations are conducted as follows:

5 minutes: the candidate will give a formal presentation of the prospectus

30 minutes: all members of the examining committee, led by the DGS, will ask questions.

30 minutes: examination of proficiency in fields most relevant to the proposed research, from within the following subjects:

Natural Science

Sustainable Development

(Optional) An elective field, such as study of a region

Each component will be graded on a scale of 1 to 5, with 1 being the lowest and 5 the highest. If the average grade is 3.5 or above the student receives a clear pass. If the average grade is below 3.0 the student will be required to leave the program by the end of the current semester. If the average grade is between 3.0 and 3.5 or if any individual grade is below 3.0 the committee require the student to take further courses, revise their prospectus, or provide a revised research paper.

Requirements for the PhD Degree

Phd dissertation.

The PhD dissertation will be on a social science topic in sustainable development. The social science research will be informed by an understanding of physical and natural science constraints and opportunities influencing economic development.

Students with a regional area of interest to their dissertation may wish to do research abroad, so as to conduct field studies, use archives, improve language skills, or confer with local experts. In order that students may complete the PhD program without delay, it is preferred that they make use of summers to conduct such research. Students who feel they require a longer period of field research or language training need the approval of their advisor, and of the DGS. Students may not receive extended residence credit for study or research away from Columbia before the completion of all course work requirements and comprehensive examinations.

PhD Defense

Complete the GSAS deposit application and pay the $85 processing fee;

Submit the required Survey of Earned Doctorates online;

Upload and submit a PDF copy of your dissertation;

Obtain a signed Approval Card that certifies you have made all required revisions and that the dissertation has been approved for deposit by your sponsor and by your doctoral program.

Open defenses (optional)

If both the candidate for a defense and the Advisory Committee choose to have an “open” defense, the following will apply:

The candidate will have a maximum of 40 minutes to present major conclusions of the thesis research, with at least half of the time devoted to a description of new findings or insights in the field discussed that directly resulted from research by the student.

 Any member of the University community or other interested parties can attend the first part of the thesis defense.

Questions following the initial presentation are permitted for a maximum of 10 minutes.

Following the oral presentation by the candidate and the brief period for general questions, the defense committee will question the candidate in closed session for a period of up to 90 minutes.

If either the candidate or the Advisory Committee prefer, the procedures for “closed defense” (i.e., 20-minute oral presentation followed by questions from the defense committee in closed session for a period of up to 90 minutes) will be followed.

Candidates must consult with their advisor and the Director of Graduate Studies about scheduling the defense. Every Ph.D. student must submit the Intent to Distribute and Defend form directly to GSAS.

The final examination will not be scheduled until the Director of Graduate Studies has recommended the dissertation for defense. A five-person examining committee will be appointed by the department and must be approved by GSAS. The DGS will then officially invite the examiners.

The Application for Defense must be completed by the Candidate and the Director of Graduate Studies and submitted by the program’s office to the GSAS Dissertation office.

Members of the PhD examining committee must be given a minimum of three weeks to read the thesis, so the defense may comfortably be scheduled after submission of the thesis to the Advisory Committee. Before being recommended for defense, the candidate must submit to his/her Advisory Committee draft copies of the thesis, including figures, plates and tables and obtain the Advisory Committee’s written approval of the draft. (Written approval by the Advisory Committee indicates only that the thesis as it stands or with revisions suggested by them is in good enough form to justify scheduling the defense.)

After the Advisory Committee has given its preliminary approval in writing, and the candidate has made any revisions suggested by them, he/she must distribute copies of the dissertation to the external readers. Instructions for the correct form for preparing the manuscript and information on publication options may be obtained via the Graduate School’s website ( http://www.columbia.edu/cu/gsas/ )

The candidate must see that outstanding fees or loans to the University are paid and make sure that he/she has fulfilled all other Departmental requirements. When these requirements have been fulfilled and the examining committee has been appointed by the DGS, the candidate is notified of the examination date, usually about two weeks in advance.

After passing the final examination, the candidate must see to any minor revisions and their approval by the examining committee before final deposit. If major revisions were called for (a defense-vote of “incomplete”), these must be made and submitted within a stated period (usually no fewer than three months and no longer than one year from the date of the defense) to the supervising committee, whose approval will have to be certified in writing before the candidate can be recorded as having passed the final examination. From the time of the “pass” vote, the student has a maximum of six months to deposit the thesis. There are four steps to completing your deposit -- the steps can be done in any order, but your deposit is only considered complete when all four steps are done.

Doctorate degrees are awarded in October, February, and May. Check the academic calendar for specific deadlines for the final deposit of the dissertation. (You may, however, call yourself “Dr.” as of the day of your deposit, since that date will appear on your official transcript.)

PhD in Sustainable Development Courses

SDEV U6240 Environmental Science for Sustainable Development. 3.00 Points.

Category: EE, EPD:Sustainable

This course provides a rigorous survey of the key areas of natural science that are critical to understanding sustainable development. The course will provide the theories, methodological techniques and applications associated with each natural science unit presented. The teaching is designed to ensure that students have the natural science basis to properly appreciate the co-dependencies of natural and human systems, which are central to understanding sustainable development. Students will learn the complexities of the interaction between the natural and human environment. After completing the course, students should be able to incorporate scholarly scientific work into their research or policy decisions and be able to use scientific methods of data analysis. This is a modular course that will cover core thematic areas specifically, climate, natural hazards, water management, public health/epidemiology, and ecology/biodiversity. To achieve coherence across lectures this course will emphasize how each topic is critical to studies of sustainable development and place-based case studies in recitation will integrate various topics covered. In the lectures and particularly the recitation sections this course will emphasize key scientific concepts such as uncertainty, experimental versus observational approaches, prediction and predictability, the use of models and other essential methodological aspects

SDEV U9200 Sustainable Development Seminar I. 1.50 Point.

This course is restricted to PhD in Sustainable Development

SDEV U9201 Sustainable Development Seminar II. 1.50 Point.

SDEV U9240 Human Ecology ＆ Sustainable Development. 4.00 Points.

Category: EPD:Sustainable, PhD in Sustainable Development Open to PhD Students Only

This course has two primary objectives: first, to provide a structured way to think about—and conduct research in—the field of sustainable development. Second, to introduce formal models of dynamic, coupled human and environmental systems

SDEV U9245 Environment ＆ Resource Economics. 3.00 Points.

This course aims to introduce you to the basic concepts of environmental economics

SDEV U9248 Collective Action for Global Sustainable Development. 3.00 Points.

Category: PhD in Sustainable Development Registration restricted to PhD Students

When externalities go uncorrected, and public goods go undersupplied, the reason is not that the market fails; the reason is that governments are unable or unwilling to intervene effectively. The biggest problem is with transnational externalities and regional and global public goods. This is partly because of the scale of these problems, but it is also because the institutional arrangements at this level make effective intervention difficult. There is no World Government. Instead, there are around 200 sovereign states. To support sustainable development globally, states must cooperate, and yet states' self-interests often conflict with their collective interests. This is why all countries agree that collective action must be taken to limit climate change, and yet, though they try and try again, countries seem unable to muster the individual action needed to meet their own collective goal. The aim of this course is to develop an apparatus for understanding international collective action for sustainable development. By an apparatus, I mean a theory, a structured way of looking at and understanding the world. Rather than just present the theory, my aim is to show you why theory is needed, how it has been constructed, and what its strengths and weaknesses are. Basically, in addition to teaching you principles and tools, I want you to come to see how this field has developed, what it has achieved, and where it has fallen short. Throughout the course, we shall also be looking at tests and applications of the theory-empirical and experimental papers in addition to case studies. The course draws from a number of disciplines, especially economics, game theory (analytical and experimental), and international relations-but also international law, philosophy, history, the natural and physical sciences, and engineering. The focus will be on institutions, and the way that they restructure the relations among states to cause states to behave differently-that is, to cause them to undertake collective action. In terms of applications, the course will address not only climate change but also depletion of the ozone layer, trans-boundary air pollution, pollution of the oceans, over-fishing, biodiversity loss, and the emergence and spread of infectious diseases

ECON GR6211 MICROECONOMIC ANALYSIS I. 4.00 points .

Prerequisites: the director of graduate studies' permission. Corequisites: ECON G6410. Consumer and producer behavior; general competitive equilibrium, welfare and efficiency, behavior under uncertainty, intertemporal allocation and capital theory, imperfect competition, elements of game theory, problems of information, economies with price rigidities

ECON GR6212 MICROECONOMIC ANALYSIS II. 4.00 points .

Prerequisites: the director of graduate studies permission. Corequisites: ECON G6410. Consumer and producer behavior; general competitive equilibrium, welfare and efficiency, behavior under uncertainty, intertemporal allocation and capital theory, imperfect competition, elements of game theory, problems of information, economies with price rigidities

ECON GR6411 INTRODUCTION TO ECONOMETRICS I. 4.00 points .

Corequisites: ECON G6410 and the director of graduate studies' permission. Introduction to probability theory and statistical inference

ECON GR6412 INTRODUCTN TO ECONOMETRICS II. 4.00 points .

Corequisites: ECON G6410 and the director of graduate studies permission. Introduction to the general linear model and its use in econometrics, including the consequences of departures from the standard assumptions

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PhD in Sustainability Science

A three-year programme with an innovative approach to sustainability issues and a global change perspective.

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Applications for September 2024 entry are now closed.  

The Doctor of Philosophy in Sustainability Science Programme is a three-year programme that takes an innovative approach to sustainability, seeking to promote a better understanding of the issues by incorporating global change perspectives.

This programme will equip graduates with comprehensive, multidisciplinary knowledge of sustainability problems, and deepen their understanding of the role of environmental sustainability in addressing current issues related to global change, specifically those related to climate change and biodiversity. Students undertake problem-oriented research by playing an active role in UNU-IAS research projects, and acquire the quantitative and qualitative analytical skills necessary to understand the underlying principles of various systems involved in sustainability issues and debates.

Students can select courses from those offered by UNU-IAS, while also enjoying the opportunity to take courses at other leading universities in Japan such as the University of Tokyo, Sophia University, and International Christian University.

Programme Structure & Language

Admission requirements, how to apply, diploma programme for specialization on the paris agreement (spa), joint diploma programmes, japan foundation for unu (jfunu) scholarship.

The programme is offered on a full-time basis only. The academic year starts in September. The standard period to complete the degree requirements is 36 months or six academic semesters, excluding time spent on study leave of absence from the university. By July of their third-year students are expected to complete all of the course requirements, obtaining at least 14 credits and completing a doctoral dissertation.

The language of instruction is  English . [ Top ]

Applicants for the PhD in Sustainability Science are required to have met the following requirements by the application deadline in order to be considered:

1. A completed master’s degree (or equivalent) from a recognized university or institution of higher education in a field related to sustainability and a minimum of two years of professional field experience related to UNU-IAS research themes which was acquired after obtaining a university degree (full time equivalent);

Two completed master’s degrees, at least one of which must be in a discipline related to sustainability studies (those who expect to receive a second master’s degree before the entrance period of September 2024 may also apply);

2. A GPA of 2.8 or above on a 4.0 scale (equivalent to 70% on a 100 % scale) for at least one of the master’s degrees earned; and

3. English language proficiency.

The minimum score requirements for English language qualifications required by UNU-IAS are:

• 600 on TOEFL – Paper-Based Testing (PBT) OR
• 100 on TOEFL – Internet-Based Testing (IBT) OR
• 7.0 on IELTS – Academic format

*   Please note that TOEFL and ILTS test scores are valid for two years. Invalid test scores will not be accepted.   UNU-IAS requires original TOEFL/IELTS score reports (no photocopies accepted).

• TOEFL: Please order an official score report using the institution code 6991. For more information on TOEFL, please visit  http://www.ets.org/toefl/
• IELTS: Please request that an official report be sent directly to UNU-IAS. For more information on IELTS, please visit  http://www.ielts.org/  [ Top ]

Applicants who have studied for at least two consecutive years in a degree-granting university programme taught entirely in English may submit a substitute document for the English language proficiency score. [ Top ]

Please refer to the PhD Application Guidelines  for detailed instructions on how to apply. [ Top ]

• 3 March 2024 : Deadline for applications
• Mid-April 2024 : Invitation to an interview and requests for submitting supporting documents by email (shortlisted applicants only)
• Mid to late April 2024 : Interviews (shortlisted applicants only)
• Late May 2024 onwards : Announcement of application results (successful applicants only)

Dates are subject to change . [ Top ]

• Application Processing Fee:  None
• Tuition Fee:  USD 12,000 per year*

To secure admission, successful applicants will be required to pay at least 50% of the tuition fee for the first academic year ( USD 6,000 *,  non-refundable ) by the due date on the invoice issued after the result announcement and prior to enrolment. Students who choose to pay annually must pay a full one-year tuition payment before the commencement of the academic year. Successful applicants are required to submit all documents and pay the tuition fee by the deadline.**

The estimated total expenses for living and studying in Tokyo for three years are approximately  USD 84,000 , including tuition fees. Applicants must ensure adequate financial resources to meet the full costs of educational and living expenses.

* The fee is subject to change .

**  UNU holida ys  are listed in the  UNU-IAS Academic Calendar .  [ Top ]

The curriculum is reviewed on a yearly basis and the course offerings may not be identical to the ones listed below.

Overview Courses (Compulsory)

• Trans-disciplinary Graduate Research Seminar I & II
• Sustainability Science Research Seminar

Elective Courses

• The United Nations System and Sustainable Development*
• Global Change and Planetary Boundaries*
• Principles of International Development Project*
• Water Resources Systems
• Education for Sustainable Development: From Global Agendas to Local Actions
• Understanding the mechanism to implement the Paris Agreement to the UNFCCC
• Frontier of Sustainability Science
• Law and Practice of the United Nations
• Climate Justice and the Right to Education
• Remote Sensing, Geographical Information Systems and Analysis: Theory and Application
• Environmental Statistics and Research Methods
• Studies of Socio-Ecological Production Landscapes and Seascapes
• From SDGs to Climate Change: Implementation Strategies for its Adaptation and Mitigation

Courses marked with * are held over a short period as part of the UNU Intensive Core (IC) Courses.

Other elective courses may also be offered. A wide range of elective courses offered by partner universities are also available to UNU-IAS students through credit exchange arrangements. [ Top ]

UNU-IAS offers the SPA Diploma Programme focusing on the implementation of the Paris Agreement mechanisms, such as the enhanced transparency framework, nationally determined contributions, national adaptation planning process, global stocktake and market mechanisms. By strengthening national capacity in these areas, it aims to become an essential means of implementation of the agreement and develop future leaders who will be at the forefront of these vital efforts. The diploma will be granted upon satisfactory completion of the designated courses. [ Top ]

Students of the UNU-IAS PhD programme are also encouraged to pursue one of two joint diplomas in sustainability science, which are offered in partnership with the University of Tokyo Graduate School of Frontier Sciences (UT-GSFS) and with Sophia University. These diploma programmes require students to gain 18 credits, eight of which must be from courses specified by UNU-IAS and the partner university under the respective joint diploma programme. A joint diploma can only be awarded to students who successfully complete the three-year UNU-IAS PhD degree programme. [ Top ]

The scholarship is competitive and may be awarded to eligible students who have been accepted for enrolment in the PhD programme. There is no separate application form for the scholarship as it is part of the main online application form for admission. Interested applicants must provide the necessary information and documents for the scholarship when applying to the PhD programme.

I. Coverage

The jfUNU scholarship provides a monthly allowance of 120,000 JPY as a support package for a maximum of 36 months. The tuition fees may be waived for the scholarship recipients.

II. Eligibility Requirements

Applicants must meet the following requirements:

• Applicants must be from developing countries* who can demonstrate a need for financial assistance.
• Applicants who are currently living in Japan under a working visa are NOT eligible for the scholarship.
• Applicants who are already enrolled in other PhD programmes are not eligible. This includes those who have already obtained a PhD degree at an institution other than UNU-IAS.

*Developing countries included in the latest  OECD DAC list .

III. Additional Requirements

• Recipients of the jfUNU Scholarship are required to write a short essay on their learning and experiences at UNU, which is submitted to the donor organisation. Before graduation, each recipient is requested to submit a note of appreciation to the donors with reflections on their future plans.
• Recipients agree to foster collaboration with jfUNU through participating in jfUNU activities, events, and other opportunities offered to the student body. [ Top ]

Before contacting the Admissions Office, please read through the  Frequently Asked Questions  to see if your question has been answered. For any unanswered questions, please use the  Inquiry Form . [ Top ]

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Course type

Qualification, university name, phd degrees in sustainability.

26 degrees at 22 universities in the UK.

Customise your search

Select the start date, qualification, and how you want to study

About Postgraduate Sustainability

Sustainability is an extremely relevant and versatile degree choice, which outlines the way we can mitigate our impact on the environment by adopting regenerative and sustainable practices to support ecological and economic health. It is a future-focussed field and studying it at PhD level offers a highly interdisciplinary learning experience with the option to specialise in a huge variety of professional environments.

To gain admission onto one of the 25 UK-based PhD degree programmes, you’ll first need to hold a strong postgraduate degree in a relevant subject area, and typically will need to demonstrate a significant amount of professional experience. Additionally, a clear research project proposal is usually required as part of the application process, and this will determine the work you do for a large part of your studies.

What to expect

You can expect to engage in advanced training in research methodologies, critical analysis, and the development of solutions for sustainable practices. You will study the environmental and human impact of mass industry and energy systems; the effect of sustainable practices of different types of communities; the life cycle of products and the technologies which can be integrated into our lives to find a more sustainable way of living.

As a doctoral candidate, you’ll conduct original research, contributing new insights to the field. The programme serves as excellent preparation for careers in academia, research institutions, policy development or leadership roles in organisations dedicated to advancing sustainability goals. Graduates are currently in high demand, and this demand is likely to only increase in the future as sustainability is one of the fastest-growing global employment sectors.

Related subjects:

• PhD Sustainability
• PhD Conservation and Protection of Specific Environments
• PhD Energy Economics, Management and Conservation
• PhD Environmental Analysis
• PhD Environmental Biology
• PhD Environmental Conservation and Policies
• PhD Environmental Health and Safety, Protection and Conservation
• PhD Environmental Management
• PhD Environmental Monitoring
• PhD Environmental Policy
• PhD Environmental Protection and Conservation
• PhD Environmental Science
• PhD Environmental Studies
• PhD Forensic Science
• PhD General Environmental Health
• PhD Marine and Coastal Conservation and Protection
• PhD Nature Conservation and Protection
• PhD Police Services
• PhD Pollution and Pollution Control
• PhD Renewable Energy Resources
• PhD Security, Police and the Armed Forces
• PhD Wildlife Conservation and Protection

• Course title (A-Z)
• Course title (Z-A)
• Price: high - low
• Price: low - high

Environmental Sustainability PhD

University of glasgow.

Based at Dumfries Campus, our staff are experts in many areas of environmental sustainability, including sustainable tourism, environmental Read more...

• 3 years Full time degree: £4,786 per year (UK)
• 5 years Part time degree: £2,393 per year (UK)

MPhil PhD Sustainability, Development, and the Environment

University of east london.

Studying for a PhD with UEL's Sustainability Research Institute will push you to new levels of innovation - and our world-class academic Read more...

• 3 years Full time degree: £5,740 per year (UK)
• 5 years Part time degree: £2,870 per year (UK)

Chemistry PhD/MPhil - Sustainable Synthesis and Catalysis

University of leicester.

The School of Chemistry offers supervision for the degrees of Doctor of Philosophy (PhD) - full-time and part-time Master of Philosophy Read more...

• 6 years Part time degree: £2,393 per year (UK)

Sustainable Hydrogen CDT PhD

University of nottingham.

Sustainable Hydrogen provides low-carbon solutions as an energy store, supporting the rapid deployment of renewable energy generation, and Read more...

• 4 years Full time degree: £5,100 per year (UK)

Environment and Sustainability PhD

University of surrey.

Why choose this programme The University of Surrey has been leading the way in environment and sustainability research for more than 25 Read more...

• 4 years Full time degree: £4,712 per year (UK)
• 8 years Part time degree: £2,356 per year (UK)

Resource Efficient Future Cities PhD

Brunel university london.

Research profile The Resource Efficient Future Cities has current strengths in two streams of research energy use efficiency focuses on Read more...

MPhil/PhD (Sustainable Environment)

University of south wales.

A PhD is a doctoral degree based on a significant and original individual research project which culminates in an in-depth thesis (or Read more...

• 3 years Full time degree: £4,716 per year (UK)
• 5 years Part time degree: £2,358 per year (UK)

PhD Sustainable Futures

University of bath.

Explore environmental change and the diverse responses needed to foster behaviours, practices and policies which promote Read more...

• 4 years Full time degree: £4,800 per year (UK)
• 6 years Part time degree: £2,400 per year (UK)

Sustainable Heritage MPhil/PhD

Ucl (university college london).

Research is at the core of ISH. Through it, we've successfully put sustainable heritage on the map of museums, galleries, libraries, Read more...

• 3 years Full time degree: £6,035 per year (UK)
• 5 years Part time degree: £3,015 per year (UK)

Sustainability PhD

Anglia ruskin university.

PhD Pursue your research degree with an internationally known institute that works with influential partners, including government and Read more...

• 2 years Full time degree: £4,786 per year (UK)
• 2.5 years Full time degree: £4,786 per year (UK)
• 3 years Part time degree: £2,392 per year (UK)
• 3.5 years Part time degree: £2,392 per year (UK)

MPhil/PhD in Strategy, Enterprise and Sustainability

Manchester metropolitan university.

Discover your research degree study options, including areas of expertise for our academic supervisors. Our research degrees will help you Read more...

• 3 years Distance without attendance degree
• 6 years Distance without attendance degree
• 3 years Full time degree
• 6 years Part time degree: £4,786 per year (UK)

Practitioner Doctorate in Sustainability PhD

Why choose this programme The University of Surrey has been leading the way in environment and sustainability research for more than 30 Read more...

• 36 months Full time degree
• 72 months Part time degree

PhD Direct (Sustainable Environment)

Sustainable resources mphil/phd.

Faced with a growing global population and increased demand and competition for natural resources our mission is to generate knowledge in Read more...

Sustainable Energy PhD

Why choose this programme Champion our ‘One Health, One Medicine’ approach which brings together expertise from a broad range of Read more...

PhD Sustainable Energy Technologies

University of hertfordshire.

Our research expertise in Renewable Energy Technologies specialises in areas including renewable energy, smart grids, novel wind energy Read more...

• 3 years Full time degree: £5,925 per year (UK)
• 6 years Part time degree: £2,960 per year (UK)

University of Exeter

The Universities of Exeter, Bristol, Bath, Plymouth and UWE Bristol have created the South West Doctoral Training Partnership (SWDTP) which Read more...

• 4 years Full time degree
• 8 years Part time degree

PhD Sustainable Industrial Systems

University of manchester.

Programme description The main aim of our research is to help identify sustainable solutions for industrial systems on a life cycle basis, Read more...

DPhil in Sustainable Urban Development

University of oxford.

The Doctor of Philosophy (DPhil) in Sustainable Urban Development is a part-time doctoral programme that provides outstanding students an Read more...

• 4 years Part time degree: £14,535 per year (UK)

MPhil/PhD in Global Sustainable Development

University of warwick.

Find out more about our MPhil/PhD in Global Sustainable Development. Our MPhil/PhD in Global Sustainable Development (GSD) offers you the Read more...

• 4 years Full time degree: £4,950 per year (UK)
• 7 years Part time degree

1-20 of 26 courses

Course type:

• Distance learning PhD
• Full time PhD
• Part time PhD

Qualification:

Universities:.

• University of Oxford Department for Continuing Education
• University of Suffolk
• University of St Andrews
• Keele University
• University of Bristol
• Abertay University

Related Subjects:

Sustainability, PhD

• Program description
• At a glance
• Degree requirements
• Admission requirements
• Tuition information
• Application deadlines
• Global opportunities
• Career opportunities
• Contact information

Climate, Economy, Energy, Environment, Food, Future, Global Warming, Justice, Pollution, Society, Supply Chain, Water, approved for STEM-OPT extension, ethics, sustain, urban

Research and develop solutions to sustainability challenges that bridge disciplines. Learn from leading scientists and scholars in this customizable, interdisciplinary program.

The PhD program in sustainability prepares students to become scientists and leaders in research who investigate the urgent sustainability challenges of this century. The flexible, transdisciplinary nature of the program allows students to focus on problems of interest to them, drawing upon relevant knowledge from sustainability science and a variety of disciplines. This full-time program includes a high degree of faculty interaction and collaboration.

All sustainability doctoral students gain a better understanding of the need for a transdisciplinary approach to solving sustainability challenges as well as the ability to communicate their research effectively to academic and non-academic audiences alike.

In addition to the common learning outcomes, students are able to conduct research on particular sustainability challenges using theoretical lenses and methods from sustainability science and a range of complementary disciplines. Students learn to translate sustainability challenges to tractable research questions; develop a portfolio of quantitative and qualitative research methods to address these research questions; formulate and test hypotheses; utilize rigorous elicitation methods to gather qualitative and quantitative datasets; learn to engage with stakeholders to co-produce knowledge; use statistical and other analytic techniques to analyze data; and build and apply models of social-ecological systems.

They develop expertise in the analysis of institutional policies and regulations, as well as the design of the built environment and technologies, to support sustainable development. They also develop the foundational knowledge of concepts and methods required to conduct interdisciplinary and transdisciplinary research and effectively communicate their findings across academic disciplines, as well as to policymakers and the general public.

Graduates possess an advanced understanding of the dynamics of coupled social-ecological systems and use this knowledge to conduct original research to inform robust solutions to specific sustainability challenges. They are equipped to lead others in the development of sustainable strategies at the local, national and global levels.

This program may be eligible for an Optional Practical Training extension for up to 24 months. This OPT work authorization term may help international students gain skills and experience in the U.S. Those interested in an OPT extension should review ASU degrees that qualify for the STEM-OPT extension at ASU's International Students and Scholars Center website.

The OPT extension only applies to students on an F-1 visa and does not apply to students completing a degree through ASU Online.

• College/school: College of Global Futures
• Location: Tempe

86 credit hours, a written comprehensive exam, a prospectus and a dissertation

Required Core (11 credit hours) SOS 510 Perspectives on Sustainability (3) SOS 520 Research Design and Methods for Sustainability (3) SOS 525 Social-Ecological-Technical Systems (SETS): Domains and Interfaces (3) SOS 589 Community of Graduate Student Scholars (2)

Solutions Workshop Electives (6 credit hours)

Open Electives (45 credit hours)

Research (12 credit hours) SOS 792 Research (12)

Culminating Experience (12 credit hours) SOS 799 Dissertation (12)

Additional Curriculum Information Students take SOS 589 twice for one credit hour. For electives, students should see the academic unit for the approved course list. Other coursework may be used with the approval of the academic unit. Only six credit hours of 400-level coursework can be included in the plan of study.

When approved by the student's supervisory committee and the Graduate College, this program allows up to 30 credit hours from a previously awarded master's degree to be used for this program. If students do not have a previously awarded master's degree, the remaining coursework is to be made up of appropriate electives.

Applicants must fulfill the requirements of both the Graduate College and the College of Global Futures.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in any field from a regionally accredited institution. The school encourages applicants with diverse educational backgrounds and experiences that are relevant to the school's core objectives.

Applicants must have a minimum cumulative GPA of 3.25 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.25 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of intent
• three letters of recommendation
• resume or curriculum vitae
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

The statement of intent should not exceed 600 words and should describe how the applicant's background will contribute to success in the program; describe how completion of the degree will support long-term career goals; elaborate on key research questions the applicant wishes to address or problems to solve as part of the plan of study; and identify potential faculty advisors.

Letters of recommendation must be from three people who can attest to the applicant's academic and professional achievements. At least one letter should be academic in nature.

Studying abroad is encouraged for graduate students. Nearly all of the College of Global Futures faculty-directed programs offer graduate credit. In addition, the Global Education Office offers more than 50 program opportunities, with programs on every continent.

Faculty-directed programs tend to be the best fit for graduate students; taking courses with ASU professors over the summer or during academic breaks offers students close mentorship and professional network growth in many fields of study while they earn ASU credit. Exchange program participation is also possible with careful planning.

Students can find programs specific to their interests on the College of Global Futures Study Abroad webpage , and additional opportunities and information on the ASU Global Education Office website . These sites also include additional information about applying for funding to support global travel.

Graduate students are also encouraged to apply for funding for international research, study and professional development through ASU's Lorraine W. Frank Office of National Scholarships Advisement .

Professionals with expertise in sustainability frameworks and interdisciplinary research are in high demand across industries, including business, academia and government. Skills in critical thinking, teamwork, sustainability problem solving and research are valuable to businesses and institutions, many of which are in need of expertise to solve critical sustainability problems and introduce sustainability principles into their business models.

From the School of Sustainability's 2022 alumni employment survey, 100% of doctoral program respondents are employed. Of those respondents employed, 100% have jobs directly related to sustainability. Students can learn more about careers in sustainability and where graduates of sustainability doctoral programs are now employed by visiting the School of Sustainability's alumni employment data website .

Career possibilities for program graduates include:

• chief sustainability officer
• data analyst
• environmental scientist
• geographic information systems coordinator
• program manager or director
• research scientist
• sustainability consultant
• sustainability policy advisor
• sustainability specialist

School of Sustainability | WCPH 3rd floor [email protected] 480-727-6963 Admission deadlines

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Doctorate in Sustainability – PhD (Online)*

Career paths, residencies.

• Faculty & Staff

Tuition & Fees

Emerge as an innovative leader in the field of sustainability to address socio-ecological resilience, climate change, water scarcity, food insecurity, environmental policy, economic justice, and more.

At a Glance

For the program beginning summer 2025

Residency Locations

Portugal, Tanzania

Priority Deadline

November 1, 2024, followed by rolling admissions

Final Deadline

January 31, 2025

Critical Global Issue of Study

Climate & Environment

Development & Inequality

Program Cost

Why a phd in sustainability from sit.

Developed for professionals working to create a more sustainable future, PhD in Sustainability students will investigate the social, ecological, technical, and political dimensions of sustainable transformations, the relationship of science and society in advancing more sustainable futures, and novel and inclusive approaches to community-based problem solving and sustainable development.

This online program is complemented by two 10-day international residencies across four years of part-time study. During the first-year residency, students will immerse themselves in Lisbon, Portugal, a beacon of progress in renewable energy innovation, marine conservation, and sustainability. During the second-year residency, students transition from theory to hands-on exploration through unique case studies in Tanzania’s Zanzibar Archipelago, which is at the forefront of blue economy initiatives.

Students will develop skills in research, organizational leadership, policy development, and communication in order to contribute to climate change mitigation, advocate for social equity, and innovate sustainable business practices for economic prosperity. Graduates of the program will be prepared to lead multi-stakeholder groups as they will be effective communicators in policy circles, academic and organizational contexts, and in popular science.  

SIT’s global faculty bring experience in both teaching and mentorship and applied work in many facets of sustainability, from integrative conservation, climate change, food security, environmental governance, and sustainable business and technology. With SIT’s global network and long history of experiential learning, students will gain a unique global perspective they can apply to their careers.

This program is ideal for professionals enthusiastic about producing evidence-based analysis to investigate the social and ecological dimensions of sustainable transformations, the relationship of science and society in advancing more sustainable futures, and novel and inclusive approaches to community-based problem solving and sustainable development. Career paths may include:

Climate and environment analyst

Lead sustainability designer or director

Energy policy advisor

Regenerative systems specialist

Green tech innovator

Sustainability curriculum designer

University faculty

Leadership and research roles in academic, government, NGO, and business

Read about SIT Graduate Institute alumni careers through the SIT blog and our Career Impact page.

First-Year Residency: Lisbon, Portugal

A beacon of progress in renewable energy innovation, marine conservation, and sustainability, Portugal offers a vibrant environment of breathtaking coastlines and majestic mountainous regions that will serve as your classroom. During this 10-day residency, students will explore and contribute to areas such as marine conservation, renewable energy innovations, and sustainable agriculture practices.

The program base, Lisbon, received the 2020 European Green Capital Award. The city surpassed its 2030 target for carbon emissions reduction in 2016 and aims to achieve carbon neutrality by 2050.

Second-Year Residency: Zanzibar, Tanzania

Transition from theory to hands-on exploration through case studies in the Zanzibar Archipelago, which is at the forefront of blue economy initiatives. This 10-day residency serves as a cornerstone for grounding the program themes and tools in real-world applications, where your research becomes a powerful catalyst for positive change.

Go beyond the classroom to contribute to solutions for sustainability challenges, particularly related to food production and tourism in the face of climate change. Visit key sites and interact with stakeholders to gain valuable insights into local sustainability practices and challenges. Beyond the local context, this experience extends to a global perspective as participants compare their Zanzibar experiences against similar cases worldwide.

Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.

Program Learning Outcomes

Upon completion of the PhD in Sustainability, students will be able to:

• Conduct groundbreaking transdisciplinary research that cuts across systems thinking, sustainability studies, and social action.
• Design effective and successful project solutions that lead to inclusive, tenable results for the flourishing of human livelihoods and ecosystems at different spatiotemporal scales.
• Contribute to an emerging body of research and action that redefines mainstream environmental thought guided by contemporary, alternative conservation epistemologies.
• Lead organizations and initiatives in the creation and implementation of sustainable and regenerative systems that satisfy human and ecosystem needs.
• Design and carry out original, ethical research informed by relevant literature and grounded in appropriate methodologies and approaches.
• Contribute to scholarship and practice of the field through publishable research findings.

Read more about Program Learning Outcomes .

Students complete 64 credit hours of work across four years (12 semesters) of study in small personalized cohorts. Courses focus on theory, research methods, applied practice, professional development, and dissertation preparation. Throughout, you will learn from professors and advisors from across the globe. This PhD draws on SIT’s 60-year history of experiential education and global partnerships to provide students with a unique and powerful learning experience.

Students can request to transfer up to 15 credits of relevant previous graduate coursework during admission, thereby reducing the overall credit requirement from 64 to 49.

With approval, students can pursue an accelerated pathway to complete the degree in 10 semesters. The research and dissertation writing phase of the program may vary, dependent on individual student progress, outside commitments, and type or scope of research.

Please expand the sections below to see detailed course descriptions and admissions information.

This is SIT

• We value active togetherness, reciprocity, and respect as the essential ingredients for building a sustainable community .

• With open minds, empathy, and courage, we facilitate intercultural understanding and respect for the commonalities and differences between people.
• We champion social inclusion & justice in all that we are and all that we do, from ensuring our community and our programs amplify the voices, agency, and dignity of all people to deliberately instilling the principles and practices of inclusion in all of our work.
• We are committed to human and environmental well-being through sustainability and contributing to a better world for all living and future generations.
• Elective (3 credits; or 3 approved transfer credits)
• Perspectives on Sustainability (3 credits)

In this course, students will delve into the foundational bodies of theory that underpin both research and practical applications of sustainability approaches. This course provides the theoretical background for the discussion and analysis of sustainability issues that range from energy and natural resources to biodiversity and global climate change. Core concepts of the course include social-ecological systems thinking, vulnerability, resilience, regenerative development, policy, and communication in the context of sustainability.

Central to the course is the interconnectedness of sustainability issues across different scales and systems. Students will gain insights into how communities, governments, organizations, social movements, private corporations, and individuals can collectively address the looming threats to sustainability. The exploration of sustainability topics spans a wide array of perspectives, fostering adaptability in addressing the complex task of reshaping human society and its relationship with nature and technology. The overarching goal is to guide individuals towards more sustainable patterns in ecological, social, political, and economic relations while preparing them to be effective communicators of hope throughout their graduate degree and beyond.

• Social-Ecological-Technical-Political Systems and Integration (3 credits)

This course provides the theoretical background for the use and application of complex systems thinking and decision making for sustainability. The course content draws on diverse fields and spheres, including the social sciences, ecological systems, and technology, with a focus on how these spheres overlap, interact, and how we may further bring them together. Core concepts of the course include social-ecological systems thinking, supply-chain and networks analysis, and ethics and social justice in the context of sustainability. Students will examine interrelationships among natural, societal, economic, technological and political systems on multiple scales, and learn to identify problems and conceptualize solutions using systems thinking.

• Integrative Biodiversity Conservation (3 credits)

In this course, students will examine past and current environmental conservation theories, paradigms, approaches, and practices that explore and weigh 1) the challenges and successes of resource conservation on multiple scales, 2) the role of carbon in current and future management of ecological systems, 3) the emergence of environmental governance, and 4) ecological restoration and its potential impacts on human flourishing. Holistic in its approach, the course focuses on the relationships, nuances, and sacrifices involved in balancing human use of natural resources and the maintenance and regeneration of ecological health. The course will also draw on theories and concepts from the pluriverse, environmental psychology, and notions of the inseparable duality of the human-nature mosaic.

• Case studies in Climate Change and Sustainability (3 credits)

Societies in developing countries depend on ecosystem goods and services for their livelihoods. Climate change impacts have damaged the integrity of ecosystems and placed stresses on residents’ livelihoods, public institutions, and businesses. This Praxis course addresses climate change impacts and sustainable practices in the tropics and, furthermore, shows that sustainability is a key factor of the development process. The idea of sustainability emerged in response to growing concerns about the apparent failure of conventional, state-led “development” initiatives and about the extent and pace of socio-environmental degradation, including in African settings. In general, a practice is sustainable and resilient when it can cope with and recover from stress and shocks and maintain or enhance its capabilities and assets, while not further undermining the natural resource base and its multi-sectoral linkages.

This 10-day course takes place in the Zanzibar Archipelago, a semi-autonomous region of Tanzania in East Africa. The course addresses three specific cases by experiencing examples and putting theory and skills into practice where Africa meets the Indian Ocean. During the stay in Zanzibar, we also visit key sites and meet with stakeholders about sustainability practices and challenges, for instance as linked to food production and tourism in an era of climate change. Experiences and applications in Zanzibar are compared against global cases. This course grounds doctoral program themes and tools with on-the-ground experiences and applications in the Global South.

• Preliminary Review (0 credits)

At the conclusion of year one of the program, students must pass a preliminary examination. Preliminary exams demonstrate mastery of content covered in core courses and demonstrated progress towards the dissertation research proposal.

• Analytical Tools and Methods in Sustainability Studies (3 credits)

Sustainability assessment balances environmental, social, and economic impacts while respecting contextual and long-term risks. This Research Methods course provides a critical and systematic review of qualitative and quantitative, but primarily mixed methods, approaches to sustainability. Previous comprehension of baseline qualitative and quantitative methods is expected of students. The course also introduces and applies diverse analytical tools essential to the assessment of sustainability cases and outcomes. A broad comprehension of disciplines, scales (space and time), data types, metrics, indicators, and the strengths and limitations of specific paradigms and approaches informs the course and its content. Sustainability evaluations can impact policy and decision-making in both natural/physical and social spheres. Enhanced livelihoods and environmental conservation and social development can result from improved scientific and technical applications that assess the synergies and tradeoffs of sustainability outcomes.

• Qualitative Research Methods (3 credits)

In this course, students will be introduced to a range of approaches and methods used in qualitative inquiry. Among the approaches covered are process tracing, discourse analysis, ethnographic research, case studies, comparative historical analysis, archival research, interviewing, ethnography, content analysis, ethnographic research, political profiling, and agent-based modeling. Students will deepen their knowledge about these approaches and enhance their data collection skills by conducting surveys, analytical frameworks, designing case studies, and reflecting on each method’s strengths and limitations. Students will also learn how to code data inductively and deductively, develop codes, look for patterns emerging in data, develop overarching themes, and interpret findings.

• Comprehensive Exam (0 credits)

Upon completion of all coursework, students must pass a comprehensive examination and begin a prospectus (proposal) for their dissertation research. Comprehensive exams confirm students’ mastery of their chosen field of study and serve as the basis for their doctoral dissertation literature review. After passing the comprehensive examination and prospectus defense, students enter candidacy.

• Research Colloquium (3 credits)

The Research Colloquium gives a platform for doctoral students to present and discuss possible PhD research projects, exchange ideas, receive constructive feedback, and workshop ways to prepare and improve their dissertation research proposals. Across 10 days, students interact in a conference format, presenting their research ideas, the literature and debates attached to those ideas, and the methods they are considering using in their inquiry process. Students are also expected to critically evaluate the work of their peers, providing constructive criticism to help them advance their research agenda, operationalize their research questions(s), and identify and develop plans for overcoming challenges in the data collection and analysis phases of their research. Prior to the in-person colloquium students will work with their advisor as needed to develop their presentations.

• Doctoral and Professional Development Seminar 1 (1 credit)

The Doctoral and Professional Development Seminars 1-4 seek to build a community of practice of PhD students as they work to complete their doctoral dissertations.  Students meet bi-weekly with each other and their degree chair to share their dissertation progress, problem solve, and share drafts of their work for feedback. The seminar will also feature occasional guest speakers who will share their own doctoral dissertation journeys and their professional transitions after receiving their PhD.

• Proposal Defense, IRB approval (3 credits)

The proposal defense is designed to evaluate the feasibility, significance, and originality of each student’s proposed dissertation research project. It serves as a critical checkpoint to ensure that the research project is well-structured, well-developed, and has a high likelihood of success. The defense is conducted in front of the student’s three dissertation committee members: their primary advisor and their first and second reader. It consists of a formal presentation followed by a question-and-answer session. After the questioning, the committee deliberates, then provides feedback to the student regarding the strengths and weaknesses of the proposal. The outcome of the defense will be one of the following: 1) Pass: the student may proceed with their research, 2) Conditional Pass: The student is allowed to proceed, but they must address specific issues or complete requested revisions to the proposal before doing so, or 3) Fail: The proposal does not meet the required standards, and the student will be required to revise and redefend it at a later date. *Requires successful completion of comprehensive exams.

• Dissertation (5 credits)

At least 20 credits of the PhD program consists of research and dissertation. After completion of the dissertation, the student must pass an oral examination in defense of the dissertation. The culminating experience for the doctoral degree program is publication of the dissertation. The non-coursework portion of the program usually lasts two years.

• Doctoral and Professional Development Seminar 2 (1 credit)
• Doctoral and Professional Development Seminar 3 (1 credit)
• Doctoral and Professional Development Seminar 4 (1 credit)
• Dissertation Defense (1 credit)

In this course, students will complete their dissertation, prepare for their oral defense. working closely with their primary and secondary advisors, and deliver and defend their work. Students will be able to present their dissertation remotely.

Electives and Transfer Credits (15 credits)

Students must take 15 credits of elective courses prior to sitting for comprehensive exams. Elective credits can be fulfilled by two means: transferring prior graduate credits earned at SIT or another accredited institution or completing an advisor approved elective offered through one of SIT’s course offerings in the master’s or PhD programs.

Admissions Criteria

Our admissions staff work one-on-one with every applicant to facilitate a highly informed and multidimensional admissions experience: applicants are required to undertake an interview with SIT faculty during the application process.    

As applicants become familiar with the attributes of an SIT education—grounded in the experiential learning model and focused on social justice and leadership skills in intercultural environments—they determine for themselves  how  SIT can help them meet their educational and career objectives.  

For the PhD in Sustainability, admissions will evaluate candidates to ensure they meet the following criteria:

• Bachelor’s or master’s degree in any field from a regionally accredited institution
• Strong academic writing and scholarly potential, as evidenced by a statement of purpose
• Demonstrated English language proficiency (see details below)
• Intercultural and professional experience
• A minimum preferred cumulative grade point average of 3.5 on a scale of 4.0
• Demonstrated ability to use experience as a source of learning
• All applicants are required to interview with program faculty

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• three letters of recommendation
• resume or curriculum vitae
• proof of English proficiency

Additional Application Information The statement of purpose should not exceed 750 words and should describe how the applicant’s experience will contribute to success in the program; describe how completion of the degree will support long-term professional goals; and expand on key research questions the applicant aims to address as part of the plan of study. Letters of recommendation must be from three people who can attest to the applicant’s academic and professional achievements. At least one letter should be academic in nature.

Applicants will be able to transfer up to 15 credits of related graduate coursework toward the PhD program. Please contact us for more information.

English Language Ability

Applicants whose first language is not English and who did not graduate from an English-speaking institution must demonstrate English language proficiency.

*This new program is pending accreditation from the New England Commission of Higher Education (NECHE) in accordance with the Commission's Policy on Substantive Change. The approval process is anticipated to be finalized in fall 2024.

Faculty & Staff

Sustainability – phd (online)*.

Discover the Possibilities

SIT’s Student Financial Services Office provides guidance on all aspects of funding your degree throughout the application process and during your degree program. Tuition costs vary by program and scholarships are available.

• Doctor of Philosophy in Resources, Environment and Sustainability (PhD)
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Canadian Immigration Updates

Applicants to master’s and doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

The Institute for Resources, Environment and Sustainability (IRES) at the University of British Columbia (UBC) is a problem-focused and curiosity-driven interdisciplinary research institute and graduate program, with interest and expertise in a wide range of topics under the realm of environment and sustainability. Our mission is to foster sustainable futures through integrated research and learning about the linkages among human and natural systems, and to support decision making from local to global scales. More often than not, we achieve this through collaborations across students and faculty in a manner that recognizes our collective skills, intellectual histories and methodological approaches, and yet encourages our interdependencies as we consider real world problems.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

Over fifty percent of our core faculty are Canada Research Chairs and faculty mentoring has led to a high success rate of our students winning major fellowships and scholarships. There are multi-year funding packages offered for top applicants to the RES program. RES has over 400 alumni since the graduate program started in 1994.

The Institute for Resources, Environment and Sustainability was a natural fit for the type of project I was interested it, with its interdisciplinary focus, and a number of leaders in their field I now get to learn from and collaborate with.

Annie Lalande

Quick Facts

Program Enquiries

Admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 100

IELTS: International English Language Testing System

Overall score requirement : 7.0

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

Prior degree, course and other requirements

Prior degree requirements.

RES does not admit applicants to the PhD program unless they have completed a thesis-based master's degree prior to the RES PhD program start.

Course Requirements

There are no specific prerequisites for the RES PhD program other than you must have completed a thesis-based Masters degree from a recognized institution. As we are an interdisciplinary program, we accept applications from all disciples and backgrounds. Anyone interested in studying environmental/sustainability problems in an interdisciplinary way is encouraged to apply.

Document Requirements

The RES program requires all applicants to submit a thesis proposal with their application. Details of this can be found here: https://ires.ubc.ca/graduate-program/prospective-students/how-to-apply/

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

• Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Resources, Environment and Sustainability (PhD)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial Support

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

All full-time students who begin a UBC-Vancouver PhD program in September 2024 or later will be guaranteed a minimum funding package of $24,000 for each of the first four years of their PhD. This guaranteed minimum doctoral funding package may consist of any combination of internal or external awards, teaching-related work (TA), Research assistantships (RA), and Graduate Academic Assistantships (GAA).

Additional funding opportunities for PhD applicants may come from UBC’s Four Year Doctoral Fellowship (4YF) : an $18,200 stipend plus full tuition coverage per year, for four consecutive years.

RES students have also been highly successful in receiving support from the most prestigious funding agencies. Many of our students are Social Sciences and Humanities Research Council (SSHRC)  or Natural Sciences and Engineering Research Council (NSERC)   recipients, and in recent years we have seen our students receive both Vanier  Canada Graduate Scholarships  and the Trudeau Foundation Doctoral Scholarship , the most highly-regarded scholarships in Canada. You can review a detailed list of the most commonly applied to scholarships on our website.

In addition to external scholarships and funding options noted above, RES typically distributes one-time entrance awards to the majority of incoming students. The amount of these awards varies year to year, however over the last three years the awards have been in the range of $3000-$5000.

It is important for applicants to the RES program to confirm the details of any funding package that may be available to them prior to accepting an offer of admission to the program.

Average Funding

• 8 students received Teaching Assistantships. Average TA funding based on 8 students was $6,018.
• 19 students received Research Assistantships. Average RA funding based on 19 students was $17,172.
• 12 students received Academic Assistantships. Average AA funding based on 12 students was $4,726.
• 32 students received internal awards. Average internal award funding based on 32 students was $13,925.
• 16 students received external awards. Average external award funding based on 16 students was $30,208.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

71 students graduated between 2005 and 2013: 1 graduate is seeking employment; for 8 we have no data (based on research conducted between Feb-May 2016). For the remaining 62 graduates:

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

Our current students, alumni and faculty lead and serve on numerous international, national, non-governmental organizations (NGO) and regional bodies dedicated to protecting the environment and improving well-being.

Alumni on Success

Glen Hearns

Job Title Self Employed

Employer Self Employed

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Resources, Environment and Sustainability (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

This program went through a name change in previous years that may have included curriculum changes. It was previously known as: Doctor of Philosophy in Resource Management and Environmental Studies until 2015. Historical data on this page may include data collected under the previous name(s) of the program.

ENROLMENT DATA

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Boyd, David (Human rights)
• Chan, Kai (Natural environment sciences; Human Ecology; Ecology and Quality of the Environment; Social and Cultural Factors of Environmental Protection; Applied Ethics; Values and Lifestyles; Sustainable Development; conservation finance; Conservation science; cultural ecosystem services; Ecosystem services; environmental assessment; environmental values; incentive programs; payments for ecosystem services; resilience; social-ecological systems; sustainability science)
• Chang, Stephanie (All other social sciences, n.e.c.)
• Donner, Simon (Atmospheric sciences; Oceanography; Other media and communication; Climate Science; climate change impacts; Climate policy; Coastal Ecosystems; Marine Environment; Climate modelling and prediction; Science communication; Net-zero emissions; Coral reefs)
• Gantois, Joséphine (Human Dimensions of Biodiversity Conservation)
• Giang, Amanda (Atmospheric sciences; Mechanical engineering; Natural environment sciences; Atmospheric Pollutants; Chemical Pollutants; Climate Changes and Impacts; Public Policies; Social and Cultural Factors of Environmental Protection)
• Harris, Leila (Critical identity, ethnic and race studies; Gender, sexuality and education; Human rights, justice, and ethical issues; Africa; Development Policies; Drinking Water; Environmental justice; equity and social justice; Ethics and Fundamental Issues of Law and Justice; Fresh Water; Gender Relationship; gender and social difference; Ghana; International development; participatory resource management; Resources Management; Social Contract and Social Justice; Social and Cultural Factors of Environmental Protection; South Africa; Turkey and Middle East; Water; water governance; water politics)
• Johnson, Mark (Geology; Natural environment sciences; Agriculture; Biogeochemistry; Carbon cycle; Climate Changes and Impacts; data science; Ecohydrology; Ecology and Quality of the Environment; Fresh Water; Ground Water and Water Tables; Hydrological Cycle and Reservoirs; Land and Soil; land use; Running Water Hydrosystem; Water and Sustainability)
• Kandlikar, Milind (Climate change impacts and adaptation; Product life cycle; Environmental policy; Research, science and technology policy; Environmental impacts; Climate Change and energy transition; Technological Risk; Technology and Development)
• Kremen, Claire (Natural environment sciences; Zoology; agroecological farming systems; Reconciliation of agricultural land use with biodiversity conservation; sustainable landscapes)
• Oberg, Gunilla (History and philosophy of science (including non-historical philosophy of science); Other earth and related environmental sciences, n.e.c.; Indigenous peoples environmental knowledge; All other social sciences, n.e.c.; Science and knowledge production; Scientific controversies surrounding the evaluation of chemical risk (epistemic and ontological); Indigenous data justice as related to chemicals regulation & management; Social and cultural factors of chemicals regulation & management; Vocabulary, Knowledge, Significance and Thought Building; environmental health; The challenge of teaching science as a process and not a deliverer of irrefutable facts; The role of deliberation in science)
• Ramankutty, Navin (Natural environment sciences; Public administration; Public policy; Public security policy; Agriculture; Climate Changes and Impacts; Climate impacts; Environment and Society; Global food security; Land use change; Sustainable agriculture)
• Satterfield, Theresa (Sustainable development, environmental health, First Nation & land management, social and cultural consequences of contamination)
• Wittman, Hannah (Sociology and related studies; Farming systems research; food sovereignty; Sustainable agriculture; socio-ecological systems; Agroecology)
• Zhao, Jiaying (Natural environment sciences; Psychology and cognitive sciences)

Doctoral Citations

Sample Thesis Submissions

• Examining Canadian governance of First Nations fisheries along the coast of British Columbia through a theoretical lens of food justice
• A critical physical geography of conservation, water, and scientific research in the Bale Mountains, Ethiopia
• Beyond borders : assessing climate risks in globalized food systems
• The influence of climate change on crop yields in the Canadian Prairies
• Advancing equity in water demand management among local governments in British Columbia, Canada
• Crop yield estimation in the Canadian Prairies : assessing the relative importance of scale, satellite and biophysical data
• Agricultural data governance, data justice, and the politics of novel agri-food technologies in Canada
• Understanding relationships between people and nature in the context of privately protected areas in Peru
• Messaging for wildlife conservation : leveraging attitudes, intentions, and actions for transformative change
• Inequality in global access to food and its implications for climate change and Sustainable Development Goals
• Interactions between the land surface and the near-surface atmosphere : implications for evaporative demand and evapotranspiration under a changing climate
• Exploring complexity in changing practices of care : a mixed methods inquiry into rights, relations, and knowledge in protected area conservation
• Just in principle? : assessing the contributions of organic farming to socio-ecological sustainability in Canadian agriculture
• Multi-hazard perspectives on risk perception, disaster preparedness, and emergency management

Related Programs

Same specialization.

• Master of Arts in Resources, Environment and Sustainability (MA)
• Master of Science in Resources, Environment and Sustainability (MSc)

At the UBC Okanagan Campus

• Doctor of Philosophy (PhD), Sustainability

Further Information

Specialization.

Resources, Environment and Sustainability fosters sustainable futures through integrated research and learning concerning the linkages among human and natural systems and supports decision making for local to global scales. RES provides a home for graduate students focusing on the integration of the biophysical (ecological), socio-economic, and political realities of resource management within the context of a sustainable, healthy environment.

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Charlotte Milne

I chose to come to UBC thanks to its unique placement as a university that advocates for and prioritizes the inclusion of Indigenous sciences alongside Western practices. I came for my fantastic supervisor Prof. Stephanie Chang, thanks to her world-renowned expertise in disaster risk and...

UBC is an incredible, world class university, and I’m so grateful to have landed here. Especially through my lab (Climate and Coastal Ecosystems) with Dr. Simon Donner and my colleagues at IRES, I have an amazing support network and a multitude of resources to access for my research. Through...

Jerry Achar

Joining UBC was a great deal for me because the University has high academic standards and a global reputation for producing cutting-edge research, competent graduate students and world leaders, and providing a conducive environment for personal and professional growth. The University has offered...

I decided to study at UBC for several professional and personal reasons. The Institute for Resources, Environment, and Sustainability at UBC is a highly interdisciplinary environment with a commitment to applied and problem-oriented research, and it is important to me that my work helps to solve...

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Here, you can choose from more than 300 graduate degree program options and 2000+ research supervisors. You can even design your own program.

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• Doctorate in Sustainable Energy

The Ralph O’Connor Sustainable Energy Institute (ROSEI) is a community of researchers at Johns Hopkins University (JHU) that is committed to advancing sustainable energy, and we would love for you to join us. PhD programs are housed within the academic departments at JHU, so PhD students working in sustainable energy span many parts of the university.

As a student interested in doctoral research and in sustainable energy, ROSEI would love to help you find a home at JHU. Provided below is a sample of keywords for sustainable energy research being conducted at JHU, the department where this research is located, and a faculty member or coordinator within that department that has agreed to field inquiries about sustainable energy research in the given department.  A link to the different graduate admissions details for each department has also been provided. Please note that each department has its own guidelines regarding time to degree, coursework, examinations, stipend levels, etc. So, please take advantage of the information links and contacts below to learn all you can.

In addition to the brief summaries below you may also want to directly peruse the websites of ROSEI’s core, associate, and affiliated faculty to learn more about the research programs of ROSEI faculty that may resonate with your interests. Once accepted, ROSEI provides both a social and technical program that will allow you to share your research and passions with others in the broader JHU community interested in sustainable energy. PhD students are the heart and soul of JHU and we look forward to welcoming you to joining in on this important research.

ROSEI does not support direct PhD fellowships in sustainable energy at this time, but it does provide support to faculty, who then hire PhD students. Please check back as ROSEI is actively pursuing training grants to support such fellowships in the future.

You can learn more about doctoral research in sustainable energy at one of the information sessions held online by ROSEI faculty. The most recent webinar for PhD admission was held on Nov 1, 2023 and the FAQ from the event is available at the bottom of this page .

For science or engineering graduates who want to pursue a PhD in engineering related to sustainable energy:

For science graduates who want to pursue a PhD in science related to sustainable energy:

For social science graduates who want to pursue a PhD in social science related to sustainable energy:

See below for an FAQ about applying to JHU’s PhD programs that has been put together by ROSEI:

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Doctor of Philosophy (PhD) in Sustainability

• Request Information

Earn a doctorate degree in Sustainability, help lead innovation in a growing industry

Tremendous career opportunities exist in multiple government agencies and industries who are reporting significant workforce shortages of technical management personnel with a doctoral degree and experience in sustainability and how to efficiently manage resources. Moreover, the shortage is growing each year. This program is in response to that need. The Ph.D. in Sustainability degree is for new doctoral graduates and non-traditional students (i.e., experienced personnel) who desire to advance in their careers by gaining senior level skills in government and industry related directly and indirectly to sustainability technologies.

Capitol Technology University’s online PhD in Sustainability degree is a unique program designed to meet the long-standing needs of managing our resources efficiently, effectively and with sustainability. This degree is not an environmental science degree or environmental in focus. The focus is technology in using science and technology is reducing resource demand, the reliability of what we use and the engineering to deliver on real improvements. Currently wind turbine blades only are usable for 10 years, then buried until a solution of how to recycle material is not able to be used with current knowledge. Sustainable means designing turbine blades to last considerably longer, using materials that can be recycled and supporting a net zero carbon environment.

Why Capitol?

Learn around your busy schedule

Program is 100% online, with no on-campus classes or residencies required, allowing you the flexibility needed to balance your studies and career.

Proven academic excellence

Study at a university that specializes in industry-focused education in technology fields, with a faculty that includes many industrial and academic experts.

Expert guidance in doctoral research

Capitol’s doctoral programs are supervised by faculty with extensive experience in chairing doctoral dissertations and mentoring students as they launch their academic careers. You’ll receive the guidance you need to successfully complete your doctoral research project and build credentials in the field. 

Key Faculty

Associate Chair, Director of Engineering Labs

Degree Details

This program may be completed with a minimum of 60 credit hours, but may require additional credit hours, depending on the time required to complete the dissertation/publication research. Students who are not prepared to defend after completion of the 60 credits will be required to enroll in RSC-899, a one-credit, eight-week continuation course. Students are required to be continuously enrolled/registered in the RSC-899 course until they successfully complete their dissertation defense/exegesis.

The student will produce, present, and defend a doctoral dissertation after receiving the required approvals from the student’s Committee and the PhD Review Boards.

Prior Achieved Credits May Be Accepted

PhD in Sustainability Courses - 60 credits

Upon graduation, graduates will be able to:

• Execute a plan to complete a significant piece scholarly work in sustainability
• Utilize their knowledge and skills in Sustainability to create and implementation solutions to a wide range of  global situations
• Demonstrate advanced knowledge and competencies needed for the future in sustainable problems
• Evaluate the need for the applications of Sustainability
• Recognize areas that needs sustainable adaptations

Tuition & Fees

Tuition rates are subject to change.

The following rates are in effect for the 2024-2025 academic year, beginning in Fall 2024 and continuing through Summer 2025:

• The application fee is $100
• The per-credit charge for doctorate courses is $950. This is the same for in-state and out-of-state students.
• Retired military receive a $50 per credit hour tuition discount
• Active duty military receive a $100 per credit hour tuition discount for doctorate level coursework.
• Information technology fee $40 per credit hour.
• High School and Community College full-time faculty and full-time staff receive a 20% discount on tuition for doctoral programs.

Find additional information for 2024-2025 doctorate tuition and fees.

Need more info, or ready to apply?

• School of Earth and Sustainability
• Earth Sciences and Environmental Sustainability PhD

School of Earth & Sustainability

Earth sciences and environmental sustainability, doctor of philosophy.

• Available Emphasis Areas:
• Climate and Environmental Change - Emphasis
• Earth Systems - Emphasis
• Ecology, Evolution and Conservation Biology - Emphasis
• Engineering Sustainable Systems - Emphasis
• Environment and Society - Emphasis

Degree Info Tab Open

Requirements tab open, overview tab closed, details tab closed, availability tab closed, requirements accordion open.

To receive a Doctor of Philosophy Degree (PhD) at Northern Arizona University, you must complete a planned group of courses, from one or more disciplines, ranging from at least 60 - 109 units of graduate-level courses. Most plans require research, a dissertation, and comprehensive exams. All plans have residency requirements regarding time spent on the Flagstaff campus engaged in full-time study. The full policy can be viewed here.

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In addition to University Requirements:

Purpose Statement The Interdisciplinary PhD Program in Earth Sciences & Environmental Sustainability (ESES) brings together students and faculty from across the University. Many ESES topics address questions that can inform decisions and solutions related to environmental issues made by governments, business and society.   ESES students produce discipline-specific science and engineering of the highest quality. They strive to integrate different disciplines from the natural sciences, social sciences and engineering to build, connect and communicate knowledge to increase the broader impacts of their research.   ESES students study how planet Earth is changing due to natural phenomena and human activities over spatial and temporal scales. They observe, explain, understand, and project trends in earth, environmental, and societal systems, and investigate the drivers and processes that shape natural and social worlds and the interactions between them.

Earth Systems Emphasis This emphasis area will train and educate leaders in rapidly growing industries and academic fields such as natural resources and energy, and in government agencies that require PhD-level researchers to inform policy decisions on some of the greatest problems facing society.

Climate and Environmental Change Emphasis This emphasis often combines the long-term perspective from geological archives with process-oriented investigations of today, with the goal of integrating a field-based understanding of natural systems into predictive models to support sustainable resource management in the face of climate change.

Engineering Sustainable Systems Emphasis This emphasis is designed for engineers who are interested in understanding the economic, societal and environmental implications of engineering systems. It provides a strong background in engineering enhanced by understanding future sustainability of our environment, and will prepare you for careers in academia, industry, and governmental organizations.

Ecology, Evolution and Conservation Biology Emphasis This emphasis will train and educate leaders in areas of research and application at the cutting edge of conservation and sustainability professions, including basic research, management decision-making, sustainable policy development, and applied conservation.

Environment and Society Emphasis This emphasis will prepare leaders in the areas of natural resources management, community engagement, the non-profit/NGO sector, academia, and in government agencies that require PhD-level researchers to inform management and policy decisions that address some of the greatest environmental problems facing society today.

Student Learning Outcomes ESES students will select one of the following three emphasis areas, based upon their background and the work they will complete toward their dissertation:   Earth Systems Emphasis

• Advance cutting-edge research in the Earth sciences.
• Increase knowledge in the critical areas for society of energy, natural resources, water, and natural hazards.
• Apply this knowledge in areas that bridge the geosciences with physics, chemistry, engineering, and biology.
• Advance new understandings of natural climate variability.
• Improve projections of climate change and its impacts on ecosystems and their hydrological and geological underpinnings.
• Inform policy decisions about how best to manage natural resources under changing climate and related environmental stresses.
• Advance engineering analysis and applications relevant to sustainable development.
• Improve the efficiency and effectiveness of engineering processes, products, and education.
• Understand and apply their knowledge in the sustainability contexts of economic viability, environmental compatibility and sustainability, societal impacts and policy development and implications.
• Advance the frontiers of understanding of ecological and evolutionary processes.
• Synthesize applied, empirical, or experimental work from multiple disciplines to confront integrative challenges at the cutting edge of applied and basic research.
• Apply ecological, evolutionary, and conservation theory to conservation challenges, incorporating the human dimensions of sustainable management and policy.
• Advance knowledge in social theory and environmental policy related to sustainability.
• Conduct cutting-edge interdisciplinary research at the nexus of the natural and social sciences.
• Apply this knowledge in decision making for sustainable resource management and socio-economic policies.

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Graduate admission information.

The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Admission requirements include the following:

• Transcripts.
• Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies. Ready to apply? Begin your application now.

International applicants have additional admission requirements. Please see the International Graduate Admissions Policy .

Additional Admission Requirements

Individual program admission requirements over and above admission to NAU are required.

• GRE® revised General Test
• Three letters of recommendation
• A writing sample
• A personal statement or essay
• Resume or curriculum vitae

Doctoral Requirements

This Doctoral degree requires 60 units distributed as follows:

• Common Courses: 7 units
• Graduate Seminar:  2 units
• Professional Experience:  6 units
• Research Methods Courses: 3 units
• Climate and Environmental Change Emphasis
• Earth Systems Emphasis
• Ecology, Evolution and Conservation Biology Emphasis
• Engineering Sustainable Systems Emphasis
• Environment and Society Emphasis
• Dissertation: 15 units

Take the following 60 units, with a minimum GPA of 3.0:

Common Courses (7 units)

• ENV 555 (3 units)
• EES 605 , EES 606 (2 units)
• EES 698 School of Earth and Sustainability Seminar Series (2 units)

Graduate Seminar (2 units)

• 698 Graduate Seminar course from any unit (2 units)

Professional Experience (6 units)

• Any experience that significantly broadens knowledge and skills, and advances the student’s career objectives. The requirement can be satisfied through regular course work or through individualized study that expands the student’s skills in an area outside his/her dissertation but in a professional area related to his/her career goals, or research experiences within the context of the dissertation. See an advisor. (6 units)

Research Methods Courses (3 units)

• In consultation with your advisor, select any graduate-level course with significant content in statistics and/or science/engineering research methods. (3 units)
• Emphasis Requirement - Select one (27 units)

Climate And Environmental Change Emphasis (27 units)

• Graduate-level courses with EES, ENV, BIO or FOR prefixes, or other courses that focus on climate or environmental change.

Earth Systems Emphasis (27 units)

• Graduate-level courses with GLG prefix, or other courses that focus on earth systems.

Ecology, Evolution & Conservation Biology Emphasis (27 units)

• ( BIO 577 or ENV 577 or FOR 577 ) (3 units)
• Select one seminar course from: FOR 505 , BIO 698 (1 unit)
• Quantitative: BIO 523 , BIO 580 , BIO 676 , FOR 606 , ( EES 529 or GSP 529 ) or other graduate-level coursework in quantitative ecology at NAU, guided and approved by advisor input.
• Physiological/population/community: BIO 570 , BIO 571 , BIO 573 , BIO 663 , BIO 673 , ENV 540 , FOR 504 , FOR 517 , FOR 520 , FOR 543 , FOR 545 , FOR 550 , FOR 551 , FOR 552 , FOR 553 , FOR 560 , FOR 580 , FOR 582 , FOR 604 , or other graduate-level coursework in physiological, population, or community ecology at NAU, guided and approved by advisor input.
• Ecosystem/global: ( BIO 507 or FOR 507 ),  BIO 578 , ENV 571 , FOR 515 , FOR 544 , or other graduate-level coursework in ecosystem/global ecology at NAU, guided and approved by advisor input.
• If electing the Ecology, Evolution & Conservation Biology Emphasis, complete an additional 14 units of graduate-level courses with EES, ENV, BIO or FOR prefixes, or other courses that focus on ecology, evolution and conservation biology.

Engineering Sustainable Systems Emphasis (27 units)

• Graduate-level courses with CENE or ME prefixes, or other courses that focus on engineering sustainable systems.

Environment and Society Emphasis (27 units)

• Graduate-level courses with ECO, EES, ENV, FOR, POS, SOC or SUS prefixes, or other courses that focus on economic, political and social theories and practices related to environmental sustainability.

You may have no more than 6 units of 400-level courses. These 400-level courses cannot have been used to satisfy the requirements for any previous degree program(s). You must get your dissertation committee's approval for any courses taken outside of NAU.

Dissertation (15 units)

• EES 799 for the research, writing, and oral defense of an approved dissertation. You can only count 15 units of dissertation credit toward your degree; however, you may end up taking additional units because you must enroll for it each term while you're working on your dissertation. (15 units)
• Your dissertation committee must approve all of your courses.

Research Requirements In addition to completing 45 units of coursework, you must demonstrate your independence, research skill, and experience in a discipline within earth sciences and environmental sustainability by choosing a problem and research area in consultation with your dissertation committee and then satisfactorily completing a dissertation. Your dissertation research meets our standards when it is soundly based in the theoretical context of the subject, proceeds with a sound design that gives due attention to statistical adequacy, and concludes with findings and inferences set forth within an appropriate theoretical context. Your dissertation must demonstrate that you have mastered your field of specialization, carried out independent scholarly work, and contributed significant new knowledge. You must pass an oral defense of your dissertation.

Comprehensive Exam We also require that you demonstrate written and oral communication skills in English at a level that will allow you to effectively communicate your ideas and knowledge to a wide range of audiences. Part of this demonstration involves comprehensive oral exams by the end of your 4th semester designed to establish your competence in a breadth and depth of subjects within your emphasis area and the larger field of earth sciences and environmental sustainability.

Research Competency Requirement NAU policy for PhD programs includes a research competency requirement that must be satisfied before a student can be admitted to candidacy. This interdisciplinary doctoral program recognizes ENV 555 , EES 605 , and EES 606 , plus one graduate level course with significant content in statistics and/or science/engineering research methods, as meeting this requirement.

Additional Information

Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

Availability Accordion Closed

School of earth & sustainability, social media.

Sustainable Resources MPhil/PhD

London, Bloomsbury

The interdisciplinary UCL Institute for Sustainable Resources provides evidence, expertise and training to respond to climate change, and to support sustainable transitions for people and planet. Our strong links with industry, policymakers and other academic institutions provide an excellent foundation for PhD study.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Research degree students start their programme in BSEER in September or January each academic year. Starting at other times is by exception where a strong justification is made.

• Entry requirements

A minimum of an upper second-class UK Bachelor's degree and a Master's degree, or an overseas qualification of an equivalent standard, in a relevant subject, is essential. Where applicants have other suitable research or professional experience, they may be admitted without a Master's degree. Applicants with a lower second-class UK Honours Bachelor's degree (2:2) (or equivalent) must possess a relevant Master's degree to be admitted. We expect any successful application to include a sufficiently strong and convincing proposal, and those holding a Master's degree are typically well prepared to provide one. Relevant work experience is desirable.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

PhD students at the UCL Institute for Sustainable Resources work on a range of research projects relating to the sustainable use of the world’s resources – including energy, food, minerals and ecosystems. Using a variety of quantitative and qualitative methods, our research analyses natural and human systems, on global, regional, and local scales. Through undertaking a research degree, our PhD students demonstrate the capacity to organise, carry out and communicate a substantial piece of research, presented in a thesis that demonstrates academic rigour and originality.

If you have a research idea that falls within our research themes, an MPhil/PhD in Sustainable Resources could be the right path for you. To get started with your application visit our ‘ How to apply for a Sustainable Resources MPhil/PhD ’ page. On this page we cover the four steps you need to apply, from writing an outline proposal and choosing a supervisor, through to submitting an expression of interest ahead of making your formal application. 

Who this course is for

Our PhD students come from a wide range of backgrounds, at different career stages. They use their research degree as a stepping stone to careers in a range of sectors. They are united by their passion to make the world a better place, and their commitment to creating and communicating evidence to achieve this goal.

What this course will give you

You will work in a vibrant and cooperative academic research environment. While everyone has their own research project, we strongly encourage students to participate fully in the work of our Institute and to interact with other students and staff. We run internal and external seminar programmes, and the many universities and societies in London offer a rich academic environment for broadening your horizons in anything that interests you.

You will have access to a desk in the department, to libraries, to online resources, to specialist computing facilities, to software and to other resources as required.

You will have access to a wide range of formal and informal training opportunities, including taught courses, to underpin your personal development. The programme does not have a formal taught element. The only formal examinations are the upgrade from MPhil to PhD, at the end of the first year for full-time students, and the oral examination of your thesis.

You will be encouraged to attend and present your work at international conferences and workshops.

The foundation of your career

Our PhD graduates have become senior figures in international organisations (e.g. International Energy Agency, World Bank), government, academia (e.g. UCL, Yale, Columbia), research institutes (e.g. Asia-Pacific Energy Research Centre, EU Joint Research Centre), and companies. Discover some of our alumni’s experiences and career pathways.

Employability

You will learn to be an independent researcher with the ability to identify and understand issues, and design and carry out a research programme to address them.

A wide range of careers are available at the interface of the economy, resources and the environment.  

Supervision and mentorship are available from world-leading researchers with national and international contacts and collaborations across policy, government, industry and academic sectors. These links provide real opportunities to network and collaborate with a wide variety of external partners. Students have the opportunity to showcase their research at national and international conferences. Our students also gain access to networking events, career workshops and exclusive seminars held by UCL Institute for Sustainable Resources and the other institutes within the school.

Teaching and learning

The Doctor of Philosophy (PhD) consists of a piece of supervised research, normally undertaken over a period of three years full-time. Initially, you will be registered for the MPhil degree. If you wish to proceed to a PhD, you will be required to pass an 'Upgrade' assessment. The purpose of the upgrade is to assess your progress and ability to complete your PhD programme to a good standard and in a reasonable time frame.

Assessment is by means of a thesis, which should demonstrate your capacity to pursue original research based upon a good understanding of the research techniques and concepts appropriate to the discipline.

A full-time PhD is a significant time commitment. You should expect to dedicate around 35 hours per week to your research. You should meet frequently with your supervisors and engage with the departmental and UCL communities more widely through events, training, and networking opportunities.

Research areas and structure

Our research is built around five intersecting themes:

• Abiotic resources
• Biotic resources
• Definitions and indicators of sustainable resource use
• Green economy
• Resource efficiency

Research environment

“My favourite part was that the UCL Institute for Sustainable Resources culture gave me the perfect combination of the freedom to pursue my own research interests, and academic excellence through my brilliant supervisors and inspiring colleagues to exchange ideas, develop skills and build long-lasting links. “ - Florian Flachenecker, graduated 2018

UCL Institute for Sustainable Resources has a large PhD cohort working on a wide range of projects on natural and human systems, including global, regional and local studies. Our staff and students have a passion to make the world a better place, and a commitment to creating and communicating evidence to achieve this goal.

We are based in Central House in the centre of London. Desks are available for all students and academics using a hot-desking system.

In the latest national research assessment ( REF 2021 ), our Faculty was number one for Research Power in the built environment, with 91% of research deemed ‘World Leading’ and ‘Internationally Excellent’. Most of our research is undertaken in partnership with government and industry, grounding our work and create real-world impact.

All students are initially registered for an MPhil degree. Those studying full-time for a PhD undertake a formal “upgrade process” at the end of their first year, including a presentation and viva, and if successful are registered as PhD students. Students have up to two upgrade attempts.

The PhD programme normally lasts for three years. Once you have completed this initial period, you are able to enter an additional year of “Continuing Research Status”, with no further fees, if your studies are sufficiently advanced. Some funders instead offer four-year scholarships with no possibility of entering Continuing Research Status. You submit a thesis for assessment in an oral viva at the conclusion of your studies.

It is possible to study for an MPhil rather than a PhD degree from the outset, but this is rare.

Part-time students follow the same programme as full-time students, except that the programme length is five years, with up to two additional years in Continuing Research Status, and the first upgrade attempt normally takes place after 18 months.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

Route code RRDEERSSUR01

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

As a research student, your additional costs may include expenses such as books, conference attendance and field research, in the UK or overseas.

The Bartlett Faculty provides financial support to students through the Bartlett Student Conference Fund, Bartlett Doctoral Initiative Fund, Bartlett External Training Fund and Bartlett Extenuating Circumstances Fund. However, please note that these funds are limited and available through competition. Find out more on ' The Bartlett Scholarships and Funding ' page.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

UCL offers a range of financial awards aimed at assisting both prospective and current students with their studies.

The Bartlett Promise Scholarship is a long-term project from our Faculty to attract students from a broader range of backgrounds and tackle the lack of diversity in the built environment. Please see the UK PhD scholarship page for more information on eligibility criteria, selection process and FAQs.

The ESRC UCL, Bloomsbury and East London Centre for Doctoral Training (UBEL) offers a number of scholarships each year. Please see details of the ' Social and Policy Studies of Energy and the Environment ' grouping.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

Bartlett Promise PhD Scholarship

Deadline: 19 May 2024 Value: Full fees, plus £19,668 maintenance (Normal duration of programme) Criteria Based on financial need Eligibility: UK

UCL Research Opportunity Scholarship (ROS)

Deadline: 12 January 2024 Value: UK rate fees, a maintenance stipend, conference costs and professional development package (3 years) Criteria Based on both academic merit and financial need Eligibility: UK

Are you ready to start your application for an MPhil/PhD at UCL Institute for Sustainable Resources? Follow this four step process to start you application and read the guidance on our ‘ How to apply for a Sustainable Resources ’ MPhil/PhD page. Once you have identified your project and supervisor, and have submitted an expression of interest to them, they will be able to give you feedback before you submit your formal application. Further details on how to apply to an MPhil/PhD can be found on the UCL Graduate Admissions website.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Bartlett School of Environment, Energy and Resources

[email protected]

UCL is regulated by the Office for Students .

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• Applying for Graduate Taught Study at UCL
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• Entrepreneurship
• Inspiring facilities and resources
• Careers and employability
• Your global alumni community
• Your wellbeing
• Postgraduate Students' Association
• Your life in London
• Accommodation
• Funding your Master's

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PhD Programme

The LUCSUS PhD programme educates PhD candidates from different disciplinary backgrounds within the field of sustainability. Our goal is to train rigorous, creative, and empowered future researchers. We have been educating PhD candidates since 2008, and our programme in Sustainability Science was the first in Europe.

Meet our PhD students

A PhD in Sustainability Science at LUCSUS means developing expertise in critical thinking and real-world problem-solving in a creative, interdisciplinary, and collegial international atmosphere. 

LUCSUS PhD programme educates PhD candidates for  successful  careers in academia and society . We  provide students with relevant skills to conduct transdisciplinary research in collaboration with partners outside academia, e.g. social movements, civil society, and policy makers. We train our PhD candidates in  research methods, paper writing, ethics, project management, teaching , communication and  career development . 

A strong international and collaborative research environment

LUCSUS has a well-established, diverse and international research environment to support our PhD candidates through solid science and proven experience. As a PhD candidate you gain excellent capacities for collaboration and networking, and ample opportunity to hone your scientific methods and skills.

LUCSUS protects and supports diversity, pluralism, transparency and collegiality to create an organisational environment that is supportive, participatory, open, collaborative, and fun. We lead by example and we strive to embody the sustainable change we want to see in the world in our work and practices.

LUCSUS staff has varied cultural and geographical backgrounds with over 15 countries currently represented. English is the natural working language at LUCSUS, creating an inclusive work culture for both students and staff.

Admission and Funding

PhD positions at LUCSUS are announced in connection with specific programmes, such as the Agenda 2030 Research School at Lund University, or research projects funded through grants led by senior researchers at LUCSUS, who supervise PhD candidates. 

All vacant positions are publicly announced.

Read more about how to apply for PhD studies at LUCSUS

About doctoral studies

Doctoral studies involves a total of four years of full-time study, forming a total of 240 ECTS credits. A programme consists of both courses and thesis, of which the doctoral thesis is to account for at least 120 credits .

Admitted doctoral students normally get a salaried position. This means that they will be employed as staff members and will get a salary whilst undertaking the doctoral studies. In return, the doctoral student often provides some departmental or teaching duties

Facts and figures

• LUCSUS established the first PhD programme in Sustainability Science in Europe in 2008.
• 22 PhD candidates have graduated from LUCSUS programme in Sustainability Science. 
• Today, the PhD programme has 16 registered doctoral candidates.
• All positions are fully funded for the required four years of study.
• LUCSUS has a full completion rate. All candidates admitted to our PhD programmes have completed and defended their thesis and have done so within the limited time frame.

Director of PhD Studies

Torsten Krause torsten [dot] krause [at] LUCSUS [dot] lu [dot] se (torsten[dot]krause[at]LUCSUS[dot]lu[dot]se)

Joint PhD seminars on environmental challenges

PhD studies at the Faculty of Social Sciences

General information for PhD students at Lund University

Make a global impact today

Georgetown’s Master of Science in Environment and Sustainability Management (MS-ESM) is a jointly offered degree that blends scientific knowledge with business principles .

Returning users: Log in to continue or complete your application.

Why Georgetown’s M.S. Environment and Sustainability Management (MS-ESM)?

The Earth Commons Institute along with the McDonough School of Business and the Graduate School of Arts and Sciences created this degree with the understanding that science and business principles are both critical to achieving sustainability goals across the globe. Georgetown’s MS-ESM is a full-time, 11-month interdisciplinary program held on-campus in Washington, D.C. The unique curriculum combines principles of environmental science with a foundation in business management, delivering the comprehensive knowledge you need to become a principled leader in environment and sustainability. While learning and working toward a career focused on protecting the environment, you will enjoy the unparalleled access only Washington, D.C., offers to thought leaders, policymakers, industry experts, transnational organizations, global corporations, nonprofits, and government entities. Learn from instructors at the forefront of sustainability equipped with the creativity, knowledge, and technical skills needed to make a strategic societal impact within any organization or sector.

Choosing Georgetown’s MS-ESM

Our STEM-designated MS-ESM program combines scientific knowledge with business principles to prepare students to create a more just world. You’ll learn from world-renowned instructors from across disciplines and gain the comprehensive knowledge and hands-on experience that is needed to address sustainability issues and create value for organizations across the globe.

Explore MS-ESM News

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July 8th, 2024

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ORIGINAL RESEARCH article

Interdisciplinary perspectives on sustainability in higher education: a sustainability competence support model.

• Handelshögskolan, Business Administration, Umeå University, Umeå, Sweden

After several decades of work toward elevating sustainability education, many have called for a transformation of the education system to create timely action. Teachers, students, organizational leaders, and many other stakeholders have voiced their dissatisfaction with their experience of sustainability education. Some say we can do more to create real action for sustainable futures. We investigate what, how and why lectures across disciplines at universities in different countries work with sustainability education. We conduct interviews and dialogs with teachers across disciplines to uncover interdisciplinary perspectives on sustainability education and how to move forward. The emerging reflections provide insights about transformations in the strategies and systems, and how to implement sustainability education. There is also a call for reuniting diverse intrapersonal and values thinking between stakeholders to support transformations in sustainability education. Furthermore, participants imagined the future as a creative space where collaboration across disciplines facilitates a student-centred transdisciplinary experience with real-world practice. This study provides insights into the mindset of teachers across disciplines and countries. A sustainability competence-based support model about the current sustainability education discourse is developed.

1 Introduction

In 2015, under the guidance of UN, 273 countries agreed on 17 sustainable development goals (SDGs). The SDGs have created a helpful pathway to guide organisations, such as universities, through their own targets and goals for a sustainable future. UNESCO (2017) have recognized an important relationship between education for sustainable development (ESD), the key sustainability competencies (KSC) described in Wiek et al.’s (2011) framework and the ability to attain the 17 SDGs. There is a call for action in education to develop students’ competencies to work with the sustainability problems we face now.

Internationally, universities have been working to integrate sustainability not just in their education but across campus developing learning labs ( Hald, 2010 ) and a whole school approach ( Mogren et al., 2019 ). The demand for ESD has been placed on the general education community to integrate ESD into ongoing present modules, courses and programs across disciplines. The reasons for why teachers must deliver ESD is clearly outspoken by several stakeholders, for example institutions such as UNESCO and state education authorities ( Swedish Council for Higher Education, 2021 ), teachers, students and university leaders ( Leal Filho et al., 2020 ). Teachers have been given the freedom to identify what and how sustainability should be taught. In order to do this work cooperation and exchange of ideas and resources is needed.

Space for creativity in sustainability education (SE) has been discussed ( Hart et al., 2009 ; Clark and Button, 2011 ; McCrory et al., 2020 ), and a call for less add-on lectures about sustainability ( Wals and Benavot, 2017 ; Barth et al., 2023 ) since it puts little emphasis on the importance of the transdisciplinary knowledge that SE embodies. Transdisciplinary knowledge ( Scholz and Steiner, 2015 ) includes interdisciplinary knowledge and practical knowledge in the process of inquiry of sustainability challenges; and interdisciplinary knowledge is derived from different disciplinary science that provide different perspectives and understanding of the knowledge. To be able to help students to delve deeper into the sustainability challenges faced, students need to build capacity in sustainability competency through richer transdisciplinary activities ( Backman et al., 2019 ; Alm et al., 2021 ). Community learning labs ( Hald, 2010 ; Macintyre et al., 2020 ; Holmén et al., 2022 ) are one example of how universities have been working to enable richer engaging activities that can apply transdisciplinary approaches to sustainability education. Such learning spaces provide scientific and practical knowledge experiences for several stakeholders.

Many advocate for a student-centred experiential learning approach ( Ely, 2018 ; Backman et al., 2019 ; Öhman and Sund, 2021 ). Experiential learning provides a space to prepare students for real-world problems and is not a new approach at many universities, however real-world problems often require an interdisciplinary approach. This involves many higher education teachers reassessing how they have been practicing the art of SE, to transform the language of teachers toward an interdisciplinary language of sustainability science ( Brundiers et al., 2020 ).

SE questions what we teach, why we teach and how we teach it, as a sustainability discourse ( Seatter, 2017 ). To facilitate a transformation in the SE discourse from a political position guided by the UN toward a position situated in knowledge of transdisciplinary sustainability science, it is time to support higher education teachers to share, learn and collaborate teaching experiences. We ask what has been experienced by teachers to teach sustainability, how do teachers practice sustainability education and imagine a future of SE, and why teachers implement SE.

In this article we investigate the findings from an action research project that has created and participated in different events across university campuses in higher education internationally. In the next section we discuss the theoretical background to the work conducted in the project. Section 3 provides insights from practicing higher education teachers and we conclude the article with a model about the sustainability education discourse across universities.

2 Transdisciplinary didactics for sustainability education: transformative learning theory

Transdisciplinary SE provides scientific and practical knowledge about complex sustainability challenges that require interdisciplinary scientific inquiry as well as practical understanding ( Scholz and Steiner, 2015 ). Interdisciplinary SE includes the concepts and knowledge that combine different disciplinary perspectives to provide a more holistic scientific approach to the learning experience. Knowledge from practice also provides multiple and diverse stakeholder real-world perspectives on complex sustainability challenges. Together, science and practice provide a transdisciplinary sustainability learning space.

Didactic is a theory about what, how and why learners’ build capacity to transform through the tools of knowledge and skills ( Öhman and Sund, 2021 ; Mård and Hilli, 2022 ). As knowledge is taught about what sustainability concerns in each discipline, teachers are increasingly aware of a need to include interdisciplinary, multi-disciplinary and transdisciplinary ( Barth et al., 2023 ) approaches to teach what sustainability is about from a scientific and practical perspective. How teachers teach sustainability can be quite diverse, using different pedagogical approaches ( Lozano et al., 2017 ) within the disciplinary norms. Why teachers teach through sustainability or why they are resistant to the practice of SE could be due to our different feelings toward SE ( Shephard and Furnari, 2013 ), which presents a diverse intrapersonal thinking toward sustainability science.

Furthermore, transformative learning theory explains learning that transforms values through intra-personal self-awareness that creates an understanding of our ethical responsibility ( Sterling, 2010 ). Transformations in SE include the need for a holistic integration and a built-in approach ( Wals, 2014 ) of sustainability in higher education. For transformative learning to be successful, the institution must put in place the principles and policies that lead the teachers toward transforming sustainability education toward a transdisciplinary approach and teachers become facilitators of co-created learning.

Many universities have applied different principles and policies in line with aspects of the sustainability perspective or sustainable development in their education system, which reveals support through sustainability leadership ( Leal Filho et al., 2020 ). Higher education transformations toward student-centred learning that can challenge traditional mindsets and promote creativity ( Lozano, 2006 ; Barth et al., 2007 ; Baumber, 2022 ) requires adapting how teachers teach from the role as teacher to a role of learning with students – co-created transdisciplinary learning. The sustainability competence of teachers and students therefore build capacity to transform practices to be able to act on sustainability challenges ( Brundiers et al., 2020 ; Redman and Wiek, 2021 ).

Students and teachers recognize and understand sustainability’s wicked problems ( Lönngren and van Poeck, 2021 ). Transformative learning requests a space for students to consider life-long learning for sustainability. Facilitators engage with students through more active, inspiring and solution-based activities ( Eka Putri et al., 2023 ). Interdisciplinary activities, such as anticipatory practices ( Sharpe et al., 2016 ), and art in sustainability teaching ( Clark and Button, 2011 ; Heinrich and Kørnøv, 2021 ) are increasingly called for but not often applied. A transdisciplinary approach to sustainability learning can provide the knowledge and skills students and teachers need to transform SE ( Scholz and Steiner, 2015 ; Baumber, 2022 ).

We conducted interviews and facilitated dialogs with teachers to learn from their experience teaching sustainability in their different disciplines. Open question interviews were conducted among participants to let information about higher education experience emerge ( Alvesson, 2003 ). We identified several questions based in research ( Cebrián, 2017 ) to design an interview guide (see Supplementary Appendix ) that could help elicit information about the three main research questions: (1) what teachers experience to teach sustainability education, (2) how have teachers captured opportunities to build student capacity for sustainability, and (3) why teachers implement SE? Sub questions included probs into the teachers’ understanding of sustainability and evaluation of SE work.

3.1 Participants

We sought out teachers that work at universities on an international scale that are responsible for courses on a program because we wanted to understand what might have changed over several years. The sample followed the snowball approach ( Mweshi and Sakyi, 2020 ) through known contacts (seeds) at Umeå university and in the Baltic University program initiative that are directly involved in SE initiatives. We also began our search for participants with teachers who work in an environment where SE is emphasized but do not specifically teach on an SE named course or program. Those that were recommended by interviewees that had participated were then contacted, which included several universities in Sweden and Finland and then Germany and the UK and the Netherlands. This approach has led to a large international project that is taking part in several cooperations on an international scale. In total, emails were sent to 67 teachers that work across all faculties and several disciplines 1 in Sweden, Finland, Germany, Poland, Latvia, Greece, England, the Netherlands, Canada, the US and Australia. The experience of the teachers in higher education is a range of between 3 years to 40 years, and teacher roles ranged from PhD students to full professors, including adjunct professors, administrators, sustainability leaders and pedagogical development roles. The authors acknowledge that the snowball approach to sample selection has its limitations and can explain why the participants may present certain perspectives that differ compared to teachers based at universities in locations that are not represented in this study.

3.2 Data collection

We conducted the interviews and facilitated dialogs between 2020 and 2023, using Zoom and face to face, and each took between 60 min and 90 min long. The length of time was influenced by discretion of the researchers, pragmatic reasoning and the number of details being elicited ( Alvesson, 2003 ; Creswell, 2006 ). There were 26 interviews that were recorded on Zoom, and transcribed using the software called Trint. Consent was given to record interviews and use the information for research. Other dialogs were documented by note taking. Interviews and dialogs were conducted in English, but sometimes in Swedish to help participants in Sweden feel comfortable to talk freely. The authors are proficient in both languages. Both researchers participated in the data collection and reflected on the experience together.

3.3 Data analysis

The inductive and emergent thematic analysis follows recommendations in research ( Alvesson, 2003 ; Denzin and Lincoln, 2011 ). First, we took notes during interviews which revealed emerging themes that were coded manually. Interviewer discussions after each interview helped to recognize patterns emerging ( Alvesson, 2003 ). Second, listening to the recorded interviews helped to confirm and reveal new themes ( Rowley, 2012 ; Leedy and Ormrod, 2013 ) that were manually coded. Third, the software called NVivo was used to upload transcripts and organize the codes by the emerging themes.

We applied the cluster analysis in NVivo and found that “knowledge” and “time” is needed to “teach students sustainability” [themes of support and lack resources] and “to teach something different” and through “good research” [themes of knowledge-based sustainability science, didactics and practice]. Also, to “change business” we “need to question what we know” and teachers “want” to integrate “sustainability well in a course to actually be a part and mean” something and emphasize that it is “important people discuss courses and meaning” in SE [themes of facilitation support, transformation through action and sustainability science, shared collaboration].

The themes that emerged and confirmed by participants and the cluster analysis were then established as “support” and the “lack of resources,” especially time that we frame as strategy and systems thinking; also, themes of “didactics in practice” that we frame as implementation thinking, teacher “attitudes” revealed intrapersonal and values thinking and “collaboration” as interpersonal and future thinking, to create interventions for a sustainability science transformative education system. The coding scheme was confirmed by a line by line reading of the transcripts and then comparing the codes between participants ( Rowley, 2012 ; Leedy and Ormrod, 2013 ). What emerged by the manual coding is the application of the key sustainability competencies that frame the discussions revealed by the participants. Each researcher cross reviewed the analysis to test the trustworthiness of the emergent themes and data was collected over several years to provide a varied perspective from different participants.

For anonymity, each participant was given a coded name, for example, P1 = participant number 1. The cites chosen for our discussion in section 4 represent the emerging themes that the participants gave during the interviews and were verified by continuing dialogs with participants at different universities. The interview responses were also verified by participating teachers to assess our interpretation of the responses. The translation of the Swedish speaking interviews into English was conducted when both researchers had come to an agreement about the information and meaning behind the chosen response data quotes used in the paper.

4 Results: a dialog with teachers in higher education

After listening to many teachers in higher education during interviews, project presentations, workshops and other collaborations at universities, we have developed a thematic presentation of the narrative. The following results will provide perspectives about how SE has been experienced in the higher education systems at different universities across several countries. The analysis is organized to answer the three research questions: (1) what teachers experience across disciplines to teach sustainability, (2) how have teachers captured opportunities to build student capacity for sustainability, and (3) why teachers implement SE?

4.1 What teachers experience across disciplines to teach sustainability

When listening to teachers discuss their experience with teaching sustainability education, it became apparent that the participants were applying their systems and strategic thinking competence to sustainability education. While thinking about the education system that sustainability education is applied within, teachers provide insight into the different strategies that have been applied and the strategies that are preferred. Teachers that participated in this study have called for a renewal of guidance by sustainability education leaders and innovative methods to deal with time restraints.

4.1.1 Strategic thinking: renew guidance

There are several international groups that provide guidance toward transforming education to a sustainability perspective, for example the principles for responsible management education (PRME) and the UN’s sustainable development solutions network (SDSN). There are also several national and local initiatives that can help guide teachers through their work to transform SE in their subjects. Despite the efforts made by many, teachers can struggle to find the guidance and leadership required for applying sustainability education. While reflecting on the sustainability education strategies, several participants pointed out a need for more guidance from outside their personal network, saying:

We personally know some people that are doing research on certain things in certain areas, and we can talk to them. But what if we make it a bit more formal by saying that, you know, for questions related to that, you may have these people that you can talk to or you need some guidance when it comes to teaching sustainability related issues. You may have a discussion with them that could be in a very nice way to also kind of have a better team when it comes to teaching certain phenomena (P3).

Guidance only being provided from personal networks is not sufficient and there is an outspoken need for direction. “From above, you can give more support and also directives that sustainability should become a natural part of our education” (P 21). Evans (2015) finds that when there are visionary leaders in position at the administration of universities transformations on a transdisciplinary level will be most successful. Support from sustainability education leaders is on demand and organising formal support to facilitate capacity building in sustainability teaching is recommended.

The system of sustainability education can differ tremendously between universities across countries, some have been able to create full learning labs dedicated to sustainability education, while others feel that they do not know how to integrate sustainability into their education. Some participants point out that guidance about what to expect from the next class of students is lacking in the system of educational programs, saying.

To know what the knowledge of students is, the background knowledge of students who are coming to you, to your course… you do not know if they [the students] already have had some introduction… this fragmented nature of the way we teach sustainability that it’s usually used just like a small thing here, a lecture here and you do not know how sort of the overall progression of learning looks like with students…there’s a fragmentation of sustainability learning (P9).

Formative assessments ( Andrade, 2019 ) can help teachers to plan and provide lessons adapted to the students’ needs. Several of the participants also called for a whole school approach as a strategy, for example “I think if we had kind of a more common understanding as a school, how we want to teach about it and how to teach about it, and then any kind of guidelines that we could have, almost some kind of teachers’ manual” (P18). Guidance from the whole school could provide a strategy to achieve a sustainability perspective integrated in a sustainability science curriculum for transdisciplinary learning ( Barth et al., 2023 ). We have experienced that there is a clear voice from all countries that asks for more formal support to guide SE transformations, support which is considered vital in the abilities of teachers to create transformations in their teaching activities ( Henderson and Tilbury, 2006 ; Copsey, 2018 ).

There is some variation in how the interviewees perceive the level of support that already exists in different countries. There are perceptions of countries that have better support by the laws and policy that have been set. Participants in countries that have installed policies and laws on SE perceive that support is not given to create space to practically apply teaching. Participants in countries that have little law or policy support for SE find they have the space to create practical teaching opportunities with support between teachers, and instead ask for guidance from above to bring these initiatives to scale. Thus, the systems and strategies applied to SE can vary across countries, but all teachers perceive a need for support and guidance from management and between teachers and universities. Sustainability education leadership that facilitates teaching practices has been lacking across all disciplines on an international scale.

4.1.2 Systems thinking: restore time as the actor (innovator)

Reflecting on the education system, most participants have discussed lack of time as a challenge. Many universities create a system where teacher training hours are rewarded, and the planning is created around a specific number of hours applied to different university duties. There is a difference between disciplines within universities about how the working hours are delegated to teaching hours, research hours and other activities such as community engagement and meetings. The lack of time to train, to reflect, to adapt and create is very present in higher education, where work overload and overtime is expected and considered a norm in the culture of academia. If a teacher teaches 100 percent of their work time or more (overtime/work in their free time), when do teachers get to train, learn, adapt create build or find the space to transform their education for sustainability. This concern indicates a perspective on time in sustainability education that is probably one of the reasons why sustainability as an add-on lecture is still the norm found in education today.

While reflecting on the higher education system of time and expectations for development, a participant explained,

I do not always have the time to prepare as much as I would like to. But I mean, that’s a resource issue as well. You have to prioritize. Do one course at a time. And I can feel that sometimes what I’m talking about feels a bit outdated because so much happens in the area, but I do not always have the time to keep up…when I tried to bring these issues up [integrating sustainability education], people do not have time and then the meeting is over and then we do not talk about it. So, I mean, that approach [bottom-up] has not really worked. So, I think we need firmer top-down approach as well (P12).

This evidence represents a system developed to cope with a lack of resources in higher education. Sustainability leadership is not just needed in the policies driven from above, but also sustainability leadership for SE is a common discussion across all disciplines. A lack of resources indicates that teachers need to develop an approach to SE through systems thinking, by reflecting on what universities do have and creating interdisciplinary support where students can benefit from knowledge from different perspectives ( Scholz and Steiner, 2015 ; Baumber, 2022 ). In order to help teachers to feel comfortable to take the risk to try something that they are not an expert in, requires a transformative mindset and a willing to work with the co-created curriculum approach ( Bovill, 2020 ). Support for the teachers can come from active listening that can generate ideas for the teachers to connect what they already do to the sustainability perspective. An efficient approach that may not seem like time taking could be required. Evident in a reflection, a participant acknowledged how a lack of time and knowledge can be intertwined, saying.

I think that, or I want to think that nobody’s against sustainability in our [workplace], with our colleagues, because it’s well-educated people that should know better. But I think that in a lot of cases, it’s time and knowledge…It’s not that people do not want to. It’s time to rethink and integrate it in a good way. When people are already swamped with work, to be honest (P6).

Since lack of time has become such a problem for these teachers, there is sense that even if there is a will the teachers have not been able to find space in the system to analyze where and how they can implement SE. One answer to seeing time as a restraint on building capacity could be eased by interdisciplinary support and input by practitioners, since efficiency in time and knowledge could transfer between disciplines to provide space to apply transdisciplinary SE. Furthermore, some participants revealed the lack of importance emphasized on SE, since training for SE would take time away from other work.

I think it’s always about the fact that we have limited time. We have limited resources. Then I think it boils down to it taking too much time from other things or taking too many resources from other things that you also have to do (P11).

Several participants resonated with the suggestion that the university system expects too much from teachers in terms of the activities demanded in order to keep their job or climb the professional academic ladder; “publish or perish” is a common reiterated phrase, but nothing about teaching SE or your out. Hence, SE leadership is needed to inform and engage, encourage and create action for a transdisciplinary approach to higher education. Although some sustainability learning labs have begun a more inclusive whole institution approach to education for sustainability ( Hald, 2010 ; Holmén et al., 2022 ), many teachers still lack such support networks. All participants have mentioned to us that they feel there are not many teachers that share the passion for SE and therefore find it difficult to organize courses or programs, and holistic learning or living labs that can provide such learning spaces are considered an even bigger challenge within the current university system. Many participants do not find they are given the right resources to support the work necessary for transformation of their educational practices.

However, some say “just do it!” (P25) and “Stop talking about time!” (P10) and indicate that sustainability education should be incorporated no matter the resources or time to work or resistance in the education system. An interdisciplinary approach to SE could help develop teachers’ capacity to transform mindsets toward collaborative teaching programs that provide the needed knowledge environment for student sustainability learning. Therefore, there is some differentiation in how engaged and driven teachers are to develop their SE no matter what time they have for work or other activities.

It was apparent that strategic and systems thinking challenges for support and time were common across disciplines and universities in different countries. If time is the actor in this challenge, how do we transform teacher mindsets to consider time through an alternative lens ( Facer, 2022 ). Innovations in how time is perceived and how time is used as well as how time drives transformations can be considered to adapt within the education systems or develop new educational systems. Future research can pursue these topics to find out more about what international transdisciplinary support networks can provide in terms of guidance, collaboration and resources that can implement SE transformation without needing more time. Also, how can time be used to benefit the needs of teachers and students in sustainability education. Moreover, future research could study why the actor of time is so urgent, uncertain and unsustainable across disciplines and nations.

4.2 How teachers practice sustainability education and imagine future teaching

When we discussed how teachers teach sustainability with the participants, there is great enthusiasm in engaging implementation thinking about how to inspire students into action to work with the sustainability challenges. There are many similarities practices across different countries that teachers wish to keep doing due to the success and engagement created with students. However, there is also a common understanding that some practices need to be renounced so that space is provided for a better learning environment for all students.

4.2.1 Implementation thinking: practices to keep and renounce

The participants have pointed out the availability of courses about SE provided for teachers at their university, but in most cases it is not mandatory for teachers to train in sustainability education. Courses on SE can help teachers to reflect on what they are doing and how they can develop their work as well as inspire new approaches. Several participants point out that they thought teacher education and training activities that can provide opportunities for reflection and innovation for implementing into lesson plans is needed.

To transform sustainability more effectively in higher education, researchers point out that there is a need to develop pedagogical approaches ( Lozano et al., 2017 ; Backman et al., 2019 ) not just about sustainability but for sustainability ( Persson et al., 2023 ). Several researchers ( Wiek et al., 2011 ; Wals and Benavot, 2017 ; Brundiers et al., 2020 ) also recognize that we need to be able to teach for sustainability in a way that can enable students to act on the sustainability challenges we face; to work on creating solutions for a sustainable future ( Browne et al., 2020 ). Holdsworth and Thomas (2015) have found that applying an interdisciplinary approach coupled with a holistic framework can help teachers develop their sustainability education. Some examples of pedagogical activities disclosed by participants of this study include experiential approaches that benefit from a practical understanding, for example:

The literature, cases and examples we give creates a ground for discussions that helps to influence the students. It is quite important to choose something that is interesting and guest lectures that come from the practical world gain more interest from students than researchers as teachers. It is important that the course works on follow-ups to the guest teachers’ points to keep the knowledge flowing about current practical points. What are the negative consequences and what can we do better? (P13).

Experiential activities can create opportunities to learn and contribute to society’s sustainability challenges through real-world learning practices. It is evident that academics across participating nations include out-reach activities in the activities planned for SE to build capacity in implementation competency. Some lectures informed us that they have designed capstone projects where students work with organizations that have proven to develop intrapersonal thinking competencies for sustainability, visible in the reflection work set for students that take part in these experiential activities.

A common discussion we had with participants is that there are different perspectives about whether the teacher teaches a course that includes sustainability, teach a course about sustainability, or whether sustainability is a pedagogical approach applied to teach. One participant explained:

It’s the balance, because it’s a lot of things in each course that we want to teach them, that I want them to have with them and to really let them dig into it, but still not take over the entire course because it’s not a course in sustainability… it cannot be the only thing we need to think about when we are planning… and there are several other factors that are also important (P16).

While some teachers still struggle with how they can teach about sustainability, others build capacity for sustainability through the pedagogical activities and resources they use to develop the students’ competence in sustainability. Some participants pointed out that integrating SE into the education system will be a natural learning curve process that needs to solidify in real, tangible applications with each subject. A participant explains their experience, saying:

Teachers should not be left to include sustainability… gender was important 20 years ago… it was good that the department was focusing on, for example, female researchers and there should be similar tangible programs for sustainability. People who research on sustainability should be awarded and students… promoting, also financing research projects, and systematically including our own research in teaching, would be good. I mean, make it tangible. Not only promises and ideas (P7).

Tangible application of the sustainability perspective requires a transformation of mindset in how sustainability science can be taught. It is no longer an additional application of material that teachers need to apply, but a perspective on science with a transdisciplinary approach ( Salovaara et al., 2020 ). Sustainability competencies are something that enables the student to act for a sustainable future, to transform societies and take on their ethical responsibility ( Sterling, 2010 ).

Some participants in the Netherlands, the United Kingdom, Sweden, and United States have shared with us about how they have implemented creative approaches to teaching, becoming facilitators (rather than the role of teacher) and providing students with the space to co-create learning activities. The activities include real-world experiential support but also traditional discussion and literature-based study. The systems are described as flexible that can also control for university norms, such as expected learning outcomes, program goals and set text literature.

Several participants across countries have discussed a reluctance to share ideas, resources, tools used in the classroom. Some have even discussed the intangible patent on their own ideas, material and classroom material, suggesting ownership over pedagogics. However, some have revealed more open approaches and believe in shared resources for all teachers. Thus, approaches to SE practices differ between nations due to national academic norms. The competence to implement SE is similar across disciplines, where most participants mentioned how there are only a few that really get involved and thus there is much room for improvement and a need to transform mindsets of teachers in each discipline to be able to implement SE on a transdisciplinary scale across universities. Future research could investigate what practices can facilitate the international application of sustainability education, how can transdisciplinary knowledge be best applied in teacher learning activities across nations, and why applying alternative creative and flexible transdisciplinary practices in SE can be met with resistance.

4.3 Why teachers implement sustainability education

As we discussed the teachers’ own interest toward SE their intrapersonal and values thinking competencies showed diverse perspectives across countries and disciplines. It is widely regarded ( Brundiers et al., 2020 ; Redman and Wiek, 2021 ) that attitudes and interests influence self-awareness and the mindset that builds intrapersonal thinking competency. The teachers’ intrapersonal thinking and implementation brings meaning to SE that can then build student capacity for sustainability competence. When we asked participants about what they would change in SE, the participants future thinking revealed that they would like opportunities to collaborate and use creative innovations in SE.

4.3.1 Intrapersonal and values thinking: reunite with diversity

The expectations from policies made at management in departments and at the main university governing body can be faced by a group of teachers that have diverse attitudes, interests and values toward the sustainability perspective. During interviews, we noticed that some feel that they should or must implement sustainability, while others feel it’s not natural or it’s not ‘my’ subject. Other teachers are completely comfortable with the demands of policy or law to integrate SE into the curriculum, for example one participant said, “we need to make teachers realize that it is important” (P2). However, it was revealed that many teachers feel alone in their work to teach SE. For example,

I take one course at a time and try to focus a bit more on developing that one, but we can do that in a more strategic way and a joint way, rather than just me doing it all by myself when I’m basing the choice of where to go and what to do on my own knowledge and values, rather than the strategy of the school overall (P26).

This is an example of how teachers question their own influence on the SE they can provide, showing that self-awareness and resilience is a fundamental capacity needed in higher education. This first stage approach to SE where the teacher experiments with what they know can have its positive effects, to start from somewhere there is a safe space ( Holmén et al., 2021 ). However, to take the next step and transform SE the teacher needs support to feel comfortable to experiment with new interventions. “There is certainly support that I’m not aware of for this teaching sustainability, but it’s very much up to the individual teacher” (P20). Support from collaborative groups to know how to teach for sustainability is lacking ( Persson et al., 2023 ).

One obstacle to transforming SE is the different interests that teachers hold themselves. If a teacher holds an opposing position on what is taught and how it is taught, they may find it hard to see the benefits of why they teach sustainability. This was indicated by participants that said:

I think it might be the interest. People have different interests in sustainability … I think the clarity from above can also become clearer. There is a trade-off here. The academic freedom that we should have and then the one that slips it into everything that we do at the university, regardless of whether it is research, teaching or going to meetings or whatever (P14).

If higher education teachers have a lack of incentive ( Cho, 2017 ) and argue for academic freedom ( Hugé et al., 2016 ), it can be difficult to persuade teachers to educate for sustainability when their attitude toward it is reluctance, negative or in disagreement. Teachers feel they need to communicate these diverse values and capabilities for intrapersonal reflexivity and be heard. Transforming teachers’ mindsets toward a transdisciplinary approach where diverse knowledge can emerge could help bridge this divide in SE values. Transformative learning encourages new ways of reflecting and understanding the complex challenges of sustainability and requires collaboration and support ( Baumber, 2022 ). Another participant points out:

It would be interesting to hear other people’s perspectives on how sustainability can be incorporated into it [a course], because I do not see that it’s always a natural fit, although I have not thought that much about it, but you know. Perhaps we should. Perhaps we have to, but I do not see that it’s always a natural bedfellow. In some areas, of course, it is perfect, you can talk about anything (P4).

It is apparent that the capacity for inner development differs between participants of different disciplines. Those in the humanities and especially art and music find self-awareness and reflecting on a sustainability mindset is a natural experience, while those in mathematics, chemistry and physics have shown less engagement with their own capacity to work with SE. Another participant explained their position through their understanding of sustainability as a political agenda, “The 24 goals. Is it 24 goals of the UN? Teaching sustainability seems very politicized to me” (P22), showing a disinterest in how many UN SDGs there are and showing a disliking in the politics of how Greta Thunberg has been used or how activists behave, the participant continues:

“What I want to say is I do not ever want to be doctrinal. This is why I do not like the whole Greta movement, because to me it’s doctrinal. I mean, if I may elaborate on that, the way she’s dealing with this current issue, she’s a mouthpiece for whomever. She has influence over millions of young people. And I think she’s the anti-Trump actually. I think they are both as dangerous as each other” (P22).

The nature of sustainable development as a political movement, derived from development diplomacy ( Bolis et al., 2014 ; Moomaw et al., 2017 ) has created an overwhelming emphasis on the values of one type of sustainability. Several participants point out that they have experienced a resistance to the term transformation or students as change-agents, since it holds a political opinion that some believe academics should not hold ( Shephard and Furnari, 2013 ; Hugé et al., 2016 ). However, the value of transformational learning has its background in understanding diverse cultural values and sustainability science has a value base where transdisciplinary knowledge exchange is emphasized ( Sprain and Timpson, 2012 ). Although the scientific values of sustainability should be understood by teachers, through a scientific dialog, sustainability as a science has not been emphasized as much as the UNs SDGs ( Bendell, 2022 ). A teacher set in the sustainability science approach explained their position,

If someone is trying to change a text description or a learning outcome related to sustainability, I’m not accepting it, really. It will not be accepted unless it’s covered in some other way. Which is then an improvement, probably, but taking something out related to sustainability will not fly (P5).

This complex environment of values conflicts can hinder the transformation of the education process. The values of sustainability may be misinterpreted when thinking only through the UN’s SDGs. Teachers have their own values as well as work within a system of values and a community of different values, for example “some people might not want to, or they do not feel confident, so they need this kind of, you know, encouragement” (P1). Teachers also have their own personal attitudes and self-awareness. For example, one participant suggested “I think we need to make it interesting for people to work with” (P2), implying that SE is not interesting enough to put effort into transforming the existing education. Comparatively, a teacher in the arts states “I think it is art that will save us. It is art that connects us, helps us to understand, to feel, to connect, communicate and enjoy life” (P24). Teachers ‘attitudes and knowledge of sustainability can affect their ability to transform SE ( Jones et al., 2010 ). The diversity of teachers’ attitudes, interests and values across disciplines creates a complex environment where collaboration needs to be encouraged.

4.3.2 Futuring and interpersonal thinking: imagining creations

Transforming education so that students can act on what they know is of primary concern to the participants of this study. Teachers talked about how there is a need to develop a network of local, regional, national and international colleagues for SE to enable a learning space for students that can act on the transdisciplinary of sustainability challenges. When we discussed what the teachers thought would help them transform their education for sustainability, participants replied “Maybe just sit together and talk about it because it’s kind of seems like one of those things you kind of talk about informally, but how you would actually do it creatively” (P8). Also,

I would like collegial discussions, or workshops or seminars or something for the teachers …support of my colleagues. I mean, if we were to discuss and develop these things together, that would be a great leap forward. And then we can also have directed development issues that focus like I do now by myself (P15).

Although workshop and seminar series are often created and ongoing in most higher education institutions, the problem of having no time to attend comes up again. Several participants point out how there are low attendance rates for seminar series about SE already provided. Since many of these participants also noted that they do not know about such opportunities, it seems that information dissemination across campuses and between universities is lacking. Explained well in a participant’s response,

If there was a possibility of creating and maintaining a sort of pedagogical community which is interested in this [sustainability education], and questions, deeply and wants to explore together how we can improve teaching…how could we develop our teaching in order to make things work? So, a sort of community of this kind would be interesting (P17).

And when asked about how to act on these ideas, participants revealed that creating a space for experimentation, where teachers can easily access information and collaborate on different scales, locally, nationally and internationally. A safe space to try ideas and experiment with new activities in the classroom ( Holmén et al., 2021 ). For example,

There needs to be some kind of action and one action that has been done is like drawing it [sustainability education] into the different courses. But I think that a page on the Internet that provides tips and tricks and discussion, and that each section or someone responsible that is really good at different parts could come up with ideas on that subject. How to integrate sustainability into a subject… we create a hub of examples on how it can be done. Both integrating in different topics, but also sustainability in general… How do you do it in class? Depending on subject, because it’s different, depending on subject (P8).

Practical and flexible resources in a coordinated open access environment requires collaboration, the will to share and support each other in a reciprocal relationship. This work to practically implement activities with students has also had a varied response. Some participants have talked about the difficulty of incorporating different practices when traditional practices need to also be taught, such as lab work and the use of different tools and materials. A space where ideas are shared could inspire different disciplines and how to adapt to include different activities. A participant disclosed,

Creating these pockets of experimentation and freedom. Because the thing is also when you do this, especially if you want to do something new, you want an environment where you can experiment and play and introduce things. And of course, within the existing structures that might be challenged. Could it mean like designing your courses? Could it mean, creating more space within existing courses? (P19).

There have been several examples of teachers who imagine a future where teaching has transformed. The futuring method ( Sharpe et al., 2016 ; Liveley et al., 2021 ; Czerniewicz and Cronin, 2023 ) has proven to be a useful technique to help teachers imagine what is wanted and backcast to how teaching is experienced now, and then consider the changes in structure and behavior in order to achieve the imagined future. A technique and practical tool that can also be applied in many different student class contexts. There have been several successes in universities around the world ( Hald, 2010 ), but many still call for guidance to sustainability education. Participants from all disciplines have discussed that they need support between universities on an international scale and believe that this could help to facilitate the imagined transformation in higher education.

5 Discussion and conclusion

In dialog with practicing university teachers on an international scale we listened to many experiences that call for reinforced support and collaboration to be able to create a space for the transformation of sustainability in higher education. Add-on lectures are not sufficient, students need more ( McCrory et al., 2020 ). Reflections on what we have been teaching, why we must continue this work and how we can achieve this have provided insights into the present state of SE and its imagined future.

We identified themes in the narrative about support and guidance, practical teaching inspiration and innovative time solutions, collaboration and facilitation of open resources, and most importantly action that can transform SE toward a student-centred approach. It is apparent that there is a relation (see Figure 1 ) between the support that can be provided by management and the support that can be shared between lectures across subjects, departments and universities on an international scale (strategy-interpersonal). Also, support to provide the imagined space to facilitate co-creation, student-centred learning and the transdisciplinary sustainability science approach (strategy-futures). In order to apply such transdisciplinary approaches (strategy-implementation), teachers discuss the inspiration of how some schools have abandoned the traditional approach to the higher education system and designed new schools ( Ecoversities, 2018 ; LIS, 2024 ), while others have applied alternative approaches within the traditional education system ( Hald, 2010 ).

Figure 1 . Space to facilitate transformations in sustainability education.

Some teachers have brought up the complex connection that SE has with political agendas and suggest inspiration and shared resources between universities is needed to be able to apply sustainability didactics from a non-political perspective (values-implementation). In a call to open up a space for facilitation lectures ask to reconcile the diverse values and intrapersonal feelings toward sustainability education in order to better collaborate (values-interpersonal). Across these diverse teachers there is a common call for guidance from management in a whole school approach and sustainability leaders across departments, disciplines and universities to share practices, knowledge and other resources with compassion (system-intrapersonal).

In order to implement transformations in SE teachers across countries have noticed some practices are not working and some practices that have been used for many decades have been well fitted to the SE approach (systems-implement). Teachers are inspired by the learning experiences that have applied a transdisciplinary approach and many have discussed how sustainability didactics can help this process (futures-system) but recognize the complex nature of teaching across disciplines in current education systems.

To conclude, teachers reflected on the different types of guidance that direct sustainability in higher education. Some teachers disclosed how useful the policy and legal directives can be as a support since it can help with resistance from students or colleagues. Others commented on the dialog about sustainability science as an interdisciplinary knowledge approach to create dialog for SE support. Hence, the guidance and support from legal directives, institutional goals, visions and missions and departmental management policy can help drive the work of SE ( Persson et al., 2023 ), but much more support from sustainability education leaders is needed from a sustainability science basis to create a transformation of the education system.

Several constraints were revealed including the lack of resources in terms of time to develop courses, competencies in sustainability and being left alone to do the work. Many teachers talked about the feeling of being left alone leads to risks in the workplace due to diverse values and management approaches. Participants call for time to create space for a dialog supported in sustainability science to overcome the challenges faced in transformations of teaching sustainability education.

Across disciplines teachers shared common capacity to apply systems, strategic, interpersonal and futures thinking. However, they also signaled that their approach to provide SE through these competencies have different approaches and apply different theories. This indicates that there is room for an interdisciplinary approach where collaboration could provide knowledge from these different perspectives across disciplines and combine to create new knowledge as teachers and students learn from each other in sustainability science inquiry.

The discussion also revealed that teachers differ in their values, intrapersonal and implementation thinking competencies across disciplines. For example, engineering and business teachers are well experienced in implementation competency building and include practice in their SE, and teachers in the arts, literature and sociology find it is common to apply intrapersonal competencies since self-reflection activities are the norm. There is evidence to suggest that different disciplines work with values, intrapersonal and implementation competencies to different extents, some not at all touching on these competencies. Hence, there is a great possibility to learn from each other through interdisciplinary collaborations in SE. Teachers in higher education commonly train in pedagogics to improve their teaching. It would benefit SE if teachers could also train in different disciplines to improve their knowledge across disciplines.

Sustainability values are widely described as political and are regularly considered controversial in higher education. There is a need to move away from the idea that sustainability values are only a political notion, and instead move toward sustainability as a transdisciplinary science. Teachers who collaborate on an interdisciplinary scale to teach and to learn across disciplines, and of course, from practice, can provide a transformed sustainability education.

Data availability statement

The datasets presented in this article are not readily available because the interviews are anonymous. Requests to access the datasets should be directed to [email protected] .

Ethics statement

Ethical approval was not required for the studies involving humans because no sensitive information is obtained and therefore does not need to have an ethical review board approval according to Swedish law under the Act (2003: 460). The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.

Author contributions

AA: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. G-OB: Conceptualization, Data curation, Investigation, Methodology, Project administration, Resources, Supervision, Validation, Visualization, Writing – review & editing.

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. We were awarded funds during the research process by an internal to Umeå University fund for teaching, called PUNKTUM.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/frsus.2024.1416498/full#supplementary-material

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Keywords: sustainability in higher education, sustainability competence, transformative learning theory, didactics, interview, interdisciplinary

Citation: Annelin A and Boström G-O (2024) Interdisciplinary perspectives on sustainability in higher education: a sustainability competence support model. Front. Sustain . 5:1416498. doi: 10.3389/frsus.2024.1416498

Received: 15 April 2024; Accepted: 25 June 2024; Published: 10 July 2024.

Reviewed by:

Copyright © 2024 Annelin and Boström. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Alice Annelin, [email protected]

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

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With more than 2 sustainable places to stay in Elektrostal, and with a range of eco-friendly vacation rentals for your sustainable travel, Rent By Owner can help its users make good travel decisions. Whether you are looking for weekly/monthly vacation homes, cabins, villas, cottages, eco-hostels, or luxurious boutique hotels in Elektrostal, there’s definitely something for you.

Rent By Owner offers 2 eco-friendly accommodations with a variety offer price ranges, styles, and top amenities. Some of these amenities include solar heating, greenwater collection, natural gardens, smart thermostats, sustainable furnishings, and more. RBO has covered a wide range of locations, no matter where you are visiting, RBO would make it easy to find and navigate the perfect eco-friendly place to stay that is within your budget.

RBO lists properties as scored by its sister company, OneDegreeLeft , from most- to least eco-friendly. While not every property. We believe that together we can make travel better. Explore eco-friendly travel with family, friends, or colleagues. RBO will try to help ensure your next trip to Elektrostal is enjoyable and safe for you and the environment. book an eco-friendly place to stay with RBO today!

Engineering Management

Project Management

• Employment opportunity at the GSTM, University of Pretoria

Posted on July 16, 2024

FACULTY OF ENGINEERING, BUILT ENVIRONMENT AND INFORMATION TECHNOLOGY

DEPARTMENT OF ENGINEERING AND TECHNOLOGY MANAGEMENT

ASSOCIATE PROFESSOR / PROFESSOR (2 Posts)

The University of Pretoria's commitment to quality makes us one of the top research Universities in the country and gives us a competitive advantage in international science and technology development.

In pursuit of the ideals of excellence and diversity, the University of Pretoria wishes to invite applications for the following vacancy.

Associate Professor/Professor: Project Management (full-time or part-time position)

Associate Professor/Professor: Engineering Management (full-time or part-time position)

The Graduate School of Technology Management (GSTM) is the first graduate school of its kind in South Africa and also the largest in Africa. The GSTM provides management skills and knowledge training to practising engineers and scientists. The GSTM offers internationally recognised postgraduate programmes at honours, masters and doctoral level in Technology and Innovation Management, Engineering Management and Project Management. Research is a high priority for the GSTM.

Successful candidates should be committed to excellence in Project Management and Engineering Management research and postgraduate teaching (expertise in research methodologies and virtual, hybrid and face-to-face will be advantageous).

RESPONSIBILITIES:

It will be expected of the successful candidates to:

• Teach post-graduate modules on the programme focus areas of the GSTM;
• Supervise postgraduate Master’s and Doctoral students;
• Consistently publish research articles in the foremost internationally accredited journals;
• Conduct research in a highly productive manner;
• Raise and manage additional funding from national and international funding agencies and industry to support the activities of the relevant GSTM research areas;
• Expand existing research programmes or initiate new research programmes;
• Perform assigned departmental duties (e.g. of an administrative nature).

MINIMUM REQUIREMENTS:

Associate Professor

• A BSc or BScEng or BEng degree;
• A Masters’ degree;
• A relevant PhD degree that follows on the previous qualification;
• Industry experience especially within the field of Project Management or Engineering Management;
• Expertise and research experience in one or more of the specialist areas of the Project Management or Engineering Management research groups in the Department;
• Publications in accredited journals;
• At least six years’ experience at a tertiary academic institution or industry related experience;
• A record of previous undergraduate and/or postgraduate teaching experience, including supervision of Masters and/or Doctoral students;
• An established and nationally recognised record of research supported by publications in high-quality peer-reviewed journals.
• Same as for Associate Professor, plus;
• A well-established and internationally recognised record of research supported by publications in high quality peer reviewed journals;
• At least eight years’ experience at a tertiary academic institution or industry related experience;
• A record of previous undergraduate and/or postgraduate teaching experience, including graduation of Doctoral students;

ADDED ADVANTAGES AND PREFERENCES:

• Evidence of teaching excellence to large postgraduate classes;
• Preference will be given to candidates who have teaching and research expertise that complement the Department’s research focus area;
• Related industry work or consulting experience;
• Candidates registered or registerable as Professional Engineer with ECSA;
• NRF rating.

The annual remuneration package will be commensurate with the incumbent’s level of appointment, as determined by UP policy guidelines. UP subscribes to the BESTMED medical aid scheme and contributes 50% of the applicable monthly premium.

Applicants are requested to apply online.  Click here to apply

In applying for this post, please attach:

• A cover letter summarizing relevant experience and the areas of your teaching and research expertise/interests;
• A comprehensive CV;
• Certified copies of qualifications
• A brief teaching portfolio;
• Names, e-mail addresses and telephone details of three referees whom we have permission to contact;
• Names and contact details of peer reviewers (academic and research);
• Self-evaluation.

Closing date:  22 July 2024                                                                                                             

No application will be considered after the closing date, or if it does not comply with at least the minimum requirements.

ENQUIRIES: Ms A Segeri, Tel: (012) 420 2100 / E-mail:   [email protected]  for application-related enquiries, and Prof Elma van der Lingen, E-mail:  [email protected]   for enquiries relating to the post content.

Should you not hear from the University of Pretoria by 30 November 2024, please accept that your application has been unsuccessful.

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• Elektrostal

State Housing Inspectorate of the Moscow Region

Phone 8 (496) 575-02-20 8 (496) 575-02-20

Phone 8 (496) 511-20-80 8 (496) 511-20-80

Public administration near State Housing Inspectorate of the Moscow Region

• About company
• GENERAL CONTRACTOR

+7 (495) 526-30-40 +7 (49657) 0-30-99

THE HISTORY OF THE COMPANY CREATION

1993 how the construction company remstroy was created   the year 1993 was a period when a lot of construction companies, which had been working successfully during the soviet times and had rich staff capacity, were forced to cease their activity for various reasons. a lot of capable specialists either had to look for another job or change their field. but there were also those who were willing to realise their potential in the field of construction in accordance with the received degree and the experience they had accumulated. thus, in 1993 in elektrostal (moscow oblast) a group of specialists and people sharing each other’s ideas, who had enormous educational background and the highest degree in architecture, organized and registered ooo firm erg which began its rapid development and successful work, offering its service both on the construction market and other areas. 2000 industrial construction is the main area   seven years of successful work have shown that combining different types of activities in the same company is not always convenient. and in the year 2000 the founders of ooo firm erg decided to create and register a monoprofile construction company ooo remstroy construction company. industrial construction was chosen as the priority area. it was in this area that the directors of ooo sk remstroy began their working life and grew as specialists. in order to achieve the set goal, they selected a mobile team of professionals in the field of industrial construction, which allows us to cope with the tasks assigned to ooo sk remstroy throughout russia and the near abroad. 2010 manufacturing of metal structures   we possess modern equipment that allows us to carry out the entire cycle of works on the manufacture of metal structures of any complexity without assistance. designing – production – installation of metal structures. a staff of professionals and well-coordinated interaction of the departments let us carry out the work as soon as possible and in accordance with all customer’s requirements.” extract from the list of members of self-regulatory organizations, construction.

LICENSE OF MINISTRY OF EMERGENCY SITUATIONS

Certificates, system of managing quality.

SYSTEM OF ECOLOGIAL MANAGEMENT

SYSTEM OF OCCUPATIONAL SAFETY AND HEALTH MANAGEMENT

LETTERS OF RECOMMENDATION

THE GEOGRAPHY OF CONSTRUCTION SITES

YOU CAN FIND MORE INFORMATION ON THE CONSTRUCTION SITES OF OOO REMSTROY ON THE PAGE OF THE SITE

OUR CLIENTS

http://remstroi.pro/yandex-promyshlennoe-stroitelstvo