This page has only limited features, please log in for full access.

Unclaimed
Petra Molthan-Hill
Nottingham Trent University

Basic Info

Basic Info is private.

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Reference work
Published: 25 June 2021 in Handbook of Climate Change Mitigation and Adaptation
Reads 0
Downloads 0

Climate change education (CCE) is an essential response to the global threat of an average temperature rise beyond 1.5 degrees C (IPCC 2018). The most recent Global Education Monitoring Report by UNESCO in 2020 emphasizes the impact education has on climate change mitigation and adaptation, yet many countries neither recognize the importance of CCE nor invest in it significantly. This chapter highlights the role of CCE within the higher education sector and offers solutions to the challenge of scaling up CCE by giving examples of how CCE has been and could be integrated into every discipline at university. Historically, universities have focused on climate change science education, however, to achieve the required climate action (decarbonization) on an unprecedented timescale and spatial scale, universities have to focus on integrating climate change mitigation education into all disciplines to enable every student to upscale their own actions and that of their peers, families, as well as current and future employers. Furthermore, as many countries are already exposed to wide-ranging impact from climate change, universities need to integrate climate change adaptation education into their offers. Finally, every student needs to have a basic understanding of climate science and the matching climate solutions, which requires universities to embed carbon literacy into all their disciplines. The chapter examines several disciplines that illustrate how CCE could be embedded more widely across university curricula; these include agriculture, biology, business, chemistry, education, environmental science, geography, linguistics, literary studies, physics, and psychology. As successful climate change mitigation depends on holistic, transdisciplinary approaches, insights and approaches from the chosen disciplines that could be integrated into all disciplines in higher education and beyond have been highlighted throughout the chapter. The chapter concludes with strategies on how to integrate CCE on an institutional, national, and international level.

ACS Style

Petra Molthan-Hill; Lia Blaj-Ward; Marcellus Forh Mbah; Tamara Shapiro Ledley. Climate Change Education at Universities: Relevance and Strategies for Every Discipline. Handbook of Climate Change Mitigation and Adaptation 2021, 1 -64.

AMA Style

Petra Molthan-Hill, Lia Blaj-Ward, Marcellus Forh Mbah, Tamara Shapiro Ledley. Climate Change Education at Universities: Relevance and Strategies for Every Discipline. Handbook of Climate Change Mitigation and Adaptation. 2021; ():1-64.

Chicago/Turabian Style

Petra Molthan-Hill; Lia Blaj-Ward; Marcellus Forh Mbah; Tamara Shapiro Ledley. 2021. "Climate Change Education at Universities: Relevance and Strategies for Every Discipline." Handbook of Climate Change Mitigation and Adaptation , no. : 1-64.

Systematic review
Published: 25 April 2021 in Sustainability
Reads 0
Downloads 0

Countries in the developing world are increasingly vulnerable to climate change effects and have a lesser capacity to adapt. Consideration can be given to their indigenous knowledge systems for an integrated approach to education, one which is more holistic and applicable to their context. This paper presents a systematic review of the indigenous knowledge systems (IKSs) deployed for climate change adaptation in the developing world and advances implications for climate change education. A set of inclusion criteria was used to screen publications derived from two databases and grey literature searches, and a total of 39 articles constituted the final selection. Postcolonial theory’s lens was applied to the review of the selected publications to highlight indigenous people’s agency, despite IKSs’ marginalization through colonial encounters and the ensuing epistemic violence. The categories of social adaptation, structural adaptation, and institutional adaptation emerged from the IKS-based climate change adaptation strategies described in the articles, with social adaptation being the most recurrent. We discussed how these strategies can be employed to decolonise climate change education through critical, place-based, participatory, and holistic methodologies. The potential outcome of this is a more relatable and effective climate change education in a developing world context.

ACS Style

Marcellus Mbah; Sandra Ajaps; Petra Molthan-Hill. A Systematic Review of the Deployment of Indigenous Knowledge Systems towards Climate Change Adaptation in Developing World Contexts: Implications for Climate Change Education. Sustainability 2021, 13, 4811 .

AMA Style

Marcellus Mbah, Sandra Ajaps, Petra Molthan-Hill. A Systematic Review of the Deployment of Indigenous Knowledge Systems towards Climate Change Adaptation in Developing World Contexts: Implications for Climate Change Education. Sustainability. 2021; 13 (9):4811.

Chicago/Turabian Style

Marcellus Mbah; Sandra Ajaps; Petra Molthan-Hill. 2021. "A Systematic Review of the Deployment of Indigenous Knowledge Systems towards Climate Change Adaptation in Developing World Contexts: Implications for Climate Change Education." Sustainability 13, no. 9: 4811.

Invited article
Published: 01 January 2021 in Revista de Administração Contemporânea
Reads 0
Downloads 0

Objective: the idea of this special issue is to explore in more detail how resilient, sustainable, and responsible business models could be developed. Methods: the papers selected for this special issue offer different approaches to study (a) the state of the art of this field and (b) methods and drivers for achieving the above goals. The research design used is systematic literature reviews, qualitative studies, quantitative studies, and case studies. Results: from the literature reviews, it becomes evident that the triple bottom line needs more sophisticated approaches including operationalization, analysis, discussion, or results of all the three dimensions. Further, several of the papers support recent research regarding the importance of the stakeholders. Conclusions: stakeholder participation emerges as an important research avenue for sustainable business model. Thus, the sustainable business models and the responsible research and innovation literature approach each other on this issue. Managerial implication is to focus on including and understanding its stakeholders. Political implication is to be aware of the context that businesses are operating in to create systems that make it possible to operate sustainably.

ACS Style

Elin Merethe Oftedal; Giovanna Bertella; Sanjay Lanka; Małgorzata Grzegorczyk; Petra Molthan-Hill. Perspectives of Sustainability. Revista de Administração Contemporânea 2021, 25, 1 .

AMA Style

Elin Merethe Oftedal, Giovanna Bertella, Sanjay Lanka, Małgorzata Grzegorczyk, Petra Molthan-Hill. Perspectives of Sustainability. Revista de Administração Contemporânea. 2021; 25 (3):1.

Chicago/Turabian Style

Elin Merethe Oftedal; Giovanna Bertella; Sanjay Lanka; Małgorzata Grzegorczyk; Petra Molthan-Hill. 2021. "Perspectives of Sustainability." Revista de Administração Contemporânea 25, no. 3: 1.

Original paper
Published: 05 December 2019 in Journal of Business Ethics
Reads 0
Downloads 0

Proclaimed the “greenest television programme in the world,” the award-winning soap opera Coronation Street is seen as an industry success story. This paper explores how the integration of carbon literacy training (CLT) led to a widespread transformational change of practice within Coronation Street. Using the theoretical lens of Communities of Practice (CoP), this study examines the nature of social learning and the enablers and barriers to change within the organization. Specifically, how boundary spanning practices, objects and people led to the transformation on both a personal and group level. Based on a qualitative analysis of 22 interviews with Heads of Departments and other staff, the paper argues that CLT is a boundary practice which has evolved into a boundary spanning CoP. The importance of infrastructures supporting boundary objects and practices is highlighted as reinforcers of the CLT, both as a boundary object and a community, with the “ultimate” boundary spanning object being the show. A significant enabler in social learning and change in practice is the creation of discursive and creative space, both within CoP and across the boundaries. Findings also highlight the role of “self” in the process of social learning and organizational change. Distinct patterns emerged in the relationship between self-identity, social learning and change across a range of boundary objects, practices and communities both in the CLT and CoP. This suggests that in a diverse social learning setting such as CLT there are different transformational catalysts within the CoP and these identities can influence how knowledge is translated into practice.

ACS Style

Wendy Chapple; Petra Molthan-Hill; Rachel Welton; Michael Hewitt. Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry. Journal of Business Ethics 2019, 162, 813 -834.

AMA Style

Wendy Chapple, Petra Molthan-Hill, Rachel Welton, Michael Hewitt. Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry. Journal of Business Ethics. 2019; 162 (4):813-834.

Chicago/Turabian Style

Wendy Chapple; Petra Molthan-Hill; Rachel Welton; Michael Hewitt. 2019. "Lights Off, Spot On: Carbon Literacy Training Crossing Boundaries in the Television Industry." Journal of Business Ethics 162, no. 4: 813-834.

Book chapter
Published: 11 October 2019 in Encyclopedia of Sustainability in Higher Education
Reads 0
Downloads 0
ACS Style

Petra Molthan-Hill; Lina Erlandsson; Tabani Ndlovu; Iain Patton; Fiona Goodwin. Global Alliance of Tertiary Education and Sustainable Development. Encyclopedia of Sustainability in Higher Education 2019, 731 -743.

AMA Style

Petra Molthan-Hill, Lina Erlandsson, Tabani Ndlovu, Iain Patton, Fiona Goodwin. Global Alliance of Tertiary Education and Sustainable Development. Encyclopedia of Sustainability in Higher Education. 2019; ():731-743.

Chicago/Turabian Style

Petra Molthan-Hill; Lina Erlandsson; Tabani Ndlovu; Iain Patton; Fiona Goodwin. 2019. "Global Alliance of Tertiary Education and Sustainable Development." Encyclopedia of Sustainability in Higher Education , no. : 731-743.

Journal article
Published: 11 July 2019 in Sustainability
Reads 0
Downloads 0

Innovation is known to be an important and influential factor in fostering sustainable development. Yet, there is a paucity of literature on the extent to which universities are successfully implementing innovation in this field. This paper addresses this gap, by examining the role of innovation in the field of environmental sustainability in universities, and by reporting on the results of an international study, in which examples of successful experiences and good practice were identified. The paper outlines the lessons learned from such examples, with the aim of motivating other universities to engage in this rapidly growing field.

ACS Style

Walter Leal Filho; Kay Emblen-Perry; Petra Molthan-Hill; Mark Mifsud; Leendert Verhoef; Ulisses Miranda Azeiteiro; Paula Bacelar-Nicolau; Luiza Olim De Sousa; Paula Castro; Ali Beynaghi; Jennifer Boddy; Amanda Lange Salvia; Fernanda Frankenberger; Elizabeth Price. Implementing Innovation on Environmental Sustainability at Universities Around the World. Sustainability 2019, 11, 3807 .

AMA Style

Walter Leal Filho, Kay Emblen-Perry, Petra Molthan-Hill, Mark Mifsud, Leendert Verhoef, Ulisses Miranda Azeiteiro, Paula Bacelar-Nicolau, Luiza Olim De Sousa, Paula Castro, Ali Beynaghi, Jennifer Boddy, Amanda Lange Salvia, Fernanda Frankenberger, Elizabeth Price. Implementing Innovation on Environmental Sustainability at Universities Around the World. Sustainability. 2019; 11 (14):3807.

Chicago/Turabian Style

Walter Leal Filho; Kay Emblen-Perry; Petra Molthan-Hill; Mark Mifsud; Leendert Verhoef; Ulisses Miranda Azeiteiro; Paula Bacelar-Nicolau; Luiza Olim De Sousa; Paula Castro; Ali Beynaghi; Jennifer Boddy; Amanda Lange Salvia; Fernanda Frankenberger; Elizabeth Price. 2019. "Implementing Innovation on Environmental Sustainability at Universities Around the World." Sustainability 11, no. 14: 3807.

Journal article
Published: 28 May 2019 in Journal of Cleaner Production
Reads 0
Downloads 0

The fact that the world community is engaged in pursuing the Sustainable Development Goals (SDGs) means that an unrivalled opportunity is provided to universities, both in respect of teaching and in research, on individual SDGs, as well as in pursuing their “third mission” linking up with external stakeholders and society. However, not many universities have realised that and many are falling behind. This paper explores the many advantages of the introduction of the SDGs into teaching and suggests that it can catalyse the engagement of students in Higher Education Institutions (HEI) with the concepts of sustainability. The paper fills in a research gap by surveying the current state of the art regarding the theme, presenting current data outlining the extent to which HEI are using SDGs to support their sustainability work. The reasons why some institutions are currently not engaging is also shown. The paper, which consists of a worldwide survey deployed to collect data on the SDGs and sustainability teaching at universities, concludes by providing some recommendations aimed at encouraging further engagement of HEI in incorporatingSDGs as part of their teaching programs. This research is unique in the sense that it provides for the first time offers an overview of the level of emphasis selected universities currently place on the SDGs. Finally, it provides a contribution to current state of knowledge by outlining some actions universities may take, to move forward with their implementation.

ACS Style

Walter Leal Filho; Chris Shiel; Arminda Paço; Mark Mifsud; Lucas Veiga Ávila; Luciana Londero Brandli; Petra Molthan-Hill; Paul Pace; Ulisses M. Azeiteiro; Valeria Ruiz Vargas; Sandra Caeiro. Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Journal of Cleaner Production 2019, 232, 285 -294.

AMA Style

Walter Leal Filho, Chris Shiel, Arminda Paço, Mark Mifsud, Lucas Veiga Ávila, Luciana Londero Brandli, Petra Molthan-Hill, Paul Pace, Ulisses M. Azeiteiro, Valeria Ruiz Vargas, Sandra Caeiro. Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack? Journal of Cleaner Production. 2019; 232 ():285-294.

Chicago/Turabian Style

Walter Leal Filho; Chris Shiel; Arminda Paço; Mark Mifsud; Lucas Veiga Ávila; Luciana Londero Brandli; Petra Molthan-Hill; Paul Pace; Ulisses M. Azeiteiro; Valeria Ruiz Vargas; Sandra Caeiro. 2019. "Sustainable Development Goals and sustainability teaching at universities: Falling behind or getting ahead of the pack?" Journal of Cleaner Production 232, no. : 285-294.

Journal article
Published: 25 May 2019 in Sustainability
Reads 0
Downloads 0

Scepticism about climate change is still a popular trend, despite the existence of scientific evidence that this phenomenon is taking place, and that it is influencing the lives of millions of people around the world. The aim of this paper is to assess the extent to which existing scepticism at the university level is found. The methodology consists of a survey undertaken on a sample of universities around the world, in the context of which attitudes and perceptions about climate change are identified. A total of 237 questionnaires were received from 51 countries around the world. The analysis consists basically of descriptive statistics and an investigation regarding trends on scepticism and the geographical location of the universities. The study concludes by outlining some of the presently seen scepticisms and suggests some ways to address them via curricular innovation and initiatives engaging students.

ACS Style

Walter Leal Filho; Mark Mifsud; Petra Molthan-Hill; Gustavo J. Nagy; Lucas Veiga Ávila; Amanda Lange Salvia. Climate Change Scepticism at Universities: A Global Study. Sustainability 2019, 11, 2981 .

AMA Style

Walter Leal Filho, Mark Mifsud, Petra Molthan-Hill, Gustavo J. Nagy, Lucas Veiga Ávila, Amanda Lange Salvia. Climate Change Scepticism at Universities: A Global Study. Sustainability. 2019; 11 (10):2981.

Chicago/Turabian Style

Walter Leal Filho; Mark Mifsud; Petra Molthan-Hill; Gustavo J. Nagy; Lucas Veiga Ávila; Amanda Lange Salvia. 2019. "Climate Change Scepticism at Universities: A Global Study." Sustainability 11, no. 10: 2981.

Journal article
Published: 09 April 2019 in Journal of Cleaner Production
Reads 0
Downloads 0

The role of universities in climate change education (CCE) is of great importance if the scientific, social, environmental and political challenges the world faces are to be met. Future leaders must make decisions from an informed position and the public will need to embed climate change mitigation tools into their work and private life. It is therefore essential to understand the range of CCE strategies being taken globally by Higher Education Institutions (HEIs) and to explore and analyse the ways that HEIs could better address this challenge. Consistent with this research need, this paper offers an analysis of the extent to which HEIs in 45 countries approach CCE and provides a conceptual framework for exploring how HEIs are embedding CCE into their curricula. In addition to the specialist approach (where students choose to study a degree to become experts in climate change adaptation and mitigation tools), the CCE framework developed identifies and highlights three other approaches HEIs can deploy to embed CCE: Piggybacking, mainstreaming and connecting (transdisciplinary). Using data gathered in an explorative international survey involving participants working across academic and senior management, this paper illustrates the different approaches taken and analyses practical examples of current CCE practice from across the world. Responses from 212 university staff from 45 countries indicated that CCE was highly variable – no clear pattern was identified at the country level, with CCE approaches varying significantly, even within individual HEIs. This plurality highlights the wide range of ideas and examples being shared and used by institutions in very different countries and contexts, and underlines the importance of the independence and autonomy of HEIs so that they can choose the right CCE approaches for them. To highlight the breadth and variety of approaches that were uncovered by our survey, the paper offers a range of examples illustrating how climate change education may be embedded in a higher education context, some of which could be replicated in HEIs across the world. The conceptualisation of CCE and the examples given in this paper are valuable for anyone who is thinking about strategies for embedding more climate education in the higher education curriculum.

ACS Style

Petra Molthan-Hill; Nicholas Worsfold; Gustavo J. Nagy; Walter Leal Filho; Mark Mifsud. Climate change education for universities: A conceptual framework from an international study. Journal of Cleaner Production 2019, 226, 1092 -1101.

AMA Style

Petra Molthan-Hill, Nicholas Worsfold, Gustavo J. Nagy, Walter Leal Filho, Mark Mifsud. Climate change education for universities: A conceptual framework from an international study. Journal of Cleaner Production. 2019; 226 ():1092-1101.

Chicago/Turabian Style

Petra Molthan-Hill; Nicholas Worsfold; Gustavo J. Nagy; Walter Leal Filho; Mark Mifsud. 2019. "Climate change education for universities: A conceptual framework from an international study." Journal of Cleaner Production 226, no. : 1092-1101.

Reference work
Published: 20 March 2019 in Encyclopedia of Sustainability in Higher Education
Reads 0
Downloads 0
ACS Style

Petra Molthan-Hill; Lina Erlandsson; Tabani Ndlovu; Iain Patton; Fiona Goodwin. Global Alliance of Tertiary Education and Sustainable Development. Encyclopedia of Sustainability in Higher Education 2019, 1 -13.

AMA Style

Petra Molthan-Hill, Lina Erlandsson, Tabani Ndlovu, Iain Patton, Fiona Goodwin. Global Alliance of Tertiary Education and Sustainable Development. Encyclopedia of Sustainability in Higher Education. 2019; ():1-13.

Chicago/Turabian Style

Petra Molthan-Hill; Lina Erlandsson; Tabani Ndlovu; Iain Patton; Fiona Goodwin. 2019. "Global Alliance of Tertiary Education and Sustainable Development." Encyclopedia of Sustainability in Higher Education , no. : 1-13.

Chapter
Published: 18 November 2017 in World Sustainability Series
Reads 0
Downloads 0

Since 2015, governments, businesses and civil society, together with the United Nations have been encouraged to work towards seventeen Sustainable Development Goals (SDGs) as part of the 2030 Agenda for Sustainable Development (United Nations, 2017). In this context, Higher Education Institutions (HEIs) have a special responsibility to embrace the SDGs as they educate the decision-maker of tomorrow. The aim of this paper is to give practical examples of how to embed the SDGs in the curriculum of an HEI by outlining the process of integrating the SDGs into the core curriculum at Nottingham Trent University (NTU). This includes, among others; a Future Thinking Learning Room: an innovative online resource library, discipline specific approaches, the use of the estate as a ‘Living Lab’, community case studies and investing in staff development. As a result, ESD no longer needs to be an afterthought when it comes to curriculum content, allowing it to be an easily achievable priority across all academic departments. This chapter may be of interest to those looking for inspiration and ways to embed the SDGs within Higher Education and beyond.

ACS Style

Jessica Willats; Lina Erlandsson; Petra Molthan-Hill; Aldilla Dharmasasmita; Eunice Simmons. A University Wide Approach to Embedding the Sustainable Development Goals in the Curriculum—A Case Study from the Nottingham Trent University’s Green Academy. World Sustainability Series 2017, 63 -78.

AMA Style

Jessica Willats, Lina Erlandsson, Petra Molthan-Hill, Aldilla Dharmasasmita, Eunice Simmons. A University Wide Approach to Embedding the Sustainable Development Goals in the Curriculum—A Case Study from the Nottingham Trent University’s Green Academy. World Sustainability Series. 2017; ():63-78.

Chicago/Turabian Style

Jessica Willats; Lina Erlandsson; Petra Molthan-Hill; Aldilla Dharmasasmita; Eunice Simmons. 2017. "A University Wide Approach to Embedding the Sustainable Development Goals in the Curriculum—A Case Study from the Nottingham Trent University’s Green Academy." World Sustainability Series , no. : 63-78.

Book chapter
Published: 27 September 2017 in Redefining Success
Reads 0
Downloads 0
ACS Style

Petra Molthan-Hill; Fiona Winfield; Jerome Baddley; Susan Hill. Work-based learning. Redefining Success 2017, 201 -214.

AMA Style

Petra Molthan-Hill, Fiona Winfield, Jerome Baddley, Susan Hill. Work-based learning. Redefining Success. 2017; ():201-214.

Chicago/Turabian Style

Petra Molthan-Hill; Fiona Winfield; Jerome Baddley; Susan Hill. 2017. "Work-based learning." Redefining Success , no. : 201-214.

Case report
Published: 13 February 2017 in On the Horizon
Reads 0
Downloads 0

Purpose The purpose of this paper is to present a food-themed project at Nottingham Trent University, the Sustainability in Practice (SiP) Certificate, which has adopted a supra-disciplinary approach involving a collaborative enquiry into food sustainability through a flexible online course open to all staff and students. Design/methodology/approach The paper will describe the pedagogical approach of the certificate’s online and offline components, the various activities undertaken by participants and the digital tools used to encourage collaboration and skills development. Reflection on participant feedback is incorporated, and special attention is given to how the design of SiP equips students with the skills needed to solve sustainable challenges. Findings Feedback from previous participants indicated that despite high engagement in the SiP online discussion forums, there was a desire to go beyond theoretical discussion; students wanted to get actively involved in some practical challenges. “Sustainability Challenge Days” are therefore now offered and comprise in-person discussion, volunteering and collaborative group learning to complement the online course. This practice element as well as the crowdsourcing of sustainable solutions within SiP are described in detail in this paper. Research limitations/implications Although estimately 1,000 students have taken the SiP to date, SiP Challenge Day was only piloted this year, following recommendations by student focus groups in 2014 and 2015. Focus groups have not yet been undertaken for the 2015/2016 cohort. The feedback included in this paper is based only on students who participated in the Challenge Days. Analysis of the feedback forms indicates that the 2015/2016 SiP Challenge Days have constituted a promising pilot project, and, therefore, organisation of Challenge Days for the next academic year is already in progress, with two additional themes already in placed. Practical implications The SiP Challenge Day events have provided the opportunities for students from across all disciplines to discuss, collaborate and thus find solutions to a contemporary sustainability topic: food scarcity and accessibility. Hence, it has facilitated inter and supradisciplinary learning, a skill that is seldom available in a conventional lecture and/or seminar teaching environment. Social implications Activities in the SiP Challenge Day events included group discussions, team working and presentations. Some of the feedback received from students have included how they have enjoyed exchanging ideas from colleagues in different schools and culture, as the exchange have had them to consider different opinions and perspectives from other disciplines, culturally. Originality/value While a focus on sustainability within higher education curriculum is on the increase, it is still usual for universities to adopt a mono-disciplinary approach to addressing sustainability. This paper illustrates how using the digital world, higher education institutions can adopt a supra-disciplinary approach to facilitate students in addressing real-world sustainability problems. Additionally, how practical sessions can complement students’ digital learning in sustainability is also included in this paper.

ACS Style

Aldilla Dharmasasmita; Helen Puntha; Petra Molthan-Hill. Practical challenges and digital learning: getting the balance right for future-thinking. On the Horizon 2017, 25, 33 -44.

AMA Style

Aldilla Dharmasasmita, Helen Puntha, Petra Molthan-Hill. Practical challenges and digital learning: getting the balance right for future-thinking. On the Horizon. 2017; 25 (1):33-44.

Chicago/Turabian Style

Aldilla Dharmasasmita; Helen Puntha; Petra Molthan-Hill. 2017. "Practical challenges and digital learning: getting the balance right for future-thinking." On the Horizon 25, no. 1: 33-44.

Book chapter
Published: 11 November 2016 in World Sustainability Series
Reads 0
Downloads 0

The sustainability of local and global food systems is a significant challenge with far-reaching implications for all. The purpose of this paper, which addresses the specific issue of food waste, is to offer replicable practices from five different projects which aimed to reduce or reuse food waste. These were partnership projects between university staff, students and local organisations to facilitate extra-curricular student activity, support students’ sustainability literacy, and to contribute towards creating sustainable communities. Projects included a ‘Super Kitchen’, where food destined for waste was used to create nutritious meals, a ‘Feeding the 5000’ event in partnership with a local Council and three other projects. The paper details findings from the project evaluations to explore student participation rates, motivation, and student awareness of food waste issues as well as reflections on the most effective aspects of project design for student appeal. The projects themselves contributed to the reduction of local food waste and the majority of participants reported that the projects transformed their perceptions of food waste. The paper may be of interest to academics and researchers interested in student perceptions of sustainability and of particular interest to those looking to establish their own sustainability-themed partnership projects.

ACS Style

Petra Molthan-Hill; Helen Puntha; Aldilla Dharmasasmita; Kirsty Hunter; Beverley Lawe. Addressing Food Waste Through University and Community Partnerships. World Sustainability Series 2016, 399 -413.

AMA Style

Petra Molthan-Hill, Helen Puntha, Aldilla Dharmasasmita, Kirsty Hunter, Beverley Lawe. Addressing Food Waste Through University and Community Partnerships. World Sustainability Series. 2016; ():399-413.

Chicago/Turabian Style

Petra Molthan-Hill; Helen Puntha; Aldilla Dharmasasmita; Kirsty Hunter; Beverley Lawe. 2016. "Addressing Food Waste Through University and Community Partnerships." World Sustainability Series , no. : 399-413.

Journal article
Published: 02 November 2015 in Journal of Business Ethics
Reads 0
Downloads 0

This paper evaluates the ways in which European business schools are implementing sustainability and ethics into their curricula. Drawing on data gathered by a recent large study that the Academy of Business in Society conducted in cooperation with EFMD, we map the approaches that schools are currently employing by drawing on and expanding Rusinko’s (Acad Manag Learn Educ 9(3):507–519 2010) and Godemann et al.’s (2011) matrice of integrating sustainability in business and management schools. We show that most schools adopt one or more of the four approaches outlined by Godemann et al. (2011). However, we also argue that a fifth dimension needs to be added as the existing matrices do not capture the systemic nature of such curricular initiatives and how these are influenced by internal factors within the business school and external factors beyond. We suggest calling this fifth dimension ‘Systemic Institutional Integration’ and demonstrate that any business school which aims to integrate sustainability further into the curricula cannot succeed without the following: (1) Systemic thinking and systemic leadership, (2) Connectedness to business, the natural environment and society and (3) Institutional capacity building. Utilising further literature and the answers provided by the deans and faculty, we discuss each factor in turn and suggest paths towards the successful systemic institutional integration of sustainability and ethics into management education.

ACS Style

Mollie Painter-Morland; Ehsan Sabet; Petra Molthan-Hill; Helen Goworek; Sander De Leeuw. Beyond the Curriculum: Integrating Sustainability into Business Schools. Journal of Business Ethics 2015, 139, 737 -754.

AMA Style

Mollie Painter-Morland, Ehsan Sabet, Petra Molthan-Hill, Helen Goworek, Sander De Leeuw. Beyond the Curriculum: Integrating Sustainability into Business Schools. Journal of Business Ethics. 2015; 139 (4):737-754.

Chicago/Turabian Style

Mollie Painter-Morland; Ehsan Sabet; Petra Molthan-Hill; Helen Goworek; Sander De Leeuw. 2015. "Beyond the Curriculum: Integrating Sustainability into Business Schools." Journal of Business Ethics 139, no. 4: 737-754.

Book chapter
Published: 01 November 2015 in Management and Industrial Engineering
Reads 0
Downloads 0

In 2013, a group of colleagues at Nottingham Trent University (NTU)—a large UK HEI—was tasked with embedding sustainability throughout the institution. The options available to us were manifold, as were the challenges. In this chapter, we discuss these challenges and how we addressed them. This involved delivering an internal online course in four sessions, offered to all NTU students (over 25,000), addressing the main elements of sustainability using relevant issues in nearly 100 disciplines, from Astrophysics to Business to Decorative Arts. After completing the online course, our students have the opportunity to submit an assignment in order to obtain the Sustainability in Practice (SiP) certificate in addition to their degree. The assignment requires them to create either a video, a poster or a mood board, in which they reflect how their discipline engages with food and sustainability. In the next iteration, the focus of the assignment will switch to how their discipline helps to solve sustainability challenges. As we enter our third year of operation, this and other improvements will be highlighted, along with the underlying rationale.

ACS Style

Petra Molthan-Hill; Aldilla Dharmasasmita; Fiona M. Winfield. Academic Freedom, Bureaucracy and Procedures: The Challenge of Curriculum Development for Sustainability. Management and Industrial Engineering 2015, 199 -215.

AMA Style

Petra Molthan-Hill, Aldilla Dharmasasmita, Fiona M. Winfield. Academic Freedom, Bureaucracy and Procedures: The Challenge of Curriculum Development for Sustainability. Management and Industrial Engineering. 2015; ():199-215.

Chicago/Turabian Style

Petra Molthan-Hill; Aldilla Dharmasasmita; Fiona M. Winfield. 2015. "Academic Freedom, Bureaucracy and Procedures: The Challenge of Curriculum Development for Sustainability." Management and Industrial Engineering , no. : 199-215.

Book chapter
Published: 14 September 2014 in World Sustainability Series
Reads 0
Downloads 0

Sustainability and Higher Education have been the focus of much recent academic and professional research as there has been a growing expectation that Higher Education institutions will produce ‘sustainability-literate graduates’ (Lacy et al. in A new era of sustainability. U.N. Global Compact-Accenture CEO Study, 2010; Sky in The sustainable generation: the sky future leaders study, 2011; Scott et al. in Turnaround leadership for sustainability in higher education, 2012) and a growing demand from students for future-proof skills (Drayson et al. in Student attitudes towards and skills for sustainable development. NUS/HEA, 2012). The process of embedding Education for Sustainable Development into curriculum is however challenging, and for some disciplines more than others. This paper examines how Nottingham Trent University has adopted a unique approach to centre the development of Education for Sustainable Development around the specific topic of food. The paper will share the model for engaging students and staff members across an institution with sustainability using a unifying theme which constitutes a critical global challenge of relevance to all disciplines. Details will be given of the process and challenges of the approach which has sought to facilitate personal, disciplinary and inter-disciplinary sustainability literacy. The approach has been largely successful in its aim of developing new processes and content to lead to the embedding of Education for Sustainable Development across the formal and informal curriculum as well as the institutional culture.

ACS Style

Helen Puntha; Petra Molthan-Hill; Aldilla Dharmasasmita; Eunice Simmons. Food for Thought: A University-Wide Approach to Stimulate Curricular and Extracurricular ESD Activity. World Sustainability Series 2014, 31 -47.

AMA Style

Helen Puntha, Petra Molthan-Hill, Aldilla Dharmasasmita, Eunice Simmons. Food for Thought: A University-Wide Approach to Stimulate Curricular and Extracurricular ESD Activity. World Sustainability Series. 2014; ():31-47.

Chicago/Turabian Style

Helen Puntha; Petra Molthan-Hill; Aldilla Dharmasasmita; Eunice Simmons. 2014. "Food for Thought: A University-Wide Approach to Stimulate Curricular and Extracurricular ESD Activity." World Sustainability Series , no. : 31-47.

Research article
Published: 21 April 2014 in International Journal of Cross Cultural Management
Reads 0
Downloads 0

Several studies in the Anglo-American context have indicated that managers present themselves as morally neutral employees who act only in the best interest of the company by employing objective skills. The reluctance of managers to use moral arguments in business is further accentuated in the now common argument presented as a neutral fact that the company must always prioritise shareholder value. These and other commercial aims are seen as an objective reality in business, whilst questions about sustainability, environmental problems or fair trade are seen as emotional or moral ones; a phenomenon described as ‘moral muteness’. This research explores whether this moral muteness is an Anglo-American phenomenon and/or whether managers in other countries – in this case Germany – might express themselves in a different way. The focus is on moral arguments around environmental sustainability and the implications of this study for cross-cultural management. This article is based on a qualitative, comparative cross-cultural study of British and German managers in the food retail and energy sectors. In line with the studies mentioned above, British managers placed a strong emphasis on their moral neutrality. In contrast, German managers tended to use moral arguments when discussing corporate greening, often giving such arguments more weight than financial arguments. Overall, the study suggests that the moral muteness of managers is a British phenomenon and quite distinct from the German approach. The article ends in a short exploration of how this understanding can help managers better manage people, organisations and change across cultures.

ACS Style

Petra Molthan-Hill. The moral muteness of managers. International Journal of Cross Cultural Management 2014, 14, 289 -305.

AMA Style

Petra Molthan-Hill. The moral muteness of managers. International Journal of Cross Cultural Management. 2014; 14 (3):289-305.

Chicago/Turabian Style

Petra Molthan-Hill. 2014. "The moral muteness of managers." International Journal of Cross Cultural Management 14, no. 3: 289-305.