ICCAUA2025EN0408_CONFERENCE POWER POINT PRESENTATION Agboola et al..pptx

ICCAUA2025EN0408_CONFERENCE POWER POINT PRESENTATION Agboola et al..pptx

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  8th International Conferenceof Contemporary Affairs on Architecture and Urbanism at Alanya Empowering Urban SustainabilityThrough Higher Education:A Strategic Framework for Student-Driven Initiatives at Istanbul Gelisim University By: Assist. Professor Oluwagbemiga Paul Agboola,Associate Professor Hourakhsh Ahmad Nia,Assist. Professor;Asst. Prof. Dr.Abdulaziz Alsharif & Assist. Professor Dr. Murat Arapoglu ManuscrIPT: ICCAUA2025EN0408 Held on 8-9 may 2025
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  Empowering Urban SustainabilityThrough Higher Education: A Strategic Framework for Student-Driven Initiatives at Istanbul Gelisim University Assist. Professor Oluwagbemiga Paul Agboola, Associate Professor Hourakhsh Ahmad Nia, Assist. Professor; Asst. Prof. Dr. Abdulaziz Alsharif & Assist. Professor Dr. Murat Arapoglu 8th International Conference of Contemporary Affairs in Architecture and Urbanism Alanya University, Alanya, Turkey , 23-24 May 2024 Manuscript Number: ICCAUA2025EN0408 www.iccaua.com
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  Introduction  Universities campusesare increasingly recognised as critical regional infrastructures that extend their impact beyond education and research, influencing socio-economic development, urban innovation, and environmental sustainability (Alshuwaikhat & Abubakar, 2008; Biberhofer & Rammel, 2017)
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  Introduction  Sustainability inhigher education campuses involves a wide range of initiatives that integrate environmental stewardship, social responsibility, and economic resilience into campus operations, academic programs, and institutional culture.
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  Introduction  The integrationof sustainable practices within universities is essential for several reasons. First, as centres of learning and innovation, universities are responsible for leading by example, fostering sustainable values among students, faculty, staff, and the wider community (Tilbury, 2011). Embedding sustainability across academic and operational frameworks nurtures environmentally literate graduates capable of addressing complex global challenges (Barth & Rieckmann, 2012). Second, sustainable operations enhance institutional efficiency, reduce operational costs, and mitigate risks associated with resource scarcity
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  Introduction  Third, universitieshave a significant influence on surrounding ecosystems and communities; through sustainable campus development and outreach initiatives, they can promote biodiversity, public health, and improved quality of life (Noonan, 2014). Lastly, embracing sustainability strengthens a university’s reputation, helping attract talented students, faculty, and strategic partners who prioritise environmental and social responsibility
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  Aim & Objectives Aim:To explore the impact of IGU’s sustainability initiatives on student engagement and campus development, examining the barriers, opportunities, and strategies for enhancing these efforts. Objectives:  To propose an integrated framework combining existing practices with innovative, actionable steps to guide sustainable campus development.  To highlight how strategic planning, collaboration, and innovation can transform university campuses into catalysts for broader urban sustainability.
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  Review of Literature: Sustainability in Higher Education Institutions (HEIs): Sustainability in higher education institutions (HEIs) has evolved into a critical priority over the past few decades, driven by the need to prepare future leaders capable of addressing complex environmental, social, and economic challenges (Leal Filho et al., 2015).  University-Driven Knowledge Clusters and Community Development: Universities contribute significantly to regional development by serving as anchors for knowledge-based clusters and innovation ecosystems (Etzkowitz & Leydesdorff, 2000). Through partnerships with industry, government, and civil society, universities stimulate economic activity, encourage entrepreneurial ventures, and support sustainable community development (Benneworth & Hospers, 2007).  Alignment of Campus Sustainability Efforts with UN Sustainable Development Goals (SDGs):The 2030 Agenda for Sustainable Development, particularly through the United Nations Sustainable Development Goals (SDGs), has significantly influenced HEIs to realign their sustainability strategies
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  Study’s Conceptual Frameworkand Theoretical Underpinning
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  Sustainable Development Goals •The 2030 agenda for sustainable development, adopted by all UN member states in 2015, provides a shared blueprint for peace and prosperity for people and the planet. •17 Sustainable Development Goals which are an urgent call for action by all countries. •Depending on these 17 goals, it points out the direction of future development for human beings. •DGs will be comprehensively promoted and implemented in various fields around the world.
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  Association for theAdvancement of Sustainability in Higher Education The Sustainability Tracking, Assessment & Rating System for the campus level • AASHE has developed the STARS for the campus level. STARS is not only an open self evaluation framework tool for colleges and universities to measure their sustainable development but also a sustainable construction and development goal of campuses (AASHE, 2017). •Global colleges and universities share their own green campus construction data on STARS’s platform. •Up to now, 659 colleges and universities around the world have become its members, using STARS to evaluate and improve their own green campus construction (AASHE, 2019a). Source: Main contents and scores of STARS for Campus Level The relationship among SDGs, STARS and universities (Zhu, B. Et all ,2020)
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  Sustainability in campuslevel •"A higher educational institution, as a whole or as a part, that addresses, involves and promotes, on a regional or a global level, the minimization of negative environmental, economic, societal, and health effects generated in the use of their resources in order to fulfill its functions of teaching, research, outreach and partnership, and stewardship in ways to help society make the transition to sustainable lifestyles”. (Velazquez et all, 2006). •A sustainable university campus implies a better balance between economic, social and environmental goals in policy formulation as well as a long-term perspective about the consequences of today's campus activities. •Sustainability affects every sphere of a university, from the classrooms and laboratories, to housing, transportation and other services, and to the entire campus. •Universities should promote a pattern of development that would be compatible with a safe environment, biodiversity, ecological balance, and intergenerational equity. Figure Framework of the proposed approach to achieving campus sustainability (Alshuwaikhat, H. M., & Abubakar, I. (2008).
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  Materials and Methods Case Study University Istanbul Gelisim University, Istanbul, Turkey
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  Materials and Methods Quantitative Study  This study’s quantitative data involves surveys to provide a comprehensive understanding of the challenges and opportunities for sustainability implementation in Istanbul Gelisim University. The framework encompasses various performance indicators, such as education, governance, greenhouse gas emissions, on-site energy, research, solid waste, travel, and water. These indicators were evaluated in light of data availability to gauge their effectiveness in measuring sustainability outcomes.  Surveys were administered to the academic community within the campus under study, aiming to obtain qualitative insights into the community's dedication to reducing electricity usage and improving energy efficiency, level of engagement in sustainability activities, and their perspectives on the challenges and opportunities for sustainability implementation in universities.  To collect quantitative data on perceptions, attitudes, and behaviours related to sustainability, a structured questionnaire was administered to key university stakeholders, including students, faculty members, administrative staff, and technical personnel.
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  Materials and Methods Quantitative Study  The survey employed a purposive sampling method to ensure representation across various university demographics and roles. The instrument was developed based on established literature and reviewed for content validity, reliability, and alignment with the research objectives. Distribution was conducted via an online platform, allowing for broader reach and ease of response.  The data analysis involves SPSS version 23, statistical techniques to analyse survey data and derive insights that contribute to the advancement of knowledge and practice in sustainable development.  Descriptive statistics, such as means, frequencies, and percentages, are used to summarise the survey responses and provide an overview of stakeholders' perceptions and attitudes towards sustainability. Additionally, advanced statistical methods, such as factor analysis, were utilised to identify underlying dimensions of sustainability implementation.
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  Results of theRespondents’ Demographics (n=223) Gender distribution Marital status
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  Results of theRespondents’ Demographics (n=223) Age distribution Respondents’ University’s Relationship Duration
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  Results of theRespondents’ Demographics (n=223) Respondents’ Affiliations with the University Faculty affiliations
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  Result of theRespondents’ Demographics (n=223) Transport mode to the Campus
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  Results of theFactor Analysis (n=223) Extractions from the questionnaires Rotated Component Matrix
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  Results of theFactor Analysis (n=223) Total Variance Explained
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  Results of theFactor Analysis (n=223) ANOVA Test Results Note: p-values less than 0.05 are considered statistically significant and are indicated with "**"
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  Discussion The study’s resultsreveal vital facets of student engagement and university dynamics in campus sustainability at Istanbul Gelisim University that correspond with several strands of the existing literature (i) Student Engagement in Sustainability Initiatives: -The significant statistical difference across cluster means in Energy Conservation Practices, Waste Management Satisfaction, and Stakeholder Engagement and Communication indicates different levels of awareness and participation by students. (ii) Strategic Planning for Sustainable Campus Development: -This aspect of Innovation & Future Sustainability Potential within the analysis reflects the perception students have of a university being well prepared to embed sustainability in its long-term planning strategies (iii) Role of Collaboration and Innovation in Encouraging Campus Sustainability: -With innovation and emotional engagement being recognised as statistically significant, they do seem to match with the Triple Helix Model university integrating synergistic roles with industry and government to promote innovation to achieve sustainability (Etzkowitz & Leydesdorff, 2000).
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  Discussion The study’s resultsreveal vital facets of student engagement and university dynamics in campus sustainability at Istanbul Gelisim University that correspond with several strands of the existing literatüre: (iv) Barriers and Opportunities for Enhancing Sustainability on Campus: Interestingly, the lack of significant variation in Water Usage Management and Sustainable Transportation & Green Spaces suggests that these areas may be suffering from little visibility, limited innovation, and/or some infrastructural constraints. (v) Integrated Framework for Sustainable Campus Development This study focused on the integrated framework that combines existing sustainability practices at Istanbul Gelisim University with innovative, actionable strategies aligned with the United Nations Sustainable Development Goals (SDGs). The proposed framework (Figure 11) is structured around four core pillars:
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  Discussion Proposed Integrated Frameworkfor Sustainable Campus Development
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   By embeddingsustainability into its governance and curricula, the university can minimise its ecological footprint while empowering students, faculty, administrators, and external partners to participate in co- creating sustainable futures.  By embracing this integrated, data-driven approach, Istanbul Gelisim University positions itself as a model for sustainability in higher education. The synergy of education, collaboration, and strategic action empowers students and faculty to address local and global sustainability challenges. Conclusion and Contribution of the Study
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   This integratedscheme is intended for developing a sustainable campus at Istanbul Gelisim University, wherein the existing practices and innovative, concrete measures are blended with those defined in the United Nations Sustainable Development Goals (SDGs), through four pillars interrelated to institutional development towards stewardship and social responsibility in environmental issues. Conclusion and Contribution of the Study
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   To operationalisethe framework, the following key recommendations are proposed:  Form a Sustainability Committee, comprising faculty, staff, and students, to oversee sustainability policies and monitor progress.  Launch Campus-Wide Awareness Campaigns – using digital platforms, events, and exhibitions to promote sustainable habits and practices.  Conduct Regular Energy and Resource Audits – to assess current usage patterns, identify inefficiencies, and implement corrective measures.  Implement a Waste Reduction Strategy – including recycling programs, composting organic waste, and reducing single-use plastics across campus. Recommendations
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   • AASHE.(2020). Sustainability Tracking, Assessment & Rating System (STARS). Association for the Advancement of Sustainability in Higher Education.  • Adomssent, M., Godemann, J., & Michelsen, G. (2007). Transferability of approaches to sustainable development at universities as a challenge. International Journal of Sustainability in Higher Education, 8(4), 385–402  • Alshuwaikhat, H. M., & Abubakar, I. (2008). An integrated approach to achieving campus sustainability: Assessment of the current campus environmental management practices. Journal of Cleaner Production, 16(16), 1777– 1785. https://www.sciencedirect.com/science/article/pii/S0959652607002545  • Barth, M., & Rieckmann, M. (2012). Academic staff development as a catalyst for curriculum change towards education for sustainable development: An output perspective. Journal of Cleaner Production, 26, 28–36.  • Barth, M., & Rieckmann, M. (2012). Higher education for sustainable development: Students’ perspectives on curricula and learning. Sustainability, 4(3), 1–18. https://doi.org/10.3390/su4030482  • Benneworth, P., & Hospers, G.-J. (2007). The new economic geography of old industrial regions: Universities as global–local pipelines. Environment and Planning C: Government and Policy, 25(6), 779–802. Selected references
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  Thanks For listening !”