London Higher unites the capital’s higher education institutions to showcase sustainable practice that aligns with local, national and international frameworks. This plays a crucial role in informing student experience and wider community sentiment. This blog explores exemplary amendments London Higher’s members have made to support the United Nation’s sustainable development agenda, the international framework that underpins how people, organisations, businesses and wider society move towards a sustainable transition. Institutions have taken a tripartite approach through internal policy and practice, intra- and interinstitutional networking and collaboration and external civic engagement. Their actions are underpinned by the three pillars of sustainability (social, environmental and economic) and the 17 Sustainable Development Goals.
Institutional Policy and Practice
De Montfort University London, a centres member of London Higher, has made exceptional progress in their own transition. They are the only higher institution in London and across Great Britain recognised by the United Nations as a global hub for one of the Sustainable Development Goals, Goal 16, to promote peace, justice and strong institutions. The University’s comprehensive sustainability strategy is separated into 11 sub-strategies addressing environmental, social and economic sustainability. Recently, their ‘29 for 29’ initiative aligneds staff and student led socio-ecological projects identified with COP 29. The University successfully engages both staff and students in social media campaigns, student Carbon Literacy and staff Green Impact projects in line with their Sustainability Engagement Strategy 2020 – 2025.
The University of Greenwich has promoted low-carbon and active transport through their Green Travel Plan. The electrification of two double-decker buses transporting students between the Greenwich and Avery Hill campuses, as well as timetable improvements and at zero cost to students makes this an accessible and sustainable choice. Extending the Cycle to Work Scheme to support staff in purchasing electric bikes will promote cycling as an affordable, easy and effective mode of active travel. The University has increased on-campus parking fees for cars, however, for those that are lower-emitting or electric, fees are reduced or do not apply respectively. The comprehensive transport policy supports green, active travel whilst reducing private transport, reducing emissions and enhancing environmental sustainability.
At the forefront of sustainable societies is their accessible, equitable and inclusive nature. The University of Westminster has prioritised this through their comprehensive EDI strategy. In every part of educational and operational policy and practice, EDI has been considered, from analysing institutional data to identify inequalities to promoting underrepresented researchers and their projects and aligning the Being Westminster and Access and Participation Plan with the EDI strategy. EDI and sustainable development are integral to all strategies, curriculums and operations.
Institutional Networking and Collaboration
The University of the Arts London’s Climate Emergency Network has channeled environmental sustainability into creative outputs. Their Green House exhibition featured work associated with climate action from 60 different artists, whilst their alternative event to COP 26 ‘Carnival of Crisis’ involved the socio-ecological intersections between race, equality and climate change. This network, alongside the institution’s Centre for Sustainable Fashion directly addresses the threat that fast fashion poses to the planet through short-term events such as student clothing swaps and longer-term research projects.
Seven of London Higher’s members participate in the London Political Economy Network. Here, scholars showcase their own research efforts, receiving feedback from experts in the field, as well as identifying areas for future research. Their annual meetings create an environment for sustainability interests to be discussed, with previous topics such as fostering economic growth as a driver of societal change and green investment featuring. This network works cross-institutionally to propel economic and industrial sustainability to the forefront of London’s educational agenda.
London Higher supports cross-institutional work by providing members with a space to discuss sustainability issues in each of our 13 networks. The development of network subgroups such as Sustainable Laboratories, the Disabled Student Commitment and the Mental Health Charter working groups harness knowledge and expertise from member institutions to drive forward collective sustainable change.
The Global Majority Mentoring Programme, co-organised by Amaechi Echedolu, Learning & Development Manager at London Metropolitan University, and Darren de Souza, Senior Policy Officer at London Higher, aims to support career progression of BAME staff across higher education. Staff are paired with a mentor from a different institution and partake in mentoring and networking sessions and workshops. This fosters cross-institutional collaboration whilst also supporting Goal 10 Reduced Inequalities across the higher education sector.
Civic Engagement
London Higher’s Civic Map illustrates the work our members do to support communities across the capital, directly addressing Goal 11 Sustainable Cities and Communities.
Our small, specialist members work with London’s key stakeholders to enhance the higher education sector and wider society. The Courtauld Institute of Art invites A-level students from state schools to participate in summer courses about art history and visual analysis. These week-long courses grant access to art history higher education opportunities for 150 A-level students from 49 state schools. Similarly, the institution’s Art History Link-Up targets underrepresented state school students by creating weekly sessions (weekend commitment) where students can explore art history periods and connected themes, as well as complete a Higher Project Qualification (HPQ). This prepares students in the local community for further and higher education by giving them early skills, qualifications and confidence, as well as the experience of time in a higher educational institution. Goal 4 Quality Education stresses the need for equitable access to “technical, vocational and tertiary education, including university” for all.
Through their Knowledge Exchange programme, the Royal Central School of Speech and Drama works with external stakeholders to enhance the capital’s sustainable development. Student collaboration with the NHS has generated patient workshops aiming to improve wellbeing, engagement and community cohesion whilst reducing social isolation. Drama students utilise their theatre techniques to connect with patients and provide alternative treatment methods to traditional medicinal and physiological strategies. This strengthens community sentiment supporting Goal 11, as well as directly affecting Goal 3 Good Health and Wellbeing.
