The Role of Construction Universities in Sustainable Development

Valery Telichenko

, Andrey Benuzh

and Orlan Wayne Yeye

National Research Moscow State University of Civil Engineering, Moscow, Russia

Keywords: Sustainable Development, Universities, Educational Programmes, Moscow State University of Civil

Engineering, The Technical University of Kenya.

Abstract: Sustainable development is viewed as the pathway to economic and social transformation while construction

universities are viewed as institutions with high potential and moral responsibilities to promote and

disseminate know-how and best practices among students, educators, professionals and the general public,

fostering behaviour change and expectations and promoting sustainable practices in architecture and

construction. This article investigates how the National Research Moscow State University of Civil

Engineering and The Technical University of Kenya develop educational programmes and extracurricular

activities to prepare future generations of professionals as well as political and social leaders for responsible

actions toward sustainable development. This study also investigates the extent to which these two institutions

of higher learning are playing their role as agents of change and in what areas they can cooperate to promote

sustainable development. Literature review, administering interviews and filling in questionnaires by a

representative sample of the Heads of Departments, lecturers and learners provided data. Obtained data was

discussed, analysed and presented. The study found that the universities have a critical role to play in

enhancing sustainable development through designing more effective policies and educational programmes

to meet the dynamic needs of higher education. The research results have practical implications for

universities and can support administrative politics and the advancement of educational programmes related

to sustainable development.

1 INTRODUCTION

Moscow State University of Civil Engineering

(MGSU) shown in Fig. 1. below, is a National

Research University and one of the largest technical

universities in the Russian Federation. The university

plays a leading role as far as studies in construction

related fields is concerned (Molokova, 2020). MGSU

trains architects, urban planners, engineers,

construction managers and many other professionals

for the construction industry (Panteleeva, 2012). The

university is equipped with modern research

laboratory facilities and equipment that promote

studies in science and technology. The university has

signed international cooperation agreements with

Higher Education Institutions and other research

institutions from over 30 countries (Molokova, 2020).

https://orcid.org/0000-0002-1196-8004

https://orcid.org/0000-0003-1593-6357

https://orcid.org/0000-0003-1544-5128

Figure 1: National Research Moscow State University of

Civil Engineering.

The Technical University of Kenya (TU-K) is a

public university in Nairobi, Kenya that was founded

Telichenko, V., Benuzh, A. and Yeye, O.

The Role of Construction Universities in Sustainable Development.

DOI: 10.5220/0010669200003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 391-399

ISBN: 978-989-758-597-5

391

as a result of the upgrade of the Kenya Polytechnic

University College to a full-fledged university in

2013 (Robert, 2017) and as such became the first of

its kind, established in line with the provisions of the

Universities Act, 2012. Just like MGSU, TUK’s

mandate is to offer relevant higher education and

cutting edge research in engineering science and

technology. The technical university, was created to

develop capacities and skills that will foster and

support the interaction of engineering science and

technology for sustainable development as enshrined

in the Kenya Vision 2030 (Robert, 2017). The

motivation lied in the fact that elsewhere in the

advanced economies, development was achieved

owing to the major roles technological universities

played (Robert, 2017). Launched in 2008, the Vision

2030 is Kenya's development programme, based on

economic, social and political pillars, whose

objective is to help transform Kenya into a newly

industrializing, middle-income country capable of

facilitating its citizens with avenues for a high quality

life in a clean and secure environment by 2030.

Figure 2: The Technical University of Kenya.

Sustainable development has gained prominence

around the world due to concerns about the impact of

human activities on the environment. The concept of

sustainable development was defined in 1987 by the

Brundtland Commission (formerly the World

Commission on Environment and Development) as

“development that meets the needs of the present

without compromising the ability of future

generations to meet their own” (UN General

Assembly, 2015). This definition appreciates the fact

that development is necessary to meet human needs

and improve the quality of life, and that it must be

achieved without negatively affecting the ability of

the environment to meet the needs of the present and

future (UN General Assembly, 2015). The

Sustainable Development Agenda has broadened and

campaigned on the fact that sustainability protects

both the interests of future generations and the Earth's

resilience. Initially, development policy focused on

the environment, but since 2002 it has begun to

include social justice and poverty alleviation as key

principles of sustainable development (Wright,

2002).

A UN Resolution, called the 2030 Agenda or

colloquially, Agenda 2030 houses the 17 interlinked

Sustainable Development Goals (SDGs) designed to

be a "blueprint to achieve a better and more

sustainable future for all" (Ramos, 2016).

SDGs put emphasis on the relevance of higher

education in endeavors toward a better future

(Ramos, 2016).

The 17 SDGs are shown in Figure 3 below

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392

Figure 3: The 17 Sustainable Development Goals.

Sustainable development requires a change in

people's way of thinking and provides a basis for

further decisions and actions. In accordance with this,

a “new learning culture” is needed [8, 9], which

should be focused on self-organization and

competence. This is where construction education

comes in. The goal of construction education is to

supply professionals to the construction industry,

who will take the lead in planning, designing,

building for a sustainable future, by providing a

bridge between science and society. In this role, the

construction professional must actively promote and

participate in multidisciplinary teams with other

professionals such as environmentalists, economists

and sociologists, and work with the served and

affected communities to effectively address

sustainable development issues and challenges.

(Cortese, 2003).

Construction universities offer good quality

education, which is an essential tool for achieving a

more sustainable world. This was emphasized at the

UN World Summit in Johannesburg in 2002 where

the reorientation of current education systems was

outlined as key to sustainable development (Cortese,

2003). Higher Education Institutions, of which

construction universities form part, facilitate

knowledge development, impart skills, promote

understanding, and pass values and engage in

meaningful activities that ensure social, economic

and environmental sustainability (Altabach, 2008;

Cerone, 2014; Cortese , 2003). The concept of

Education for Sustainable Development (ESD)

developed largely from environmental education,

which has sought to enable development of behaviors

in people to care for their environment (UNESCO,

2017). ESD aims to empower people to make

decisions and take action to improve our quality of

life without harming the planet by integrating

sustainable development associated values into

education (UNESCO 2017; Elias 2006). Through the

initiatives of ESD, construction universities supply

the construction industry with architects that make

good designs that improve the quality of life. For

instance, the possibility of coming up with building

designs that maximize space to allow for socializing,

privacy and hobbies. Such good designs like

prioritizing air quality and daylighting come along

with many health benefits, further contributing to

quality of life. Quality, comfort and appearance of our

homes is made possible by these professionals. This

features effect our mood and our mood has significant

influence on overall quality of life.

2 LITERATURE REVIEW

Many documents in the form of agreements and

conventions that house approaches and mechanisms

for sustainable development in universities have been

enacted (Wright, 2002; Elias, 2006). Such documents

are listed in Table 1. below.

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393

Table 1: Declarations related to sustainability in higher education (adapted from (Wright, 2002 & Elias 2006).

Yea

Declaration

1972 The Stockhol

Declaration on The Human Environment

1990 Universit

residents for a Sustainable Future: The Talloires Declaration

1992 Association of University Leaders for Sustainable Future (founded in 1992 in the USA)

1993 Ninth International Association of Universities Round Table: The Kyoto Declaration

1993 Association of Commonwealth Universities’ Fifteenth Quinquennial Conference: Swansea

Declaration

1993 The Halifax Declaration

1994 The Conference of European Rectors (CRE) Copernicus Charte

1996 Ball State University (USA) Greening of the Campus Conference

1997 International Conference on Environment and Society – Education and Public Awareness for

Sustainability: Declaration of Thessaloniki

1999 Environmental Management for Sustainable Universities (EMSU) conference

2000 Global Hi

her Education for Sustainabilit

Partnershi

(

GHESP

)

2001 Lunebur

Declaration on Hi

her Education for Sustainable Develo

ment, German

2004 Declaration of Barcelona

2005 Graz Declaration on Committing Universities to Sustainable Development, Austria

2009 Torino (Turin) Declaration on Education and Research for Sustainable and Responsible

Develo

ment, Ital

2010 International Sustainable Campus Network ISCN/Global University Leaders Forum (GULF)

Charter 2010

Thousands of higher education institutions from

all over the world have signed these documents, and

as such, shown their commitment to pursue matters of

sustainable development. This commitment is

evidenced by the high scores by MGSU and other

universities on the UI Greenmetric University

Rankings. The UI Greenmetric University Rankings

rate universities based on six parameters:

infrastructure convenience, transport policy,

recycling programs, energy efficient technologies,

water conservation, and education in the field of

sustainable development. The university was

recognized as one of the most active national

coordinators of the UI Greenmetric World University

Rankings Network, whose goal among others is to

inform other universities about current rating

conditions, conducting awareness and information

events, sharing experiences on sustainable

development of universities, and demonstrating the

best achievements in the field of ecology, resource

conservation and environmental education. Such an

achievement is an inspiration to other universities to

improve energy efficiency, organize separate garbage

collection and implement eco-education

programmes. However, these achievements are not a

common occurrence in all universities.

In many cases however, little success has been

recorded thanks to inadequate resources,

uncoordinated staff involvement and lack of interest.

In such a situation, effective and efficient

implementation of the principles of sustainable

development remains jeopardized (Elias, 2006). This

means that sustainable development is far more than

policy matters. Concrete action should therefore

accompany strategies and action plans pursued by

universities. For instance, research, campus activities,

the curriculum, green and open space management

offer a solid platform on which actions geared

towards achieving sustainability in universities can be

implemented (Elias, 2006). Construction universities

are considered to be change agents in many issues

including creating sustainability awareness (Miotto et

al., 2018).

Research shows that access to quality

construction education is crucial and a pre-requisite

for the achievement many of the of the other

sustainable development goals. Higher education in

the field of construction facilitates social mobility,

empowers people through critical thinking and

provides them with the skills needed in a rapidly

changing labor market. Responsibility; emotional

intelligence; interdisciplinarity; future orientation;

personal involvement; and the ability to take action

are key sustainability competences one can acquire at

university (Mochizuki et al., 2018). For instance,

Principles for Responsible Management Education

(PRME), which is a platform promoting sustainable

development at universities around the world by

providing students with the ability to make social and

environmental changes, underlines the necessity of

universities being able to develop business leaders

with appropriate skills to meet the complex

challenges that society is facing these days (PRME,

2007). PRME member universities aspire to develop

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social skills, business skills, personal skills,

intercultural skills like volunteering, social

responsibility, global mindset, ethical awareness. All

these skills promote the wellbeing of people either

directly or indirectly (PRME, 2007).

Previous researches also indicate that construction

universities provide cutting-edge research, high

quality education, and ground-breaking innovation,

which account for goal 4 and 9 of the SDGs

(European Universities Association, 2019). Strong

universities are an important part of civil society

(Goal 16) and are excellent advocates for global and

local partnerships (Goal 17). By contributing to these

four goals, universities contribute to all other goals.

Notably, universities support students in developing

the rigorous scientific thinking, curiosity, and

entrepreneurship needed to craft the solutions needed

for sustainable development (European Universities

Association, 2019). Researchers, faculty and

university students work in partnership with citizens,

the private and public sectors to collaborate to create

knowledge that can provide solutions. It is the

combination of these core missions that gives

universities a unique place in the common effort to

achieve the SDGs (European Universities

Association, 2019). A number of universities have

incorporated the SDGs into their institutional

strategies in both governance and teaching and

research. Sustainable campus management has

become important to many universities and is often

considered part of the institution's social

responsibility. Sustainable management can include

energy saving measures, resource efficiency and

waste reduction, as well as the sharing of services,

infrastructure and facilities with other universities or

external partners (Calder and Clugston, 2003). A key

element in all sustainability strategies is the “whole-

institution approach”, meaning all parts of the

university community, including external

stakeholders, are involved in the efforts (Calder and

Clugston, 2003).

According to European University Association,

higher education contributes in various ways to

making people more resilient and able to face various

challenges. Recent statistics from the Organization

for Economic Co-operation and Development

(OECD) confirm that people with a higher education

degree are less likely to be unemployed and earn on

average 54% more than those who only completed

upper secondary education (European Universities

Association, 2019). A university education, thus,

better protects against poverty. According to the same

research, graduates of higher education institutions

for which universities form part, are better shielded

from depression as compared to their counterparts

without higher education qualifications.

According to (European Commission, 2012),

through both formal and non-formal education,

universities are able to impart sustainability

competencies in learners. Both forms are important

given that they allow learners to acquire experience

through culture, youth work, and voluntary work as

well as sporting activities. Extracurricular activities

boost the development of interpersonal,

communicative, and cognitive skills, which are

strongly connected to sustainable development

(European Commission, 2012).

A report by UNESCO also indicated that

Education for Sustainable Development contributes

to learning for decision-making for an economic,

environmental and social future. Supporting the

introduction of resilience into curricula in order to

achieve more positive perceptions can significantly

change learners’ attitude towards sustainability

(European European Union, 2010). Through this,

learners are able to develop ecologically and socially

friendly skills and attitudes which are recipe for

sustainable development (European Commission,

2012).

3 METHODOLOGY

To explore the role of construction universities in

sustainable development, this research used two

universities as case studies. The National Research

Moscow State University of Civil Engineering and

The Technical University of Kenya, are major

universities in Russia and Kenya respectively. They

train students for their professional careers by

offering academic programmes that have a

connection to their respective national priorities. This

is important given that the knowledge passed to

learners is relevant and serving national interests

(Molokova, 2020; Panteleva, 2012).

The research objective of this article was to

explore how these two universities develop

educational programmes and extracurricular

activities in order to enable their staff and learners to

shape sustainability competencies which are

necessary ingredients to promote sustainable

development. The study was conducted based on a

critical literature analysis on the role of higher

education in achieving sustainable development, a

desk research analysis of the universities’ educational

programmes, and quantitative research among

representative samples of Heads of Departments,

lecturers and students. Semi-structured online

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395

interviews were adopted because the idea in mind was

to ask more open-ended questions, allowing lengthy

discussions with the interviewees. This method of

data collection was thought to present a possibility of

obtaining sensitive data that may not have been

captured by administering and filling in of

questionnaires.

The first target was to establish whether the

universities mentioned above offer sustainability-

oriented educational programmes. The other target

was to find out which extracurricular activities are

provided for at the universities for staff and students

to promote their well-being. The research analysis

enabled us to understand how the two universities

offered their students the opportunity to develop

competencies that enabled them to identify and

address sustainability challenges accordingly; to what

extent students engaged in activities related to

sustainable development; and the students’

perception of non-formal education for sustainable

development. The other target was to understand

which facilities were available in the university

territories that promoted sustainable development.

4 RESULTS AND DISCUSSION

Translating provisions of international declarations

into institutional responses requires adjustments to

academic priorities, organizational structures,

financial and audit systems (Gemma et al., 2017).

This means that the changes advocated for do not just

happen, but, they must be led (Elias, 2006). A web

search reveals that there are several leadership for

sustainability initiatives across the two universities

used as case studies; MGSU and TUK. These

initiatives target managers from various departments

in the universities. The availability of these leadership

development opportunities for managers in various

departments justifies the good progress towards

sustainability in these two institutions. For example

the Students Association of the Technical University

of Kenya (SATUK) leadership forms part of the

management of the university. These students absorb

the sustainability culture induced on them by

initiatives put in place by the university; and as such

could become sustainable leaders of tomorrow

(Alshuwaikait and Abubakar, 2008). They may guide

organizations to pass through an adaptive process of

learning towards a more sustainable state, capable of

dealing with complexity and goal conflicts between

the social, economic, and environmental aspects.

Official data published by the universities on their

websites indicates that these universities created a

wide range of formal education possibilities by

offering courses that address the various aspects of

sustainable development. These courses are taught

both at undergraduate and postgraduate studies. For

instance, at the Technical University of Kenya, in the

School of Architecture and the Built Environment,

Bachelor of Building Construction is offered. In the

first year of the programme, learning is focused on the

fundamental principles of construction, including

visits to construction sites. The second year

concentrates on the building construction practice

while at the same time preparing the students for an

optional industry based learning that spans a period

of three months. This industry-based learning is

emphasized as it enables learners to establish a link

between classroom content and actual industry

practice as well as aid in preparing them for

subsequent academic years. In the course of study,

among many others, ‘critical and creative thinking’ is

offered as a compulsory study subject. Other subjects

taught further into the degree programme include

communication skills, society and culture, health

education, appropriate technologies in construction,

environmental management among others. These

subjects aim to impart in learners competencies that

are advocated for by PRME. These skills include (UN

General Assembly, 2015).

 Social skills like teamwork, communication,

presentation skills;

 Business skills like marketing, sustainability

enhancement, entrepreneurship, project

management; -

 Personal skills: critical thinking, self-

awareness, decision making, leadership,

among others

 Intercultural skills such ability to conduct

academic research, business models,

planning and coordination;

 Service skills like volunteering, social

responsibility, global mindset, ethical

awareness

The same can be said about MGSU, where the

first two years of Bachelor of Civil Engineering cover

the basics of construction engineering. The third and

fourth years lay emphasis on the practical aspects of

civil engineering programme in the real world. These

last two years are considered formative years for

students to visit other European countries for

exchange programmes. In the course of study, MGSU

offers modules that give an overview of the green,

sustainable and high-level technologies of the

construction industry such as; urban sustainability,

sustainable urban transportation, social aspects of

sustainable urban development among others

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(Molokova, 2020). These programmes prepare

graduates to become conscious of sustainability

(European European Union, 2010).

MGSU has also incorporated The BREEAM

Approved Graduate (AG) programme into its courses.

The BREEAM AG refers to a programme that has

been created and designed for Higher and Further

institutions of learning that offer built environment

study areas such as; architecture, urban planning and

design, construction engineering and technology,

surveying, facility management, construction

management, environmental sciences and many

more; and wish to feature a thorough and practical

programme that trains learners in sustainability and

prepares them to be job-ready. BREEAM AG offers

5 lectures covering the following subjects (Corcoran

and Wals, 2004).

 Lecture A – Reasons to talk about

sustainability

 Lecture B – Mitigating life-cycle impacts

 Lecture C- Incorporating best practice with

environmental frameworks

 Lecture D – Integrating BREEAM

throughout the design process

 Lecture E – Learning for the online test.

By providing learners with a thorough

understanding of both theory based and practical

skills based on the lectures listed above, graduates of

this programme are well equipped with the education

and vision required to help create a sustainable future

for the construction industry (Corcoran and Wals,

2004). Learners have a good understanding of the

broader principles of sustainable development while

also understanding the reasons and processes behind

the development of environmental assessment

methods (Corcoran and Wals, 2004).

MGSU offers the module ‘Environmental design

and assessment of buildings and structures according

to green standards’ to students in the design of

buildings and structures master’s programme. This

module, aims at equipping the learners with the

competences required to address the challenges

facing humanity in response to climate change,

availability of resources, environmental degradation

and consumption of energy. This module has caused

widespread awareness of the role that buildings play

in the current climate crisis, together with the

technical requirements arising from new regulations.

(Telichenko et al., 2018). The end result is the

production of graduates who enter the job market as

professionals with advanced skills in sustainable

design and energy efficiency.

This study also found that both TUK and MGSU

engage in social responsibility issues. The

universities engage in extracurricular activities and

support socially responsible actions like making

learners take it upon themselves as responsible

citizens of the world to donate blood, and contribute

to charity organizations that serve community in

various responsible ways. Events concerned with

environmental and animal protection, health and

safety as well as equality and social inequalities in the

communities that we live in, are a common

occurrence at TUK. These activities support

communities and their health systems in safe and

sustainable ways.

A section of the respondents from MGSU believe

that the fact that MGSU facilitates people-to-people

contact, presents a platform on which sustainable

development can thrive. Thousands of mobile

students and professors cross borders to gain and

exchange knowledge in construction and bring

understanding of sustainable construction practices in

their own countries to their hosts, through

programmes like Erasmus+, DAAD programme

“Strategic partnership”, DFG programmes. This can

be attributed to the fact that MGSU has broad

international relations with universities, scientific

institutions, and construction companies from both

former USSR states and other countries. For instance,

currently, MGSU cooperates actively with 108

foreign higher educational institutions from 35

countries (Molokova, 2020). This cooperation around

the globe, enables building networks and developing

the know-how needed to sustain innovation

worldwide thus working towards the achievement of

goal 16 and 17 of the SDGs (European Universities

Association, 2019).

A section of respondents from TUK argued that

university facilities have influence in shaping

sustainable development. For instance, university

healthcare facilities play a significant role in the

public healthcare system. They train new generations

of professionals in the medical field, provide care to

thousands of patients and conduct research that helps

find innovative solutions to cure and prevent diseases

of all nature. This can be supported by the fact that

TUK has a dispensary within the university premises

that partially contributes to this. Other facilities like

sports complexes as seen in MGSU contribute to the

wellbeing of staff and students within its

environments.

This study found out that these universities are

closely connected to their regions, playing a crucial

role in the education, innovation, culture and civic life

of their local communities. These universities are also

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397

employers, and as such make considerable economic

contributions to their regions.

The research also found out that MGSU and TUK

can partner to promote better understanding, and

more effective implementation of strategies for the

incorporation of ideas that support sustainable

development in both institutions and set an example

for other higher education institutions, both in Kenya

and Russia. The two universities can work together

towards identifying, sharing and disseminating

effective strategies, models and good practices for

promoting the knowledge they offer for sustainable

development (Telichenko et al., 2018). This can be

partly achieved by both universities committing to

support exchange programmes for their students and

staff.

5 CONCLUSION

Sustainable development is a multi-faceted agenda

for which construction universities have a role to

play. External pressure for the construction industry

to become more sustainable is piling and educating

the industry's key resource - its people is viewed as

the best response. To achieve this, higher education

institutions should incorporate sustainability content

into their construction programmes by covering

environmental issues and material in the already

existing areas of study, by offering particular

sustainable development courses, by offering

sustainable development as an area of specialization

in the faculty of construction, or by offering

sustainable development in construction as a study

program both in undergraduate and post graduate

levels of study.

When this agenda is implemented effectively, its

integrating potential is significant. However,

achieving change for sustainable development from

universities is challenging, and requires more than

knowledge of or commitment to principles of

sustainable development. Despite the fact that it’s

challenging, the academics at MGSU and TUK seem

to be in possession of a strong will to learn and

discuss the role of these universities in sustainable

development theme. The cutting edge researches,

government incentives, socio-economic expectations,

partner platforms, student leadership, etc. contribute

to change. Leaders of these universities must now

help bring together these points of activity in a way

that aligns core practices with sustainability

innovations in the institutions. At the moment, senior

management teams are key to transforming higher

education so that it can play its part in transforming

social, economic and environmental practices and

contribute to more sustainable construction practices.

Universities also should strive to become

ambassadors for sustainable development. Except in

a few cases, university campuses often cover large

tracts of land, providing excellent starting points for

authentic learning about nature and biodiversity. That

means campuses can restore an emotional affinity to

nature by getting students and staff to become

stewards of campus open space and natural areas, turn

the campus into a site showcasing examples of

sustainability, such organic food production,

consumption and climate smart technologies and

combine all these ideas to increase access to higher

education for economically and socially

disadvantaged groups.

RECOMMENDATIONS

The researchers involved in this study recommend

that MGSU and TUK enter into a Memorandum of

Understanding (MOU) given that both universities

offer construction-related programmes and are

involved in research that can be considered beneficial

to mankind. Based on this MOU, the two universities

are tipped to offer exchange programmes and perform

joint studies, researches and other learning activities

of mutual interest.

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