丹麦和加拿大的共同学习伙伴关系与碳管理

IF 3 2区 环境科学与生态学 Q1 EDUCATION & EDUCATIONAL RESEARCH International Journal of Sustainability in Higher Education Pub Date : 2024-02-05 DOI:10.1108/ijshe-05-2023-0212
Sinead Earley, Thomas Daae Stridsland, Sarah Korn, Marin Lysák
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引用次数: 0

摘要

目的气候变化给社会带来风险,中小型企业对碳扫盲的需求与日俱增。组织温室气体核算和科学决策需要技能和知识,以帮助企业降低过渡风险。哥本哈根大学和北不列颠哥伦比亚大学开发了两门碳管理课程,以满足这一日益增长的需求。利用基于行动的共同学习模式,学生和企业结成对子,量化和报告排放量,并制定气候计划和沟通策略。本文借鉴了对合作开展共同学习模式的企业进行的调查,旨在深入了解碳减排和共同学习的影响。从丹麦的 12 个受访者和加拿大的 19 个受访者那里收集的数据,可以在全球北方背景下进行跨机构和国际比较。研究结果表明,虽然共同学习促进碳扫盲受到欢迎,但企业也发现了一些限制因素:时间和资源、解决方案的可行性、管理和报告结构以及沟通方法。研究结果表明,需要在时间上向前和向后延伸,这表明需要延长和/或加强合作。虽然市政和国家政策及排放目标有助于社会对这一问题的普遍理解,但对于企业如何根据清单结果实施运营变革,却没有具体的指导。跨地域和跨机构的比较为气候变化减缓和适应战略提供了国际解决方案视角。
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Co-learning partnerships and carbon management in Denmark and Canada

Purpose

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

Design/methodology/approach

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Findings

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

Originality/value

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

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来源期刊
CiteScore
6.60
自引率
19.40%
发文量
85
期刊介绍: The aim of International Journal of Sustainability in Higher Education is to provide up-to-date information on new developments and trends on sustainability in a higher education context, and to catalyse networking and information exchange on sustainable development as a whole, and on the SDGs in particular, on a global basis. Authors are invited to submit papers from the following areas: Environmental management systems, Sustainable development, Sustainable Development Goals, Curricular innovation, Campus greening, Operational aspects of universities, Energy, water, recycling, waste management, Planning and design of campuses, Environmental reports, Environmental policies and action plans, Staff and student initiatives. Other themes associated to the above or emerging topics will also be considered
期刊最新文献
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