Higher education as drivers of social impact

The role of social impact in higher education has become an increasingly important topic of discussion in recent years. In 2019, Times Higher Education introduced Impact Rankings, a new initiative measuring the success of higher education institutions – and, more importantly, holding them accountable – in delivering the United Nations’ Sustainable Development Goals (SDGs). 

Universities can serve as powerful drivers of social impact, as they foster the development of future leaders, professionals, and citizens. Thus, higher education institutions play an essential role in driving sustainable development and contributing to the SDGs.

Around the world, sustainability-centric education is a burgeoning field. In the United States, the number of higher education programs focusing on sustainability increased to over 140 in 2012, from only one program in 2006.

However, some universities are falling short. In the UK, while 70% of university students would like to see sustainability incorporated into all courses, only 17% think that their university is doing a good job of promoting sustainability. Next, we explore what it’s like to study sustainability and why the jury is still out on whether a master’s degree in climate change is truly worth it.

The rise of master’s degrees in climate change

Sustainable development focuses on broad topics, such as economic development and gender equality, while climate change education focuses on aspects like environmental science and our living conditions. Ultimately, the purpose of climate change education is to help students build the skills and knowledge needed to tackle the climate crisis and its negative impacts.

For example, in the Master’s in Climate Studies at Wageningen University & Research, students build interdisciplinary skills for climate change mitigation. The program also offers specializations such as Human-Environment Interaction and Biogeochemical Cycles. Alumni of this program work in diverse fields, from engineering consultancy firms to government research departments.

Another example is the MSc in Climate Change & Sustainable Finance at EDHEC Business School. Combining climate change and financial knowledge equips students to make the sustainable transition to a low-carbon economy. Prospective postgraduate careers include roles in risk management, energy policy management, sustainability consulting, and financial analysis.

Evaluating the effectiveness of climate change in higher education

Although the academic focus on climate change and sustainability is clearly growing, it is difficult to measure the program’s effectiveness. There is no formal, unified framework. 

For organizations, the B Corp Certification indicates their commitment to positive social and environmental impact. The top accreditation bodies for business education include the Association to Advance Collegiate Schools of Business (AACSB) and the EFMD Quality Improvement System (EQUIS). Their guidelines are continuously updated to assess the quality, value, and relevance of schools but not specifically their climate programs. So, where are the frameworks for sustainability and climate change education?

One way universities measure a program’s outcomes is by using impact indicators. Examples of quantitative impact indicators include:

  • Number of citations in policy papers
  • Percentage of graduates in fieldwork
  • Public prizes or grants in recognition of (scientific) achievements
  • Number of research contracts with non-academic organizations
  • Number of partnerships with both academic and non-academic groups
 

Examples of qualitative impact indicators include:

  • Long-term relationships or collaborations
  • Feedback from relevant stakeholders
  • The revision of academic curricula based on new knowledge
  • Students’ implementation of academic knowledge in real-world problems
  • Improved international reputation
 

For instance, Wageningen UR primarily uses quantitative impact indicators. These include regression discontinuity models, propensity score matching, and difference-in-differences techniques, to measure the impact of projects and policies. It also often takes a mixed methods approach by collaborating with qualitative research specialists.

It is the responsibility of universities to create sustainability visions and to design the right learning environments to realize this vision. While these measures are good starting points, master’s programs should be independently assessed to ensure their impact and effectiveness. 

Diving deeper into credible climate change education: Two examples

As climate change education matures, steps have been taken to formalize the evaluation of programs in this space.

The Centre for Environmental Policy at Imperial College London, for example, has suggested an assessment framework. The framework evaluates the alignment of a program’s intended learning outcomes with sustainability attributes derived from the SDGs. It defines eight assessment attributes:

  1. Safe Operating Space: keeping within the planet’s boundaries.
  2. Just Operating Place: developing an equitable society.
  3. Resilient Sustainable Behaviors: enabling holistic long-term sustainability.
  4. Health and Wellbeing: addressing conditions that affect human health.
  5. Collaboration: fostering partnerships between people and stakeholders.
  6. Alternative Economic Models: adopting economic models not solely aimed at growth.
  7. Diversity and Inclusion: promoting diversity among people and biodiversity.
  8. Transparency and Governance: ensuring open access to data and stakeholder engagement.

 

At the same time, the Southern African Regional Universities Association (SARUA) Climate Change Steering Group recently endorsed a finalized version of a climate change and sustainable development curriculum. The recommendations are based on input from academics, students, industry experts, and the Southern African Development Community (SADC). Many higher education institutions in the region also contributed to the curriculum development process, including universities in Namibia, Zambia, Zimbabwe, and South Africa.

The critical role of climate research

As it stands, universities cannot offer programs accredited specifically for sustainability and climate change. Still, many conduct groundbreaking research on climate action that feeds into their education programs.

For example, as the #3 university for climate action according to THE, Wageningen University & Research is home to the Wageningen Institute for Environment and Climate Research (WIMEK). WIMEK has published a variety of important research on topics from salt as a resource to plastic debris in society to spatial planning for circular development. In 2021, WIMEK conducted research on cities of the future, mapping out “The Netherlands in 2120” in order to help Dutch cities prepare for more extreme weather conditions.

LUT University, meanwhile, is planning the first nuclear microreactor in Finland to explore safe and environmentally-friendly nuclear technology.

Both Wageningen and LUT are considered leading institutions in championing climate action. It’s no coincidence that each of them conducts impactful research to address the most critical climate issues. This research is then integrated into their programs.

Conclusion

There is undoubtedly a need for sustainability and climate change education.  It’s through education that we cultivate leaders of the future, as well as conduct important research for climate action. However, formal education offerings would be more credible if there was a universal evaluation framework to assess their effectiveness.

Meanwhile, for prospective master’s students interested in a master’s degree in climate change, there are steps you can take. It is worth asking schools: how they measure the impact of their programs; how they integrate research into their programs; and how they practice sustainability within their institutions.