Sustainability in higher education in Atlantic Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose The purpose is to ascertain the state of sustainability in higher education (SHE) in Atlantic Canada (sustainability education/curriculum; research and scholarship; operations; faculty/staff development and rewards; community outreach and service; student opportunities; and institutional mission, structure and planning). Design/methodology/approach All Association of Universities and Colleges of Canada (AUCC) member institutions in Atlantic Canada were sampled in 2005/2006 to examine sustainability performance. Data were collected using the sustainability assessment questionnaire (SAQ) and were triangulated with document, webpage, and additional survey research. Findings The majority of higher education institutions in Atlantic Canada are engaged in sustainable development work, most notably in the area of curriculum. Sustainability research and scholarship is spread amongst faculty and students; many institutions have inter‐ or multi‐disciplinary research structures to address sustainability questions across campus and in collaboration with community partners. Much unrealized potential remains within physical operations, faculty/staff development and rewards, and student opportunities. No single university emerges as the Atlantic Canadian SHE leader; Acadia University (Wolfville, Nova Scotia), St Francis Xavier University (Antigonish, Nova Scotia) and Mt Allison University (Sackville, New Brunswick) excel in a regional peers comparison. Research limitations/implications The Atlantic Canada study commences a series of five regional SHE assessments in Canada. Practical implications The study strengthens ongoing efforts for creative institutional solutions to reduce the ecological footprint of higher education institutions. It contributes to SHE knowledge transfer and capacity‐building. Originality/value The study is the first regional SHE performance assessment in Canada. It serves as a pilot study and strategic planning tool.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it