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Discuss About The Learning Analytics Research For Australian?

The Auckland University of Technology was established in the year 2000.  More than 29,000 students took admission in the University in the year 2016. The Auckland University of Technology is providing quality education to more than 4000 students from 96 countries. The University has North, City and South campuses in Auckland. AUT millennium and AUT center for Refugee education are specialist locations of the University. AUT got the position of 441-450 in the 2016 QS World University Ranking. The Auckland University of Technology addresses the local concerns related to sustainability as well as takes initiatives to address the global challenges.  The operational facilities in the Auckland University of Technology management are in alignment to meet sustainability goals and a culture of Sustainability is promoted in the University through a network of partners, learning, research and teaching.  The Auckland University of Technology focuses on the Three Bottom Line of Business-Profit, People and Planet and the vision of the University is aligned to address the concerns of society, economy, environment and the planet. The curriculum of the Auckland University of Technology instills the culture of sustainability among students so that the graduates of the University can contribute to the society by bringing positive change in the field of sustainability (Cullingford & Blewitt, 2013). 

The United Nations Sustainable Development Solutions (SDGs) Network provided membership to the Auckland University of Technology. Expert knowledge in the field of science and technology from civil society, academics and private sector was utilized for implementing solutions for sustainable development(Caeiro et al, 2013) The University is committed to achieve goals of sustainability a taskforce to meet commitments of sustainability for next 10 years was established by Vice-chancellor Derek Mc Cormack in the year 2012

1) The Auckland University of Technology has sustainability goals and takes measures in the area of learning and teaching.

The curriculum of the AUT enables its students to emerge as leaders and bring changes in the field of sustainability so that the students can contribute to society, environment and economy by their creativity and innovation. The teaching and learning framework embeds the principles of sustainability among students of the AUT.  The students who graduate from the University gain the necessary knowledge and skills to contribute to the challenges of sustainability. They become literate about the local and global issues and challenges of sustainability through the learning modules of the University (Hazelkorn, 2015). 

Evaluation of AUT’s Sustainability Measures

1) The University involves people from advisory boards of industries to review the curriculum so that elements of sustainability development are included in the teaching and learning framework.

2) The Auckland University of Technology also provides recognition and awards to students and staffs for their noteworthy contribution in the field of Sustainability.

3) The University increases the numbers of services of academics, programs and papers that addresses the perspective of sustainability and the University includes competencies of sustainability as a key quality for graduates.

Positive change in the environment, society and economy of the New Zealand, Auckland as well as internationally is promoted through the research work undertaken by students and staffs of the AUT.

1) The consultancy projects, research and scholarship undertaken by the University which are encouraged by the Auckland University of Technology promotes a culture of sustainability and meets the goals of sustainability as well as reduces negative impacts,

2) There is transfer of knowledge and expertise among the stakeholders of the Auckland University of Technology which includes community and business through the research and scholarship of the University (Sterling & Huckle, 2014). 

The staffs of the Auckland University of Technology are made capable to address issues of sustainability and it is ensured that the management and business processes of the University are aligned to marketingissues related to the sustainability so that benefits are provided to the well-being of the people of Auckland and worldwide. 

During the induction and training programs of staffs modules of sustainability are included and responsibilities of sustainability are mentioned in the position description of staffs.

 Learning in Future Environments (LIFE) index of the AUT monitors performance and progress against the sustainability goals of the University.

The policies of sustainability are developed and practices and policies are audited to check the alignment of policies with goals of sustainability (Sustainability in AUT, 2017)

Recognition and awards are given to individuals or groups of staffs who act as agents of change and innovators in the field of sustainability,

 The Auckland University of Technology engages members of the community, and all stakeholders like business and industry and the ideals of Fair Trade are supported among all stakeholders.

The policies of procurement of the University are continuously monitored to check their alignment with the principles of sustainability.

The volunteering program for staffs and students to address sustainability-related challenges are well designed by the Auckland University of Technology. 

Activities in AUT to promote sustainability

Entrepreneurial activity is promoted among students which are in alignment with principles of Sustainability (Vaughter et al., 2013).

The synergy is created in between the experience of students and the campus of Auckland University of Technology.  The campuses of the University is managed effectively to achieve the goals of sustainability.  Restorative practices towards the environment will be adopted by the University and the Auckland University of Technology will undertake projects that will reduce harmful effects on the environment both in Auckland and Worldwide.

1) Reuse and recycling is promoted in the operational activities of the University and non-renewable resources are discouraged to be consumed

2) A plan for management of waste is implemented and initiatives are taken to enhance green spaces within the campus of the University.

3) A plan of travel which is aligned with principles of sustainability is designed for students and staffs who travel for business of the Auckland University of Technology.

Utility like gas, water and consumption of electricity is effectively managed in everyday operational activities of the University so that cost can be reduced.

Health and safety of staffs and students are ensured within the campus of the University.

Strategy of energy management is implemented and students are encouraged to take up activities for the improvement of the campus of Auckland University of Technology as a part of their assessment and activity at class (Lozano et al., 2013)

In University of Melbourne there are advocates for student and staff who play a key role in the promotion of a culture of sustainability among staffs and students of University of Melbourne. The advocates promote awareness related to the challenges of sustainability among staffs and students and encourage them to take initiatives that would address sustainability challenges of the environment.

The green impact is a sustainable program that was piloted for the first time in the campus of the University and the University which recognizes and gives awards to staffs and students who make significant contribution to this program (Ceulemans, Molderez & Van Liedekerke, 2015).

The University plans to publish a plan for the management of biodiversity by 2017 March and this plan will be ratified by the Landscape Committee. Maintaining biodiversity and protecting flora, fauna and wildlife is a part of the Sustainability Program for the University.

Workstations and storage solutions are provided which addresses the need for furniture. Instead of offsite recycling or using transportation for sending furniture to the land-filling sites, the furniture are reused with the premises of the University.  Staffs and students can make purchase of furniture for their personal use once in a month. Departments and staffs can meet team for reusing the furniture by taking an appointment from them. This provides a cost-effective and sustainable solution to the purchase of new furniture for office use.

Research and Scholarship

The University of Melbourne has adopted use of renewable energy and has undertaken several projects for effective management of energy. The University and Clean Energy Finance Corporation (CEFC) have signed a $ 9.1 million agreement with to install Solar photovoltaic panel across 6 cities which will help in reducing footprints of carbon by 850 tonnes every year. The service life of these panels and inverters are more than 20 years and they will require minimum maintenance. The University has an objective to achieve carbon neutrality by 2030 and receives funding to continue projects of energy management (Christie et al., 2013).

The University takes part actively in Water Cycle Management in Melbourne and has taken part to monitor the use of harvested water. The quality of water is improved and the University has taken initiative to reduce 20% reduction in Total Nitrogen by the year 2018.

The University of Melbourne promotes the usage of cycle, public transport and walking to reduce use of energy. The University has 1800 spaces for parking of bicycles.

The University of Melbourne has more than 58,000 students and these consumers ensure that Fair Trade is promoted and there is alleviation of poverty worldwide. Difference is made in the lives of farmers of the community. The mark of Fair Trade can provide guarantee the products meet standards of the environment and the economy.  The University of Melbourne ensures that farmers can adopt better farming practices and coffee and chocolate with Fair Trade mark are available in the University campus (Sustainability in University of Melbourne, 2017).

Thus while comparing the University of Melbourne with Auckland University of Technology, it can be understood that the AUT is doing quite well. While University of Melbourne addressed sustainability issues related to environment more that AUT, but Auckland University of Technology adopts principles of sustainability in areas of research, teaching and learning.  The sustainability issues are well addressed by both the Universities to create value for stakeholders in the long run. Both the Universities contribute holistically towards meeting their respective goals of sustainability (Lozano et al., 2013).

The United Nations has mentioned that the goals of Sustainability can’t be met by government alone. The United Nations recognize the important role that the universities in Auckland, New- Zealand and the Pacific play to achieve goals of Sustainable Development Solutions Network. The national and international criteria for measuring sustainability are the contribution of an organization in the field of environment, economics and equity. According to me, the Auckland University of Technology is doing quite well as compared to other universities in the region to create a sustainable environment and economy in the Auckland, New Zealand and worldwide. The University does not focus on creating short-term profitability for shareholders but involves in creating value for stakeholders in the long run by implementing principles of sustainability in the areas of learning and teaching, operations and facility, partnership and community engagement, governance, leadership and staff and research and scholarship. These criteria for measuring sustainability are chosen over other criteria because these criteria measure the holistic approach of the Auckland University of Technology towards creating a sustainable environment, economy and equity. These criteria measure the roles that the Auckland University of Technology have towards making a significant contribution towards the people and planet of Auckland, New Zealand and worldwide so that the mixes of the Three Bottom-Line of Business are well balanced (Siemens, Dawson & Lynch, 2013).

Governance, Staff and Leadership

Conclusion

Thus it can be concluded that sustainability plays a vital role in today’s world and the University makes significant contribution towards economy, equity and environment to create a sustainable world both locally and worldwide. The United Nations has suggested that the government can’t work towards creating a sustainable world alone and the universities of the globe plays a role of paramount importance to create a sustainable environment.  The Universities should have curriculum for students that makes them responsible citizens and enhances the knowledge, skills and abilities related to sustainability. Universities should promote cultures of sustainability in different areas like principles of learning and teaching, research projects, development of staff and facilities and day-to-day operational activities. It can be concluded that Auckland University of Technology contributes holistically towards creating a sustainable environment in Auckland, New Zealand and worldwide.

Reference List

Caeiro, S., Leal Filho, W., Jabbour, C., & Azeiteiro, U. (2013). Sustainability assessment tools in   higher education institutions: mapping trends and good practices around the world. Springer International Publishing.

Ceulemans, K., Molderez, I., & Van Liedekerke, L. (2015). Sustainability reporting in higher education: A comprehensive review of the recent literature and paths for further research. Journal of Cleaner Production, 106, 127-143.

Christie, B. A., Miller, K. K., Cooke, R., & White, J. G. (2013). Civil-engineering sustainability in higher education: how do academics teach?. Environmental Education Research, 19(3), 385-414.

Cullingford, C., & Blewitt, J. (2013). The sustainability curriculum: The challenge for higher education. Routledge.

Hazelkorn, E. (2015). Rankings and the reshaping of higher education: The battle for world-class excellence. Springer.

Lozano, R., Lozano, F. J., Mulder, K., Huisingh, D., & Waas, T. (2013). Advancing higher education for sustainable development: international insights and critical reflections.

Lozano, R., Lukman, R., Lozano, F. J., Huisingh, D., & Lambrechts, W. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. Journal of Cleaner Production, 48, 10-19.

Siemens, G., Dawson, S., & Lynch, G. (2013). Improving the quality and productivity of the higher education sector. Policy and Strategy for Systems-Level Deployment of Learning Analytics. Canberra, ACT: Society for Learning Analytics Research for the Australian Office for Learning and Teaching.

Sterling, S., & Huckle, J. (Eds.). (2014). Education for sustainability. Operations.

Sustainability in AUT. (2017). aut.ac.nz. Retrieved 23 September 2017, from https://www.aut.ac.nz/about-aut/sustainability-at-aut

Sustainability in University of Melbourne. (2017). sustainablecampus.unimelb.edu.au. Retrieved 23 September 2017, from https://sustainablecampus.unimelb.edu.au/

Vaughter, P., Wright, T., McKenzie, M., & Lidstone, L. (2013). Greening the ivory tower: A review of educational research on sustainability in post-secondary education. Sustainability, 5(5), 2252-2271.

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