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Introduction

Universities play an important role in the fight against climate change. University staff contribute to the identification and development of effective solutions through theoretical and applied research, technological innovation and the education of future generations. However, we argue that the role of a university should not be limited to these aspects. The academic world has a social responsibility to practice what it preaches: to become a model of sustainability and an agent of change, responding to the demands of today's society, including its students. This responsibility is even more important for public health establishments, given the substantial health costs of climate change. Unfortunately, in most cases, the sustainable transformation of universities is not sufficient to mitigate their own impact on the environment, a gap that students and staff members often strive to fill voluntarily. Here, we present the student perspective on what we see as an unfair burden on students and staff, a missed opportunity for university managers to make their institutions leaders in their own sustainable transformation, and present a general framework for cooperative, sustainable and effective transformation.

Students are increasingly demanding that the universities they are considering or currently attending be more environmentally friendly. In an international survey carried out in 2020 by Students Organizing for Sustainability International, 92 % of those questioned felt that sustainability is a subject that universities should actively promote and address..1 In the UK, between 2019 and 2020, 50 % of the 6,000 students surveyed felt that a university's commitment to environmental issues was an important factor in choosing a place to study.2 Similarly, in a 2021 survey of 14,093 U.S. college applicants and their parents, 75 % indicated that institutional commitment to environmental issues would influence their college choice; an increase of 10 % from 2020.3 In addition to the moral and social responsibility of action, these data suggest a potential direct competitive and financial advantage.The gap between student demands and university actions has so far been partially bridged by student- and staff-led movements.4 These collectives have proved to be powerful agents of change, with remarkable successes such as People & Planet's fossil fuel divestment campaign..5 However, their efforts often come up against several difficulties(appendix p. 1-2). Firstly, the absence of a coherent strategy often results in redundant initiatives, which fail to exploit the potential benefits of simultaneous actions and, in the worst case, can prove counter-productive. Furthermore, many students and staff are less inclined to participate in sustainability initiatives if they are not sufficiently supported by the university administration. Secondly, the lack of sustainable financial and managerial support and high turnover of volunteers can lead to projects being discontinued or unable to reach their full potential, particularly for initiatives focused on long-term change. More importantly, this approach is unfair to students and staff, who should not have to bear the disproportionate burden of improving and changing their university's environmental impact alone. Such a burden is likely to have an effect on productivity and health. mental6 students, as it distracts them from their studies and homework, which could have a detrimental long-term effect on their future professional success. A 2018-19 survey of 566 higher education staff by the UK's National Union Students identified lack of resources and capacity (40 % of respondents), prioritization of other goals (37 %) and lack of financial support (32 %) as the main barriers to sustainability.7 This type of collective action problem has also affected sustainable transition in other sectors.8 We arepropose that all universities develop centralized institutional frameworks that remove the burden from students and staff and place social responsibility and accountability on university management, while encouraging student and staff participation(appendix p. 1-2). Firstly, universities should publish a strategic sustainability plan, in which the university sets out and defines its environmental position, as well as a roadmap indicating the objectives to be achieved within a given timeframe and the means to get there. Secondly, there is a need to better understand the needs, barriers and challenges that underpin transformative change towards sustainability. Surveys, monitoring and evaluation, encompassing both quantitative and qualitative assessments, are useful ways of improving current practices and informing future actions. Thirdly, transparency must be ensured throughout the process to guarantee accountability and promote knowledge sharing. Staff and students have a right to understand how their university invests the resources to which they directly or indirectly contribute. This information must also be made available to future employees and students. students4 and be subject to external audits. Finally, all these elements should receive financial and managerial support from the university. The few data available suggest that setting up dedicated sustainability teams and offices - a minimum requirement - is not yet an accepted best practice among universities..4 Universities where such teams exist have shown improvements in their sustainability practices - for example, King's College London and theUniversity of Brighton.5 For many years, most universities have avoided the responsibility of undertaking sustainable transformation, leaving the action to students and staff. As well as being unfair, this practice is often ineffective due to the limited financial, managerial and organizational support received, which is crucial to success. A framework encompassing strategic planning, financial and managerial support, monitoring and evaluation, knowledge transfer and transparency is essential to ensure a successful and collaborative transformation, in which students and staff can be actively involved without bearing an unreasonable burden, which should fall on university managers.We declare no competing interest.

Text copyright: The Lancet