Developing and Sustaining Sustainability-Related Academic Programming: Observations of Emerging Practices

The purpose of this paper is to provide an overview and summary of selected sustainability-related academic programs and certificates delivered by universities and colleges located in the same geographic area (Grand Rapids, Michigan, U.S.).   Holistic and practical dimensions of creating and sustaining educational programs are evaluated, and emerging outcomes from universities with a history of prosperous sustainability studies programs are provided as models of applicability.  The possible effects of the level of formalizing sustainability in higher education and different aspects of academic-level sustainability programming at universities and colleges in a single geographic region were studied in a comparative perspective.  The study focused on the role of internal and external leadership, political and appointed officials, networking factors of various stakeholders, demand for sustainability in education, and the resources commitment in staffing.  We evaluated each element in the context of sustainability in education and longevity and self-support.  These findings and the concept of successfully developing and sustaining sustainability‑related academic programs in Grand Rapids (MI) are examined within a broad and holistic context encompassing educational, programmatic, socioeconomic, organizational, and leadership dimensions.  While further research is warranted, predictably, all elements performed well and added value to the conceptual framework of developing and sustaining sustainability-related academic programming with potential lessons applicable to the programmatic approaches to education domestically and abroad.