| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 68.11 |
| Liaison | Léah Aelion |
| Submission Date | Feb. 10, 2021 |
HEC Montréal
EN-6: Assessing Sustainability Culture
| Status | Score | Responsible Party |
|---|---|---|
|
0.50 / 1.00 |
Jean-Michel
Champagne Sustainable Development Officer Infrastructure - Sustainability Office |
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Does the institution conduct an assessment of sustainability culture?:
Yes
Which of the following best describes the cultural assessment? The assessment is administered to::
The entire campus community (students and employees) directly or by representative sample
Which of the following best describes the structure of the cultural assessment? The assessment is administered::
Without a follow-up assessment of the same cohort or representative samples of the same population
A brief description of how and when the cultural assessment(s) were developed and/or adopted:
In November 2020, a survey was sent to every student to evaluate their perspective, expectation and understanding of the role of sustainability in higher education programs. This survey was simultaneously conducted at Université de Montréal and École Polytechnique, to create a wider, more comprehensive analysis of the student’s culture across our wider campus.
A copy or sample of the questions related to sustainability culture:
A sample of the questions related to sustainability culture or the website URL where the assessment tool is available:
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A brief description of how representative samples were reached (if applicable) and how the cultural assessment is administered:
The survey was distributed to every active students through various form, including a direct email from the Student service office and a social media campaign in collaboration with student associations. Students were required to indicate their programs, allowing to verify if sufficient answer were collected for each program and avoid false positive.
A brief summary of results from the cultural assessment:
HEC's 2020 survey was covering many aspects of our student's SD culture, and their interest on topics including cities, climate change, pollution, circular economy, social justice, etc.
While these sections allowed us to evaluate the interest of students on some social dilemma, one section focused on the student expectation regarding SD in higher education. Only 10% of the students said they considered having enough knowledge regarding sustainability challenges facing our society, more than 90% affirmed this knowledge will be important for their career, but only 21% found that these topics are sufficiently covered in their programs, outside those specialized in sustainability. Such results are significant and show us that despite all our efforts to integrate SD mandatory courses in all programs, more efforts are still required.
While these sections allowed us to evaluate the interest of students on some social dilemma, one section focused on the student expectation regarding SD in higher education. Only 10% of the students said they considered having enough knowledge regarding sustainability challenges facing our society, more than 90% affirmed this knowledge will be important for their career, but only 21% found that these topics are sufficiently covered in their programs, outside those specialized in sustainability. Such results are significant and show us that despite all our efforts to integrate SD mandatory courses in all programs, more efforts are still required.
Optional Fields
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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