The sustainability integration framework: a new model for embedding sustainability in UK universities

Ransome, Emma (2025) The sustainability integration framework: a new model for embedding sustainability in UK universities. International Journal of Sustainability in Higher Education. pp. 1-38. ISSN 1467-6370

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Abstract

Purpose

Over the past two decades there has been an increased focus on sustainability within higher education institutions (HEIs), a trend which continues to gain increasing momentum, yet integration remains inconsistent. To drive meaningful change, HEIs require a transformative shift from entrenched paradigms underpinning unsustainable societal patterns (Berzonsku and Moser, 2017) to accelerate fundamental changes to structures, mindsets and beliefs (O’Brien, 2012; O’Brien and Sygna, 2013). This paper aims to introduce the sustainability integration framework (SIF), a model that categorises HEIs according to their sustainability initiatives to provide a roadmap to advance sustainability practices across all areas of the institution.

Design/methodology/approach

This research uses a unique methodological approach, amalgamating three conceptual analysis frameworks (Chin and Kramer, 1983; Haase et al., 2000; Rodgers, 1989) to analyse sustainability policies, institutional practices and stakeholder perspectives from eight UK universities. Combining this with critical discourse analysis (Fairclough, 1995) and case study examples, this paper explores barriers to sustainability and the factors that facilitate transformative commitment.

Findings

The SIF builds upon the work of Sterling (2004) and identifies five institutional approaches to sustainability: isolated, supplementary, embedded, integrated and transformative. Many universities are operating within the supplementary or embedded stages, often demonstrating what we refer to as “greenpartitoning”, with fragmented or tokenistic efforts. Key barriers relate to conceptual variations, academic inertia, policy ambiguity and institutional constraints, whilst key indicators of those transgressing towards the transformative stage include strategic governance, transdisciplinary collaboration and student engagement.

Practical implications

The SIF provides a practical tool that enables HEIs to assess their current level of sustainability integration and facilitate them in devising targeted initiatives to generate cultural change to support transformative, university-wide change

Originality/value

Through the creation of a unique theoretical and methodological framework specifically developed for this research, the thesis contributes to knowledge in several ways: contemporary underpinning research design; identification of key discourses; clear evidence of implementation gaps; and the concept of “greenpartitoning”.

Item Type:	Article
Identification Number:	10.1108/IJSHE-07-2025-0628
Dates:	Date Event 20 November 2025 Published Online 4 October 2025 Accepted
Uncontrolled Keywords:	Sustainability integration framework, Higher education institutions, Education for sustainable development, Conceptual analysis, Critical discourse analysis, Transformative change, Institutional policy, Stakeholder perspectives, SDGs, Transdisciplinary collaboration, Cultural change, Strategic governance
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Law and Social Sciences > Education
Depositing User:	Gemma Tonks
Date Deposited:	11 Feb 2026 09:10
Last Modified:	11 Feb 2026 09:10
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16855

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