World Applied Programming, Vol (3), Issue (8), August 2013.

367-374
ISSN: 2222-2510
2013 WAP journal. www.tijournals.com

Identifying Dimensions and Components of a Sustainable

University at Islamic Azad University
Parivash Jafari

Nader G. Ghourchian

Mehdi Sadeghi *

Department of Higher Education

Management, Science and Research
Branch, Islamic Azad
University(IAU), Tehran, Iran.

Department of Higher Education

Management, Science and Research
Branch, Islamic Azad
University(IAU), Tehran, Iran.

Department of Higher Education

Management, Science and Research
Branch, Islamic Azad
University(IAU), Tehran, Iran.
mehdisadeqi@yahoo.com

Abstract: By passing more than a decade of 21 century, the world experiences complicated and difficult
problems and challenges about development and a way of life. Challenges evolve from values of unsustainable
societies. These challenges link together and to remove them needs stronger political commitment and more
effective actions. If developed humans are known as a heart of development, then higher education of societies
has a great responsibility to increase awareness, knowledge, skills and required values to create sustainability in
present and future. The university is an output organization for the society since it has training cycle of human
forces. In fact, the university is a living learning organization that can be a model of sustainable development
for other non- academic institutions and organizations. The purpose of present study has been to identify and
determine components that related to the sustainable university at Islamic Azad University. The study has
attempted to practically apply theories and models of the sustainable development and the sustainable university
in higher education system generally and in Islamic Azad University particularly, and also to provide applicable
results. It is an applied research. Data collection has been based on descriptive-analytic ones and to determine
components, first international and national related literature, as well as the 5th Plan, Islamic Azad University
Visionary Document have been studied and some components were extracted then views of the development and
higher education experts were asked. This has been done at three levels by using Delphi technique and eventually
finalized. Components are: an ideal perspective, structure and participation, training sustainability, investigating
sustainability, resource management, food products and recycling, green reconstruction, transportation,
information systems, students participation, academic freedom, clear rights, standards; and accountability.
Keywords: sustainable development, sustainable university, components of a sustainable university, Islamic
Azad University
INTRODUCTION
The world continues to face various critical challenges such as: human-induced climate change, the rapid depletion of
natural resources, the frequency of natural disasters, the spread of (old and new) infectious diseases, the loss of
biodiversity, the violation of human rights, increased poverty, the dependency of our economic systems on continuous
growth in consumerism and so forth [1].
Increasing pressures of human population, exploitation, pollution, and climate change have already pushed some
ecosystems over critical thresholds. Other ecosystems are edging closer to thresholds beyond which a return to stable
conditions could be difficultif not impossible [2].
Much work remains to be done to understand and find ways to reduce and mitigate the effects of harmful substances and
hazardous waste on human health and the environment. There are increasing concerns about exposure and, above all, the
exposure of children to harmful substances. The effects of increasing atmospheric greenhouse gas concentrations on
Earth Systems are better understood due to the attention being given to their regional impacts, as well as to international
monitoring results. Of particular concern are the implications of melting ice for sea-level rise, the significance of ocean
acidification for marine ecosystems, and the risks to global agriculture and water supply posed by the expanding tropical
belt [2].
The search for a new environmentalism was initiated after the United Nations conference on the human environment in
Stockholm in 1972. That conference represents a significant landmark of national and international recognition of

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environmental problems [3]. The fundamental division that surfaced during the conferences discussions was between
those who adopted anthropocentric ecological perspectives and non-anthropocentric (ecocentric) perspectives. The
anthropocentric perspective, described as the technocentric mode [4], denies the non-human world any value and views
the world as a collection of resources for human exploitation. Contrary to this view, ecocentrism argues for low impact
technology and demands a code of behavior, seeking performance and stability based on ecological principles of
diversity and homeostasis [5].
The concept of sustainable development is not new. Literature on the subject suggests that it may have served as a
challenge to early societies like the ancient Sumerian, Mayan and Mediterranean civilizations [6].
The term sustainability (or, more precisely, sustainable development) received a large boost and a widely accepted, yet
broad definition from The World Commission on Environment and Development (the Brundtland Commission) in 1987
(p. 8): to meet the needs of the present without compromising the ability of future generations to meet their own
needs. This definition which became further entrenched at the 1992 Rio Earth Summit provides the baseline for
most discussions of sustainability [7].
Universities as an academic, education and research reference legitimizes sustainable development process in local,
national and international society. If developed human beings are known the heart of sustainable development, the
university can provide a generator of awareness, knowledge and skills for humans according to various levels of
education (junior college diploma, B.A, M.A, and Ph.D.) which result in equipping graduates with wisdom, and
environmental literacy, visionary literacy, sanitary, ecological as well as information communication technology literacy.
Therefore, the university can be applied as a development model in a larger society in a modern paradigm [8].
A sustainable university is defined by the Velazquez et al. (2005) [9], as:
"A higher educational institution, in its entirety or part, that addresses, involved and introduce, on a regional or a global
level, minimize of negative environment, economy, social, and health effects generated in their resource utilization in
order to complete to its functions teaching, research, outreach and partnership, and inside supervision ways to help
society make the transfer for sustainable lifestyle. A variety of models and frameworks were created to identify priority
areas in sustainable development and ways to achieve progress by identifying economic, social and environmental goals.
These three elements compose the three pillars of sustainable development, also identified at the Rio Earth Summit, as a
means to clarify the definition of sustainable development and its application. Each one of the three pillars carries similar
importance in creating and maintaining stability and balance. People, the planet and profits are all inextricably linked and
interdependent, and must therefore be synchronized accordingly [10].
The study has tried to apply international experience and strengths and weakness of existing frameworks identified key
components to do academics actions in all 3 main areas of academic functions.
THE RESEARCH QUESTION
What are components of a sustainable university at Islamic Azad University?
The study has been a quality one and by Delphi technique has been done. To determine components, first the related
international and national literature as well as the 5th Plan and the Visionary Document of Islamic Azad University have
been studied to choose some components and then views of the development and higher education experts have been
asked for appropriateness of extracted components. This has been done at three levels through Delphi technique; as a
result components have been finalized and approved elements by experts as the sustainable university components by
applying content analysis, coding and SPSS software analysis. Studied population was experts and sampling was
purposed sampling [11]. The reason of using the kind of sampling is the research purpose has been collecting
information from particular people, groups who were experts of this area [12]. 30 people were identified as Delphi panel
members. These people were faculty members and research and higher education institutes. However, controlling Delphi
validity and reliability is apparently difficult if Delphi panel members were representatives of considered knowledge
areas, Delphi validity and reliability would be ensured [11]. In Delphi technique, questionnaire validity was determined
regarding face and format of items by studying some experts and necessary revisions were made. This was done by 5
experts of higher education in this study. Reliability of questionnaires of the method generally was measured through
repeating the research by others. In another word by passing time it was determined how items reliable and clear items
were got opinion of various people. A kind of triangulation would be set that ensured reliability of items per se, and
undesirable items have been omitted at first and second level.

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RESEARCH RESULTS
The question was what are related components of a sustainable university at Islamic Azad University?
This part of the study has been done according to the main purpose of applying Delphi technique that was consensus of
experts [11]. At the first level of Delphi of the study, some components were offered to experts and asked them to
consider the components and gave their revision opinions and suggested new components. Data collection has been done
up to theoretical saturation. For this purpose the following components were mentioned: 1. Mission and management.2.
Association .3. Participation .4. Training and curriculum (formal and informal).5. Investigation.6. Energy management,
and 7. Food products and recycling. 8. Building and green provisions.9. Students life and participation.10.
Transportation to give experts opinion in suggested components and say their revision points and suggestion. After
collecting responses, data analysis was started by using content analysis and coding mentioned components (10 ones).
They revised to 9 components including: 1. An ideal perspective, missions, and sustainable policies at the university. 2.
Structure, association, and participation of stakeholder groups align with sustainability at the university. 3. Training to
achieve sustainability. 4. Investigating to meet sustainability.5. Resource management.6. Food products and recycling. 7.
Reconstruction and green construction. 8. Students life and participation and 5 new components were added to the
components including: 1. Standards. 2. Information management systems of the sustainable development at universities.
3. Academic freedom, qualified appointment and promotion. 4. Clear rights and responsibilities. 5. Accountability.
According to the consensus of the development and higher education experts, components of a sustainable university at
Islamic Azad University included 14 main components and 75 subcomponents.
The first main component is an ideal perspective, missions, and sustainable policies of the university which conformed to
declared components in models of Weenen (2000) [13], Roorda (2001) [14], Velaquez et.al (2006) [9], Calder and Smith
(2009) [15], University Leaders for a Sustainable Future (2011) [16], Fonseca (2011) [17], the extent of the development
and higher education experts agreement on subcomponents has been 100 per cent. Obviously the component is one of the
major components of a sustainable university not only in Iran but in the world. Theoretically, strategic movement toward
sustainability starts when some or most people of university have a dream that members of the institute may behave
according to the sustainable development. This means all resources are utilized in a sustainable way. At this level, the
university should mention its definition and concept of what is called a sustainable university. An ideal future which has
been shaped in minds of people should be a foundation of formulating the mission. As an important issue, a visionary
mission statement should reflect visionary inspirations and motivations. However, a mission statement should be more
realistic than a visionary statement and answer 3 key questions of whom, what and why. Mission creates a base of future
actions and philosophies that provide those activities.
The second main component is a structure, organization and participation of stakeholders aligned with sustainability of
the university that conformed to models of Velaquez et.al (2006) [9], Siemer et.al (2006) [18], Clader and Smith (2009)
[15], University Leaders for Sustainable Future (2011) [16], Fonseca (2011) [17]. Regarding to the subcomponents, the
extent of agreement of higher education experts on establishing an office or a sustainable development center was 83 per
cent; establishing students association for the sustainable development was 80 per cent; building consulting committee
was 76 per cent, establishing a sustainable office at university facilitates doing formulated tasks of comprehensive
policies; general and specific goals. An office or a center at university is considered as a main decision maker. The office
or center will help authorities through dissemination and receiving information, coordinating with and preventing from
activities interference, receiving financial resources and ensuring effective implementation of policies. In desirable form,
a consulting committee and associations should be constituted of all key players of an academic society like students,
teachers, staff, delegations, managers and if it is possible some trusted members of a society outside university.
Training for achieving sustainability is the third main component of a sustainable university that is one of the most
important components of such university that its subcomponents are: 90 per cent agreement on formal curricula, 93 per
cent on directing interdisciplinary orientations, 83 per cent on conducting conferences and seminars, 83 per cent on
teaching to a society beyond the university, 90 per cent on evaluating quality of courses, 96 per cent on evaluating
literacy of sustainability, 80 per cent on teaching to new entrances, 86 per cent on providing education for job
opportunities accordingly, that conformed to models of Roorda (2001) [14], Shriberg (2002b) [19], Velaquez et.al (2006)
[9], Calder and Smith (2009) [15], University Leaders for Sustainable Future (2011) [16]. To ensure that students
achieve literacy of sustainability, institutes require to provide opportunities for graduates or offer main courses that focus
on sustainability. The obligation can be in a kind of course class which is mandatory for students or be a list of courses
that focus on sustainability and students can choose among offered courses. To help faculty members to embed
sustainability topic in their teaching, institutions should offer sustainable development training workshops based on
successful projects of homogenous (colleague-colleague) instruction.

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Investigation to achieve sustainability is another component that obtained agreement of development and higher
education experts accordingly; 83 per cent agreement on independent academic researches, 80 per cent on relationship of
the university with the society and industry, and 70 per cent on special financial support to do sustainability researches.
The components conformed to that mentioned in models of Velazquez et.al (2006) [9], Siemer et.al (2006) [18], Calder
and Smith (2009) [15], University Leaders for Sustainable Future (2011) [16]. To help vast needs of research to advance
sustainability and invest on increasing of demands for researches related to sustainability, institutions should increase
their support from existing research centers and organizations that associate with sustainability and consider establishing
new centers. By offering study opportunities related to sustainability to students, institutions can prepare students for
new emerging occupations like a sustainable business, a sustainable design, a sustainable engineering, a sustainable
agriculture.
Resource management as a main component conformed to the claimed components in models of Calder and Smith
(2009) [15], Velazquez et al. (2006[9]), Fonseca (2011) [17], the World Bank and UNESCO (2012) [20]. Percentage of
agreement on its subcomponents according to the development and higher education experts has been as follows: 77 per
cent on clear rules, 70 per cent on financial sustainability, 73 per cent on prioritizing purchasing, 73 per cent on virtual
education, 73 per cent on measuring the extent of greenhouse gas dissemination, 70 per cent on signing conventions, 77
per cent on technologies based on efficient consumption of energy, 80 per cent on low-consumption of equipment, 70 per
cent on encouraging members to use energy correctly, 73 per cent on buying electricity from renewal resources, 73 per
cent on new energy, 70 per cent on investment on technologies of new energies. Resource management aims to
formulate clear financial rules and reduce wasting of purchased materials, applied instructional sources, preserving and
decreasing waste energy by higher education institutions.
Another effective component of sustainability at university is purchased food production and recycling of consumed
stuff. The component conformed to the mentioned components in models of Velazquez et.al (2006) [9], Fonseca (2011)
[17], and the extent of agreement on its subcomponents according to the development and higher education experts has
been as follows: 70 per cent on purchasing food products from a local producer and farmer, 80 per cent on searching
geographical locations, 83 per cent on including organic food products, 87 per cent on easily access on organic products,
77 per cent on supporting from organic products production, 90 per cent on including herbal food products in the plan,
80 per cent on reducing waste of canteen, 80 per cent on eliminating use of foam products, 83 per cent on applying
reusable dishes, 70 per cent on applying compost plan, 70 per cent on compost garbage of the area, 70 per cent on
recycling plan management, 77 per cent on providing a location for recycling, 70 per cent on encouraging faculty
members, staff, and students to recycle office stuff.
Reconstruction and green construction is another effective component for having a sustainable university that is possible
through the university commitment to observe present and future criteria of construction to gain certifications that related
to a green building at university and apply equipment that lead to economical consumption. Subcomponents of the
component of a sustainable university according to agreement of the development and higher education experts were as
follows: 70 per cent on commitment to adopting and implementing green building criteria, 73 per cent on receiving a
certification from a green building council, 67 per cent on obligation of receiving a certification for all new buildings, 67
per cent on using various resistant materials, the mentioned components conformed to component in models of Velaquez
et.al (2006) [9], Fonseca (2011) [17] that represent a sustainable university model of Canadian universities.
Students life and participation conformed to declared component in models of Roorda (2001) [14], Calder and Smith
(2009) [15], University Leaders for Sustainable Future (2011) [16], according to the development and higher education
experts the extent of agreement on subcomponents has been as follows: 70 per cent on students participation to offer
social service, 73 per cent on supporting from plans that cause to promote and change students behavior in a campus, 70
per cent on conducting competitions in different areas of the social development. The sustainable development can shape
an integrate part of campus culture through new various plans. Institutions can provide sustainable life programs of
students- students; organize sustainable competitions in dormitories, support from activities related to campus climate
that result in developing traits such as an active citizenship and leadership among students. In turn students should try to
preserve energy sources and water supplies, reduce their daily garbage, and participate on a sustainable development
campaign. Students should also support the institutions from implementing a sustainable process through increasing their
financial support to administer the sustainable process. Finally, students should ask principals of the campus to be
accountable for meeting sustainable commitment of their campus.

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Transportation is another component related to a sustainable university. The component conformed to the mentioned
components in models of Velaquez et.al (2006) [9], Siemer et.al (2006) [18], Fonseca (2011) [17] that represent a
sustainable university model at Canadian universities. The development and higher education experts agreement on the
following components were as follows: 73 per cent on using university car services, 70 per cent on encouraging to use a
bicycle, 70 per cent on planning and implementation of friendship pedestrians and/ or a bicycle track, 80 per cent on
adopting parking policies, 70 per cent on providing transportation to access public transportation, 73 per cent on using
incentives for university members. The component consider to using substitution vehicles and public transportation to
reduce fossil fuel and balancing in environment cycle.
Standards are another important component in recent years that has been also mentioned by the World Bank and
UNESCO (2012) [20]. They are criteria and clear and known benchmarks that apply to assess and inform policies,
regulations, education systems performance. Two subcomponents related to the component agreed on them included
clear and known touchstones to assess and inform policies, regulations, and performance of the system which obtained
73 per cent agreement, and a regular internal and external evaluation based on agreed criteria as well as offering a report
to stakeholders that is known as a quality criterion of university obtained 83 per cent of agreement.
Management information systems of the sustainable development at university are the other effective component of a
sustainable university. There was agreement on subcomponents of the component according to the development and
higher education experts as follows: 70 per cent on existence of adequate data for performance, 73 per cent on existence
of clear definitions for outputs, 73 per cent on utilizing information technology to collect and analyze data that conform
to mentioned components by the World Bank and UNESCO (2012) [20], Lewis and Pettersson (2009) [21]. Having clear
definitions from outputs and results from correct data about performance and results that collected periodically means if
certain standards are not observed it is applied some punishment.
Academic freedom, appointment and qualified promotion are another effective component of a sustainable university
that conformed to claimed components by the World Bank and UNESCO (2012) [20]. There was agreement on
subcomponents of the mentioned components as follows according to the development and higher education experts: 70
per cent on possibility for faculty members to define their study domain and follow up the truth as they think, 77 per cent
on no racism and ethnocentrism, 78 per cent on having job security for faculty members, 77 per cent on promoting
members according to academic performance, 80 per cent on using homogenous experts, 87 per cent on having clear
benchmarks. Academic freedom makes formal academias right to define their study domain and follow up the truth so
as they think. Academic freedom plays a significant role in increasing quality of the institution and simultaneously the
system as a whole. Higher education can do its tasks properly when faculty members, principals, and students are
appointed and promoted according to vast definition of competency.
Another component of sustainable higher education is rights and clear responsibilities that conformed to mentioned
components by the World Bank and UNESCO (2012) [20]. There was agreement on its subcomponents including 77 per
cent on having a charter and guidebook in the institutions for administration rules, 70 per cent on having a faculty
members guidebook involves rights and responsibilities clearly, 73 per cent on having a guidebook for students. It is
essential to administer well that there is adoption between rights and responsibilities of every elements of the higher
education system. Externally, it should be clearly mentioned roles of education ministry, and higher education
institutions in a form of national policies documents and laws. Internally, faculty members, students, and principals as
well as external supervisors and others should have clear understanding from their rights and responsibilities. It is
important that roles are obvious through clear rules and charters of institutions that designed as social contracts.
Accountability is another component that higher education institutions, public or private, should be accountable to their
supports. Accountability does not refer to unrestricted interference. However, it implies the necessity of regular review
of actions, success, and failure clearly. All interactions should be done according to agreed rights and responsibilities.
The component conformed to claimed components by the World Bank and UNESCO (2012) [20] and 70 per cent of the
development and higher education experts argue that it is necessary to have an accountability mechanism related to
processes and results and also punish when given results and outputs have not achieved.
DISCUSSION AND CONCLUSION
Sustainable development is one of the major challenges of 21st century. Development aim is to improve human life and
promote its quality regarding to accepted values and ideals in many countries. There is no factor that can be considered
as important as a human factor. Humans are both a factor and an aim of development. Undoubtedly, the role of human

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factor will be promoted by knowledge and technology development. Higher education centers as growth centers
(incubators) of every country try to train future leaders and also they are role models for research and innovation and
offering different methods. Higher education institutions have a great effect on environmental, economic, and social
systems. Graduates are responsible for present and potential destruction in various ways; however, they are equally able
to transform these systems to a sustainable system. There is no longer valid the assumption that traditional universities
can fulfill increasing and changing needs of the present world. Therefore, many of higher education institutions around
the world start difficult but vital changes to vary their position from an unsustainable position to an academic system that
help people to solve global issues.
In Iran higher education with more than 70 decades of formal experience encounter different challenges, however, it has
tried as a center of training expert human forces and a source of expanding new ideas in the society. Higher education
development in recent years, 20-year Visionary Document, 4th and 5th Plan, also comprehensive academic map of Iran
have referred to decisive will of the country to develop nationally based on wisdom. Reports of nation commission of
UNESCO manifested that to achieve development goals it is essential to do researches and embed development concepts
in education and higher education organizations. Therefore, it is expected from academic authorities to play their
historical role. Components of a sustainable university at Islamic Azad University can be shown as the following figure
and table.

Figure 1. Components of a sustainable university at Islamic Azad University

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Table 1. Components of a sustainable university at Islamic Azad University and its agreement with global components
A sustainable University

Agreement of components with global components

Ideal ideas, mission and sustainable

policy in university

Weenen .(2000), Roorda. (2001), Velazquez et al. (2005),

Calder& Smith.(2009), ULSF.(2011), Fonseca et al. (2011)

Organization structure and stakeholder

corporation for sustainable university

Velazquez et al. (2005), Siemer et al. (2006),

Calder&Smith.(2009),ULSF.(2011), Fonseca et al. (2011)

Education for having sustainability

Roorda. (2001), Shriberg, M. (2002b), Velazquez et al. (2005),

Calder& Smith.(2009), ULSF.(2011)

Research for having sustainability

Velazquez et al. (2005), Siemer et al. (2006),

Calder&Smith.(2009),ULSF.(2011)

Sources management

Velazquez et al.(2005), Fonseca et al. (2011)

Calder&Smith.(2009),ULSF.(2011), The Task Force on Higher
Education and Society(2012)

Food products and recycling

Velazquez et al.(2005), Fonseca et al. (2011)

Reconstruction and green construction

Velazquez et al.(2005), Fonseca et al. (2011)

Student Life and partnership

Roorda. (2001), Calder& Smith.(2009), ULSF.(2011)

Transportation

Velazquez et al. (2005), Siemer et al. (2006), Fonseca et al.

(2011)

Standards

The Task Force on Higher Education and Society(2012)

Management information system sustainable development in

universities

The Task Force on Higher Education and Society(2012),

Lewis,M& Pettersson,G.(2009)

Academic freedom and faculty appointment and Promotion

decisions

The Task Force on Higher Education and Society(2012)

Clear rights and responsibilities

The Task Force on Higher Education and Society(2012)

Accountability

The Task Force on Higher Education and Society(2012)

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