2025/01/05 by Kent A. Williams, Alexander E. Davis, Rohan Choudhary +5 · 1 voice
Social Sciences · Decision Sciences · #Sustainability in Higher Education #Interdisciplinary Research and Collaboration #Higher Education Governance and Development
paper · doi:10.1016/j.clpl.2024.100091
openalex publication_date 2025/01/05 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/07
This study examines the impact of the Thriving Futures 2023 event, which engaged the Dalhousie University (DAL) community located in Halifax, Nova Scotia, Canada, and residents from the broader Halifax area in exploring inclusive sustainable development pathways. Employing a mixed methods approach that included surveys, video interviews, and expressive arts, the research captures diverse perspectives from students, staff, faculty, and community members. Rooted in a transdisciplinary framework, the event wove together the 17 Rooms methodology with Indigenous and local knowledge systems. Through deep dialogues and collaborative activities focused on the Sustainable Development Goals (SDGs), the event cultivated meaningful engagement. Key findings reveal a strong enthusiasm and readiness within the academic community to advance sustainability efforts, alongside challenges such as limited structural incentives and insufficient university leadership support. This study underscores the critical role of inter- and transdisciplinary collaboration, inclusive leadership, and the integration of sustainability principles into university curricula and operations. By reflecting on the outcomes of Thriving Futures (2023), the research offers actionable strategies for embedding sustainable practices in higher education and contributes to the broader discourse on applying the SDGs in academic contexts.