Prof. Dr. Christian Schrader
Vice President, University of Applied Sciences, Fulda, Germany
Speech, held at the 6th World Environmental Education Congress in Brisbane,
Australia, 21st July 2011
Descriptors: environmental sustainability Germany university Umwelt Nachhaltigkeit
Deutschland Universität Hochschule
Gaps between environmental Research, Education and Policy at German
Universities
Germans have to live with some prejudices: They build good cars, but they take everything too serious. And Germans are famous about their fear of environmental disaster (German Angst). Germany is one of the heartlands of industrialization with all effects to the environment. In the 1970s and 1980s a strong environmental movement came up. For some years the Germans felt like being world champions of environmental protection.
All of this influenced the educational system of Germany. Since the 1980s a new generation grew up, which soaked environmental protection with mother’s milk – and who think about how much PCB might be in it. This generation has arrived at the places of higher education. In 1999 a guide to academic environmental teaching listed 501 environmental related study possibilities.
i
Here, a bit tired of all the environmental fears, the environmental generation was confronted with a change of the leading discourse. With the Rio Conference on Environment and Development 1992 ii the idea of sustainable development came up, iii followed by concerns about climate change and global warming. It changed the conservation focus to a more development- and competency-oriented focus at the academic level.
iv
Chapter 36 of the Rio Agenda 21 set out broad proposals for promoting education, public awareness and training. Although higher education is far from being in the center of the deliberations, v chapter 36 shows the will to see education as a key element for sustainable development. In the follow-up process numerous international and European commitments vi culminated in a UN Decision of 2002 to have an international decade of education for sustainable development from 2005 to 2014.
vii
Because of its economic and academic capabilities, Germany has the potential and a responsibility to education for sustainable development.
viii In 2009 the Federal

Ministry of Education and Research submitted a report about education for sustainable development ix and listed its efforts for research in this field.
x However, the competence for university policy lies with the federal states (Länder). Only two of the sixteen federal states did introduce sustainability in the task-lists of their higher education acts xi and they did not provide their universities with financial programs towards sustainability. So the German discourse about universities and sustainability was not led top down by the education governments.
It was led by declarations of frontrunner universities.
xii Some of them came together in different networks, for example after signing the Copernicus Charta of the
Confederation of European Union Rectors’ Conferences.
xiii In 2011 a network of nine student sustainability initiatives published a paper of postulations “For a university landscape in sustainable development”.
xiv Finally, in 2010 the German Rector´s
Conference issued together with the German UNESCO Committee a paper
“Universities for sustainable development”.
xv
From a legal view, all of these papers are political declarations, not a binding obligation. They offer proposals, not more. This open character might hit the right point. Sustainability can´t be commanded.
xvi The concept of sustainable development is not a single or a static approach. It describes a change process of social, economic and ecologic systems with great interdependencies and complexity. This challenge relates to the role of universities as important institutions to improve the knowledge of today´s urgent problems. The research capacity is important to generate new knowledge about understanding the problem and formulating ways to solutions. The teaching in the tertiary sector must play a leading role for an enhanced consciousness and to enable students to recognise and promote responsible solutions.
Universities can be role models for practical examples of sustainable development on the local and regional level.
xvii German universities have a high degree of freedom on how to organize themselves. They can commit themselves to sustainability, if they have the capacity to do so.
However, in the last decades the German system of higher education had to face three major developments:
1. The number and the structure of the universities evolved: We have currently
105 classical, public universities. Additionally, 211 Universities of Applied
Sciences came up.
xviii And, in the last ten years, a sector of 92 private-run universities grew up. Apart from the universities, some huge research organisations exist.
2. The higher education policy changed the inner constitution of the universities to enhance their ability to compete with other universities. Based on the management of a private company, the role and the power of the presidencies were strengthened. Universities were asked to find specific profiles, laid down in mission statements to lead the further development of research fields or teaching programs.

3. All German universities had to reinvent themselves within the Bolognaprocess. In 1999 the European science ministers signed in Bologna, Italy, a declaration to form a European Higher Education Area until 2010. The goals are to organize higher education systems in European countries in such a way that it is easy to move from one country to the other; to foster the employability of graduates and to increase the attractiveness of European higher education.
As a result, the traditional German degrees had to change to a bachelor/master-dualism and the curricula had to change from the accumulation of knowledge to the output-orientated acquirement of competences.
Driven by these political programs the universities were more than busy to reorganize their inner constitution, their teaching programs and their role in a new environment dominated by competition. The influence of education for sustainable development is visible, but, up to now, it is marginal and remained relatively small.
Within this framework there are some facts indicating success in research, in teaching programs and in the administration of higher education in Germany.
I. Research
Public and commercial expenses for research and development rose in 2009 to 66,7 billion euros (2,78 percent of the GDP).
xix However, only 17 percent of the expenses for research and development go to the universities. Research often happens in other institutions besides the universities.
67 percent of the overall expenses were spent in research departments of the industry.
xx This means that two third of the research expenses are done in commercial interests which are usually profit and technology orientated and not in the long term and public use of sustainable development. Even public funding often follows this imperative of immediate use in a certain technology: In the German state
Hessia the target agreements (Zielvereinbarungen) for university funding until 2015 had under the chapter sustainability only the subchapters support of electromobility and a regional centre of mobility.
Due to the competition policy the universities are more and more dependent on thirdparty expenses. Research with the money and in the interest of a third party gets often a striking role for the existence of university institutes. Third parties often tend to privatize the research benefit for themselves. Confidential clauses dominate this sector instead of migrating of the findings to teaching or to the public.
Within the public expenses, the environmental research receives 3,4 % (OECDstates: 2,3%). In 2004, the Federal Ministry of Education and Research launched a framework program of research for sustainable development (FONA).
xxi It aims at research and dissemination of innovations in certain fields of action like Industry and commerce, regions, use of resources or strategies for actions in society. For research

on sustainability new methodological approaches are necessary, away from specialized units, towards trans- or interdisciplinary institutions. These structures are growing.
xxii More than 100 research institutions exist at universities; some have founded specific SD-research centers.
xxiii But it still prevails research in specialized units.
xxiv Research into sustainability is still far away from becoming the scientific mainstream.
xxv
In a recent inventory of the German science system Schneidewind resumes that a patchwork shows the picture of research in sustainable development in Germany.
xxvi
II. Teaching programs
By numbers the German higher education shows impressive actions.
In 2005 the German Commission for UNESCO defined a national Plan of Action embedding the idea of sustainable development in all areas of education.
xxvii In 2009, the "World Conference on Education for Sustainable Development
– Moving into the
Second Half of the UN Decade" was held in Bonn, Germany, and gave new impulses within its declaration.
xxviii Nearly 800 official German projects of the UN Decade came up.
xxix
More than 300 academic programs came into existence in the context of environment or sustainable development.
xxx 14 % are courses with relations to themes of sustainnable development, 54 percent of them are teaching programs that focus on sustainability. In more than 30 percent the whole academic program is dedicated to sustainability. Sorted by disciplines, most of the programs (47 percent) are in engineering sciences.
xxxi In the last years networks between some universities came up, for example to exchange concepts xxxii or to run common e-learning courses.
xxxiii
In the last decades programs came up that were specialized on environmental aspects. Environmental engineering, environmental economics or environmental communication, were designed under the rational approach of modern sciences: To select one highly specialized aspect for deeper research and for teaching in this narrow field. As a result there are specialized scientists, engineers and other academics, but not necessarily environmentalists. Some academics realize the links to environmental affairs, but not to sustainable development.
Teaching sustainable development leads away from the scientific direction of specialization and separation into scientific disciplines. The already complex structure of environmental science is too simple when compared to the newer approaches of sustainable development or climate protection. Within sustainable development we have to think about environmental justice between developed and developing states and we have economic and social pillars beside the ecologic pillar.
As a result of this complexity the leading goal can´t be to disseminate knowledge to the students. Learning sustainable development demands new designs of academic

teaching. Sustainable development is a process of understanding global correlations und to find ways for a sustainable design of the future. Key elements of this shaping competence for a design of the future (Gestaltungskompetenz) are: Anticipation, cooperation, interdisciplinary work, dealing with incomplete or very complex information, goal conflicts, participation, reflection about own and foreign backgrounds, selfdependent acting and empathy.
xxxiv Academic knowledge must join together with communicative competences to create participative decision-making and conflictsolving processes.
xxxv
The didactics at universities must be adequate to these competency goals. We know a lot of best practice examples, where students learn in interdisciplinary projects, on practical problems or with new media. Yet in reality a reading still prevails where the expert of a certain discipline recites abstract contents. In the reform of the curricula in the Bologna-process each professor aimed to find his specific course in an unchanged shape. An addition of individual interests led to hundreds of curricula where even basic elements of didactics in higher education were not regarded, without even exploring the didactics of sustainable development.
Most German universities do not work systematically on how to integrate sustainable development into their programs. The existing efforts play a marginal role, xxxvi they are small islands in the ocean of German academia.
xxxvii
III. Running of universities
The running of universities demonstrates internal working practices to the students.
Students do not only learn by attending the courses. The university is the place where young people, eager to learn and open to learn, live for some years. If they want to or not: the university will socialize them in the one or the other way. If universities see the importance of this non formal learning process and try to fill it consciously with elements of a sustainable university life, xxxviii then students will take a sustainable running of an institution as an option to their future working places and act in the same direction.
There are some possible levels to integrate the demands of sustainability in their practical operations in a comprehensive way:
The existing legal provisions on occupational safety, on work with hazardous chemicals, on sewage and waste management and so on mostly did not integrate the requirements of sustainable development. To perform with legal provisions is no sign for sustainability.
As a second level a university can commit itself to additional measures. Certainly, any university does this in some way. Some work on a healthy food in the cafeterias or dining halls, some want to reduce their CO
2
-emission, some use only recycling paper and so on. It is mainstream in German institutions to have one or more single measures of this kind.
xxxix At some universities greening-the-university initiative by

students exists.
xl But again, in the sum it gives no sustainability program. And there are no widely accepted indicators to compare universities among themselves.
xli
In a third level, a university might use a management tool. In the business world the use of the quality standard scheme of ISO 9000 is widely spread. Some specifications of ISO 9000 are more targeted to elements of sustainability, for example occupational safety management schemes xlii or environmental management systems xliii . Based on this, the European Union´s environmental management scheme EMAS xliv contains additional steps.
In the last few years, other institutions came up with sustainability management efforts. Most German business companies started to work with sustainability reports or made statements about corporate social responsibility (CSR). Corporate social responsibility is a concept whereby companies integrate social and environmental concerns in their business operations and in their interaction with their stakeholders on a voluntary basis. Through CSR, enterprises can help to reconcile economic, social and environmental ambitions beyond minimum legal requirements.
xlv Since
2010 CSR is underlined with an international standard in ISO 26 000:2010 Guidance for social responsibility.
A recent survey shows that out of 400 German universities 69 have approaches for occupational safety and for environment, but not for sustainability.
xlvi Only seven of the 400 German universities are registered by EMAS.
xlvii And only very few integrate formal management schemes beyond the sector of administrative processes. A deep mistrust and internal resistance exists against using a tool developed for businesses within a scientific institution.
xlviii
Another criteria for institutional sustainability is whether the mission statement of an institution contains the word sustainable development or elements of it. A 2010 study showed that 59 % of all universities xlix had published a mission statement. It criticized that most of these statements were meaningless and exchangeable. Only one fourth of them contained statements about sustainability or environmental protection.
l Within the group of private universities only 15 % (14 of the 92) are dedicated to sustainability, according to their mission statements and websites.
For most of the German universities sustainability is no a goal worth to mention.
IV. Conclusions
There is no lack of political declarations that sustainability is a part of higher education. But even the UN decade was not widely regarded in German universities.
A few universities used sustainable development as a leading element for their profile. The university of applied sciences in Eberswalde even changed its name into
University of Sustainable Development.
li But this is a single case. A “paradigmatic change is still missing” lii in Germany. Most universities do not have “a comprehensive

orientation towards the guideline of sustainability and the integration of the specified principles of research, teaching and services in Education for Sustainable
Development”, as recommended by the German Rectors’ Conference.
liii
Why is the outlook optimistic?
Networking seems to be the most sought method to spread the idea of sustainability to other universities. In Germany there is a network of universities of applied sciences and a Working Group Universities (AG Hochschulen) of the UN-Decade, liv in Europe we have the Copernicus Alliance.
lv The perspective of networking seems limited.
Some networks are below ten members, and always the same five leading universities appear in all activities. This shows that the most universities work internally and are not interested in active collaboration. It is doubtful whether the idea of organizing a benchmarking process lvi will find more acceptance. The businessorientated management systems did not find their way into the universities. If sustainability efforts remain voluntarily, it seems to be a better way to develop indicators that will help each university to compare and to find its way in its own efforts.
Perhaps it will help to go from non-binding to more committing approaches. In in the last few years German university laws filled the task lists of universities. How these tasks can be achieved is not regulated but falls within the autonomy of each university. It wouldn´t cost much to add a contribution to sustainable development to this list in more than two of sixteen German Länder. It might stimulate an innovative race on how sustainable development can be supported in and by higher education.
The Bologna-process is open for sustainability. The 2005 Bologna follow-up conference held in Bergen stated that “our contribution to achieving education for all should be based on the principle of sustainable development“.
lvii The Bologna process demands to find adequate descriptions of competencies, of interdisciplinary settings, of international cooperation and of integrating new media.
lviii If the Germans do not only formally change their curricula into Bologna-conform modules and grades they may discover that the most important knowledge, competences and values for future decision-makers are lying within the field of sustainable development.
Curricula development will follow the existing best-practice models to integrate interdisciplinary, international and practical aspects. To enhance this, the actual decision-makers within the universities have to be confronted with the need of sustainability. All future appointments should be made on the basis of whether the applicant has experience in interdisciplinary work and aspects of sustainability. It is only a few years ago that German universities required skills in English language because the internationalization became a major subject. Now sustainability must follow as a general requirement for all future appointments. The abilities of the existing staff may be developed to be specific continuing training and professional development.
In 2010, with the resolution of the German Rectors
’ Conference sustainability found the way into the discussion of this important institution. The German Rectors’

Conference is a voluntary association of public and state-recognised universities in
Germany. Its recommendations are widely regarded in the self-administration of
German universities. It is uncertain whether it will find more followers than the former non-binding declarations. Both priorities may change towards sustainability.
Sustainability may become a competitive advantage as far as the whole political system moves towards sustainability. Actually, the long environmental discussion and a catastrophe come together. Up to now German society looked only on formal growth of the GDP. But in 2010 an Enquete-Commission of the German parliament established to discuss the correlations of growth, GDP and welfare with a strong criticism of the current paradigm.
lix The catastrophe of Fukushima met in Germany an undecided discussion whether it is responsible to run nuclear power plants for energy supply. Suddenly the conservative government turned on the spot and an act was passed with great majority to end the use of nuclear energy until 2022. This brought a great impulse to think and to act towards an energy supply on the basis of renewable energies. We feel a broad willingness to discuss how Germany can find a responsible way to 2050. And if this economic and technologically strong country finds new answer s, it may lead Germany´s universities to a more sustainable way.

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i Haan (2009) 14. ii United Nations Conference on Environment and Development, Rio de Janeiro, 3-14 June 1992 (U.N.
General Assembly, A/CONF.151/26/Rev. l, Vol. l). iii iv
See for example Deutscher Bundestag (1998). vi
Adomssent/Michelsen (2006) 87. v The universities and other activities of higher education follow far behind under letter i) and j), see UN
Documents Cooperation Circles: Agenda 21 Chapter 36, www.un-documents.net/a21-36.htm (11.4.2011).
See Adomssent/Michelsen (2006) 87 f. vii See the overview of declarations on higher education and sustainable development at http://www2.leuphana.de/vcse/index.php?id=43 (11.6.2011). viii ix x
Adomssent/Michelsen (2006) 86.
BMBF (2009) 19.
BMBF (2010). xi § 4 para. 2 sent. 2 Berliner Hochschulgesetz v. 13.02.2003 i.d.F. v. 19.03.2009 (GVBl. Berlin 65.2009, 6,
S. 70 ff.); § 3 para. 1 sent. 4 Hamburgisches Hochschulgesetz v. 18.07.2001 i.d.F. v. 26.05.2009 (GVBl. I
Hamburg 2009, 23, S. 160). xii cf. e.g. the Lübeck Declaration “Universities and Sustainability” of the conference of the Northern
German Alliance to support the UN Decade of Education for Sustainable Development (BNE) 2005-2014 (NUN),
Lübeck, 23.-24. November 2005), www.fh-oow.de/oe//downloads/18/luebeckererklaerung.pdf as well as documents of the conference “Implementation of Sustainability at Universities” organized by
Hochschulinformationssystem Hannover (HIS) and TU Darmstadt at TU Darmstadt, 18-20 June 2008, http://www.his.de/publikation/seminar/Nachhaltigkeit_062008 (26.6.2011). xiii xiv
Charta text under: http://www.iisd.org/educate/declarat/coper.htm (12.7.2011) http://www.nachhaltige-hochschulen.de/index.php#forderungspapier (5.7.2011). xv German Rectors´ Conference (2010). xvi Some University Acts mention sustainability as one of numerous tasks of universities, but not regulating the exact way to achieve sustainability, see Art. 3 para. 1 sent. 4 Hamburgisches Hochschulgesetz v.
18.07.2001 i.d.F. v. 26.05.2009 (GVBl. I Hamburg 2009, 23, S. 160) and Art. 4 para. 2 Berliner Hochschulgesetz v.
13.02.2003 i.d.F. v. 19.03.2009 (GVBl. Berlin 65.2009, 6, S. 70 ff.). xvii BMBF (2004) 10. xviii http://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Navigation/Statistiken/BildungForsch ungKultur/Hochschulen/Hochschulen.psml (18.5.2011) xix Federal Ministry of Education and Research: Forschungsausgaben steigen auf 2,8 Prozent des BIP, http://www.bmbf.de/press/3013.php (11.6.2011).

xx Federal Staistical Office (Statistisches Bundesamt): Forschung und Entwicklung, http://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Content/Statistiken/BildungF orschungKultur/ForschungEntwicklung/Aktuell,templateId=renderPrint.psml (11.6.2011) xxi xxii xxiii xxiv
BMBF (2010).
Overview at Schneidewind (2009) 90 ff.
Adomssent (2010) 582. de Haan (2007) 13. xxv xxvi
Adomssent/Michelsen (2006) 93.
Schneidewind (2009) 83 ff. xxvii Deutsche Unesco Kommission: UN Decade Timeline, www.bneportal.de/coremedia/generator/unesco/en/03__Introducing_20ESD/02__UN_20Decade_20Timeline/Timeline.
html (11.4.2011) xxviii United Nations Educational, Scientific and Cultural Organization: Bonn declaration now available in 8 languages, www.esd-world-conference-2009.org/en/whats-new/news-detail/item/bonn-declaration-nowavailable-in-8-languages.html (11.4.2011) xxix Deutsche Unesco Kommission: Implementing the UN Decade of ESD in Germany, http://www.bneportal.de/coremedia/generator/unesco/en/04__The_20UN_20Decade_20in_20Germany/Implementing_20ES
D_20in_20Germany.html (11.4.2011). xxx Freie Universitaet Berlin: The Guide "Study and Research on Sustainability", www.leitfadennachhaltigkeit.de (11.4.2011). xxxi Adomssent (2010) 597. xxxii HNE-Netzwerk an den Fachhochschulen des Landes Baden-Württemberg, http://www.rtwe.de/index.html (11.6.2011) xxxiii xxxiv
See Barth/Rieckmann (2009).
De Haan et al. (2008) 188. xxxv xxxvi
German Rector´s Conference (2010).
Adomssent (2010) 580. xxxvii Adomssent/Michelsen (2006) 90. xxxviii Rieckmann (2009) 78. xxxix See an early compilation of examples in Hochschulrektorenkonferenz (1995). xl xli xlii
The best known example is at the University Tuebingen, www.greening-the-university.de (10.6.2011).
Michelsen (2010); van Raaij (2007).
Like OHSAS 18001 (Occupational Health and Safety Assessment Series).

xliii Like ISO 14000. xliv Regulation (EC) No 1221/2009 of the European Parliament and of the Council of 25 November 2009 on the voluntary participation by organisations in a Community eco-management and audit scheme (EMAS), repealing Regulation (EC) No 761/2001 and Commission Decisions 2001/681/EC and 2006/193/EC, OJ L 342,
22.12.2009, p. 1–45. xlv xlvi
European Commission (2006) 2.
HIS (2011). xlvii Search in www.emas-register.de/startseite.aspx, with NACE-Code 72 and 85 (10.6.2011).
Mueller/Gilch/Stratmann (2005) 865 listed 10 universities validated according EMAS and 4 according ISO
14000. xlviii xlix
Kaufmann (2009) 52.
65 of the 110 universities and 123 of the 208 universities of applied sciences. l Stifterverband fuer die Deutsche Wissenschaft: Hochschulleitbilder sind durch „angebotsorientiertes
Einbahnstraßendenken“ gepraegt. www.stifterverband.org/presse/pressemitteilungen/2010_08_24_hochschulleitbilder/index.html (10.6.2011). lvii lviii lix li Hochschule für Nachhaltige Entwicklung Eberswalde: Unser Name ist Programm. http://www.hnee.de/Infos-zur-Umbenennung/Unser-Name-ist-Programm-K3008.htm (11.6.2011). lii liii
Medellin-Milan/Franz-Balsen (2009) 16.
German Rector´s Conference (2010). liv http://www.bne-portal.de/coremedia/generator/unesco/de/02__UN-
Dekade_20BNE/02__UN__Dekade__Deutschland/06__Gremien_20der_20UN-
Dekade/05__Die_20Arbeitsgruppen/AG_20Hochschule.html (13.6.2011) lv lvi www.copernicus-alliance.net (12.6.2011). See more examples at Weirauch (2011).
Michelsen/Adomssent/Godemann (2008) 150 ff.
Conference of European Ministers Responsible for Higher Education (2005) p. 4.
Zervakis/Wahlers (2007).
Bundestag printed paper 17/2950 and 17/3853.