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Tarah Wright   Dr.  University Lecturer 
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Tarah Wright published an article in September 2018.
Top co-authors See all
Jana Dlouhá

81 shared publications

Environment Centre, Charles University, Prague, Czech Republic

Rodrigo Lozano

52 shared publications

Department of Industrial Development, IT and Land Management, University of Gävle, Kungsbäcksvägen 47, SWE-80176 Gävle, Sweden

Sandra Caeiro

52 shared publications

Department of Science and Technology, Universidade Aberta, Lisbon, Portugal and CENSE Center for Sustainability and Environmental Research, NOVA University of Lisbon, Portugal

Kate Sherren

36 shared publications

School for Resource and Environmental Studies; Dalhousie University

Aviel Verbruggen

33 shared publications

Department of Economics, University of Antwerp, Stadscampus-Building B, Room B.216, Prinsstraat 13, Antwerp BE-2000, Belgium

14
Publications
16
Reads
3
Downloads
192
Citations
Publication Record
Distribution of Articles published per year 
(2007 - 2018)
Total number of journals
published in
 
6
 
Publications See all
Article 0 Reads 0 Citations Canadian Student Leaders’ Conceptualizations of Sustainability and Sustainable Universities Heather Elliott, Tarah Wright Published: 01 September 2018
Journal of Education for Sustainable Development, doi: 10.1177/0973408218792125
DOI See at publisher website
Article 0 Reads 0 Citations Developing sustainability into a golden thread throughout all levels of education Tove Holm, Kaisu Sammalisto, Sandra Caeiro, Marco Rieckmann,... Published: 01 March 2016
Journal of Cleaner Production, doi: 10.1016/j.jclepro.2016.01.016
DOI See at publisher website
Article 3 Reads 8 Citations Canadian STARS-Rated Campus Sustainability Plans: Priorities, Plan Creation and Design Lauri Lidstone, Tarah Wright, Kate Sherren Published: 09 January 2015
Sustainability, doi: 10.3390/su7010725
DOI See at publisher website ABS Show/hide abstract
The use of integrated sustainability plans is an emerging trend in higher education institutions (HEIs) to set sustainability priorities and to create a work plan for action. This paper analyses the sustainability plans of 21 Canadian HEIs that have used the Sustainability Tracking, Assessment and Rating System (STARS) from the Association for the Advancement of Sustainability in Higher Education (AASHE). The plans were coded thematically with a focus on the sustainability goals, process of plan creation, and aspects of plan design outlined in the texts. This paper finds that sustainability goals focused on the environmental aspects of sustainability, while social and economic aspects were less emphasized. Further, most plans were described as being created through a broad stakeholder-consultation process, while fewer plans assigned timelines and parties responsible to sustainability goals. This paper contributes to our understanding of the priorities of Canadian HEI institutions at the end of the Decade of Education for Sustainable Development and is useful for practitioners interested in developing their own sustainability plans.
Article 0 Reads 7 Citations An analysis of Canadian STARS-rated higher education sustainability policies Lauri Lidstone, Tarah Wright, Kate Sherren Published: 18 November 2014
Environment, Development and Sustainability, doi: 10.1007/s10668-014-9598-6
DOI See at publisher website
Article 0 Reads 52 Citations Sustainability Assessment and Indicators: Tools in a Decision-Making Strategy for Sustainable Development Tom Waas, Jean Hugé, Thomas Block, Tarah Wright, Francisco B... Published: 25 August 2014
Sustainability, doi: 10.3390/su6095512
DOI See at publisher website ABS Show/hide abstract
Recognizing the urgent need for sustainability, we argue that to move beyond the rhetoric and to actually realize sustainable development, it must be considered as a decision-making strategy. We demonstrate that sustainability assessment and sustainability indicators can be powerful decision-supporting tools that foster sustainable development by addressing three sustainability decision-making challenges: interpretation, information-structuring, and influence. Particularly, since the 1990s many substantial and often promising sustainability assessment and sustainability indicators efforts are made. However, better practices and a broader shared understanding are still required. We aim to contribute to that objective by adopting a theoretical perspective that frames SA and SI in the context of sustainable development as a decision-making strategy and that introduces both fields along several essential aspects in a structured and comparable manner.
Article 0 Reads 6 Citations A Tale of Two (or More) Sustainabilities: A Q Methodology Study of University Professors’ Perspectives on Sustainable Un... Paul Sylvestre, Tarah Wright, Kate Sherren Published: 20 March 2014
Sustainability, doi: 10.3390/su6031521
DOI See at publisher website ABS Show/hide abstract
If change for sustainability in higher education is to be effective, change efforts must be sensitive to the institutional culture in which they will be applied. Therefore, gaining insight into how institutional stakeholders engage with the concept of sustainable universities is an important first step in understanding how to frame and communicate change. This study employed Q methodology to explore how a group of professors conceptualize sustainable universities. We developed a Q sample of 46 statements comprising common conceptions of sustainable universities and had 26 professors from Dalhousie University rank-order them over a quasi-normal distribution. Our analysis uncovered four statistically significant viewpoints amongst the participants: ranging from technocentric optimists who stress the importance of imbuing students with skills and values to more liberal arts minded faculty suspicious of the potential of sustainability to instrumentalize the university. An examination of how these viewpoints interact on a subjective level revealed a rotating series of alignments and antagonisms in relation to themes traditionally associated with sustainable universities and broader themes associated with the identity of the university in contemporary society. Finally, we conclude by discussing the potential implications that the nature of these alignments and antagonisms may hold for developing a culturally sensitive vision of a sustainable university.
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