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Next Generation Innovation

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Introduction

Students may select their university based on academic prowess in particular disciplines, evidence of hands-on learning opportunities such as internships and service trips, or they may use finer filters for their selections (strong athletic programs, opportunities to participate in clubs, or the quality of the food and housing options). Whatever reasoning a student may use in their decision to attend an institution, it is clear that once on campus, student learning is decidedly not limited to the classroom. They learn from peers, extracurricular activities, employment and volunteer work, community engagement, and more.

Through these activities, college students can and do change the world. Protests, sit-ins, and walkouts are all manifestations of the collective power of student engagement (in some countries). Historic examples of this power include Earth Day in 1970 and anti-apartheid rallies in the 1990s. Most recently, university students have joined in the fight against climate change by protesting against pipelines and fossil fuel consumption and investment. Student groups around the world have also played a major role in organizing and bolstering the Black Lives Matter movement as well as the Women’s Marches. The catalytic change pushed forth by students is intersectional and rooted in the demand for environmental and social justice for historically marginalized communities and for future generations. The passion, organization, and momentum put forth by college students is essential to energize global communities in achieving the SDGs, which are interdisciplinary and intersectional in and of themselves.

Students are eager to help solve pressing local and global challenges, nearly all of which are represented by the SDGs, and HEIs have a critical role in allowing students to safely and productively express their values and champion change. Universities can provide opportunities for students to lead and innovate through campus initiatives, courses, and research projects related to the SDGs. While many students will go on to play critical roles in policymaking, social services, education, health, business, and other sustainable development areas, others will also embark on less obviously related careers that have the potential to be enhanced by being well-versed in the global context for sustainability.

Opportunities

Support student innovation

Students have the undeniable ability to develop world-changing ideas. They can be inventive, creative, passionate, and driven. However, to effectively bring ideas to fruition, students may need support. Academic and administrative staff are often well-positioned to act as mentors to students and to help connect students to outside organizations, community partners, and experts. Several HEIs have developed initiatives dedicated to incubating student innovation and entrepreneurship, many of which highlight mentorship as a core element. While having a dedicated program or process for innovation mentorship is helpful, it is not compulsory as mentorship can happen in a variety of formats. Some HEIs have found it helpful to offer small grants and/or alternative funding mechanisms to help students get their ideas “off the ground.” Seed funding for social innovations require just small amounts of funding to get started, and the application process helps students to solidify their ideas and develop useful skills for fundraising, marketing, and more.

“The innovation of students knows no bounds, however the resources required to take innovation to the next level are frequently restricted. Often students come up with ideas that are limited by the financial resources available to acquire new equipment or make use of the latest technological processes. This challenge in itself presents an opportunity for frugal innovation and establishing partnerships beyond the walls of the university. It requires students to think creatively to develop products of value within the confines of limited resources.” 

– Professor Gunnar Sigge, Associate-Professor and Head of the Department of Food Science, Stellenbosch University, South Africa [3]

 

Provide professional and capacity building opportunities on the SDGs

One criticism of the SDGs is that they are not a practical agenda. However, the 17 global goals were never intended to be applied without customization and critical evaluation. HEIs can train students to put the SDGs into action by providing opportunities for students. Project-based and applied-learning courses offer prime opportunities to teach students how to develop local action in response to urgent global challenges. While these types of courses take a variety of form, they share a common goal of providing hands-on learning. These courses give students valuable practical experience, and often improve the campus and its surrounding community. The students can also offer support to operational staff members who have not had time to devote to a challenge in need of novel ideas.

Harness student activities.

The SDGs require dramatic changes and radical transformations and as the impacts of climate change begin to heighten, students are acutely aware that it is their future that is at stake if we are unable to develop in a sustainable way. Recent reports and environmental indicators, such as those completed by the Lancet Commission on Planetary Health report, have shown that while humanity has made great strides in the past century, it has not come without social, economic, and environmental cost. Around the world, students are finding ways to work with their peers to take action on the issues and challenges that matter most to them. Learn about the student groups at your HEI that are working on SDG related topics and see if there are any relevant connections that you can make to parts of campus that they might not have access to. If needed as a part of accreditation, offer to serve as a staff or faculty advisor to students who want to start a new group. Help students engage and learn about what one another are doing (both students on campus and students across the globe) so they can collaborate on shared issues and learn from one another. Supporting students’ passions will not only help to advance the teaching mission of your HEI but will help bring us closer to realizing the global goals.

The SDGs require dramatic changes and radical transformations and students are acutely aware that it is their future that is at stake if we are unable to develop in a sustainable way. Recent reports and environmental indicators have shown that while human progress has made great strides in the past century, it has not come without social, economic, and environmental cost (see the Lancet Planetary Health Infographic). Across the globe, students are finding ways to work with their peers to take action on the issues and challenges that matter most to them. Learn about the student groups at your HEI that are working on SDG related topics and see if there are any relevant connections that you can make to parts of campus that they might not have access to. If needed as a part of accreditation, offer to serve as a staff or faculty advisor to students who want to start a new group. Help students engage and learn about what one another are doing (both students on campus and students across the globe) so they can collaborate on shared issues and learn from one another. Supporting students’ passions will not only help to advance the teaching mission of your HEI but will help bring us closer to realizing the global goals.  

Enable Student Activism

Across the globe, students are finding ways to work with their peers to tackle the issues and challenges that matter most to them. With some encouragement, student groups can collaborate to connect across groups around themes related to the SDGs. Further, in this era of globalization, the SDGs can offer a useful platform for students from across the globe to connect and learn from one another.

Potential ways to engage students on the SDGs: Student groups & liaisons, project-based and applied learning courses, extracurricular activities & community partnerships

Figure 2. Potential ways to engage students on the SDGs (Photo credits: (Top) Yale University, (Left) Peking University, (Right) Stellenbosch University)

 

Hurdles & Solutions

Time and Scope

Hurdle: While students are eager to engage in projects with applied impact, often the timing of courses and research projects does not align with partners. Government, NGO, or community partner projects may take longer than a course term/semester, which can be problematic in identifying projects that are of the correct scope. In addition, student schedules are frequently outside of typical business hours and student pressure points during a given semester may often be at different times than those of partner organizations.

Solution: One way to lessen the burden is to establish a formal partnership with select organizations with a precedent for identifying student projects. By having a staff member at the HEI serve as a liaison, they can work with partners to identify projects of correct scope, work with student timelines, and help train the students regarding workplace dynamics and expectations. This will also ensure that the partners have a point of contact to direct any concerns, feedback, and ideas for future collaborations.

Engaging with UN activities is challenging

Hurdle: While the prospect of working on topics that are discussed at the United Nations appeals to students from many disciplines, UN meetings and events are often only open to a very restricted list of participants. Students who are eager to witness global policymaking in action, and to share their world-changing ideas with the global leaders who attend these events may be discouraged by the sense of exclusivity.

Solution: While there is a need to uphold robust security measures at the UN, opportunities to better-include HEI representatives are being considered. Groups (not individuals) can apply for UN Consultative Status through ECOSOC, which allows them to request temporary UN Grounds Passes. This is an onerous process and is best done at the institutional scale so that it can be maintained for the long term.

Below are a series of case studies demonstrating in-action and real-life examples.

Case study from Peking University on A global shared bicycle program born on campus

Peking University: A Global Shared Bicycle Program Born on Campus

 

Forthcoming case study from the National University of Singapore on A Student-Led Initiative to Reduce Disposables

National University of Singapore: A Student-Led Initiative to Reduce Disposables (Forthcoming)

Quick Tips

  1. Provide a framework to support student innovation – this can be in the form of applied- learning courses, extracurricular activities, funding for student groups, and many other ways.
  2. Encourage faculty members to develop content related to the SDGs for applied learning and project-based courses. Connect them with HEI operational professionals or community partners who are working on a relevant issue to curate win-win opportunities that promote student learning and produce tangible results for the partner.
  3. Develop mentorship opportunities to help advance student innovations.
  4. The timeline for achieving the SDGs is limited, and many students may be unaware of them. Try integrating information about SDGs into campus activities and communications to generate interest.

 

Footnotes

[3] Moore, E., Pailman, W., Stuart-Smith, R., Tran, M. (2019). Global Priorities, Educated Solutions: The role of academia in advancing the Sustainable Development Goals. International Alliance of Research Universities.

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