Irina Safitri Zen is an environmental sustainability specialist, lecturer, and researcher at International Islamic University Malaysia. A Ph.D. holder and Master Degree from Environmental Management program, an interdisciplinary program, and a Bachelor's degree in Ecological Science, from the National University of Malaysia. Dr. Irina, previously leading the Low Carbon Campus Project, funded by MalaysiaGreenTech, Ministry of Energy Science Technology Environment and Melaka Climate Action Plan, funded by Ministry of Higher Education.
International Journal of Sustainability in Higher Education, Sep 4, 2017
Purpose The paper aims to explore and analyse the potential of campus living learning laboratory ... more Purpose The paper aims to explore and analyse the potential of campus living learning laboratory (LLL) as an integrated mechanism to provide the innovative and creative teaching and learning experiences, robust research output and strengthening the campus sustainability initiatives by using the sustainability science approach. Design/methodology/approach The challenge to adopt sustainability science as an interdisciplinary approach juxtaposed against the structure, teaching and learning of single disciplinary approach in institution of higher education (IHE). The LLL approach can be one of the options on how the integrative teaching and learning, combination fundamental and applied research and campus operations should conduct to strengthen the implementation of campus sustainability. Findings The review of application of LLL from several campus sustainability and combining with the experiences in conducting the UTM Campus sustainability results the strategic operational mechanism of the integration process. Research limitations/implications The LLL approach which applies the sustainability science approach did not cover the challenges and issue related to the inter-, inter- and trans-disciplinary during the campus LLL application. Further study needs to be conducted to strengthen the fundamental approach to developing campus LLL as one approach to operationalizing the Sustainable Development agenda in IHE. Practical implications The experiences and findings produces from this study help other campus sustainability to articulate the benefits of campus LLL initiatives, anticipate implementation challenges in teaching and learning, research output and the operation. The problem-solving nature of sustainability science provides a platform for implementing campus sustainability initiatives which allow inter-, inter- and trans-disciplinary approach for a more synergize effort of a real case study and project based approach. Social implications Furthermore, the implementation of LLL challenges the researcher/academia to provide prompt response as part of societal learning process in strengthening applied-based research as well as to contribute to the fundamental research. Successful LLL approach require both top-down commitments from the top management of the university and bottom-up drive from interested faculty, core research themes, operations and students. Originality/value The integrative framework and operational mechanism to operate LLL in campus sustainability which resulted from the analysis taken from several universities that implement campus sustainability is the origin values of significant contribution from this study.
Having sustainable development goals, SDGs as a wide spectrum of the normative and integrative fr... more Having sustainable development goals, SDGs as a wide spectrum of the normative and integrative framework which voluntarily adopted by the Nation requires active actor involvement to interpret the goals, targets, indicators into action. This is including the higher education institution, HEI as a non-state actor, NSAs. HEI also has recognized as a key driver for SDGs through the Higher Education Sustainability Initiative (HESI). It is a partnership between United Nations Department of Economic and Social Affairs, UNESCO, United Nations Environment, UN Global Compact's Principles for Responsible Management Education (PRME) initiative, United Nations University (UNU), UN-HABITAT and UNCTAD, which was created in 2012 in the run-up to the United Nations Conference on Sustainable Development (Rio+20). Through its strong association with the United Nations, HESI provides higher education institutions with a unique interface between higher education, science, and policymaking. Other HEI network on sustainability is SDSN, UIGreenMetric, green world university ranking, International Sustainable Campus Network (ISCN), South East Asia Sustainable Community Engagement Network (SEASCEN). The five dimensions of SDG; People, Planet, Peace, Prosperity & Partnership is the key drivers to mobilize the SDGs into action. The mechanism to mobilize SDGs in HEI refer to their role and functions as a teaching-learning institution, research development, campus operation sustainably and outreach community. Hence, the partnership or collaboration mode, Triple Helix, Quadruple Helix, and Quintuple Helix was referred. The initial mode of collaboration in the 1990s, the Triple Helix innovation model focuses on the triangulation of university-industry-government relations. The University produces the output or product where the industry produces it for commercialization and the government regulates the market. Second, the Quadruple Helix innovation model where the fourth component, the citizen is taking part in the triple helix interaction. By considering the society, the output needs to be relevant in the context of society. Hence, culture (cultures) and innovation culture (innovation cultures); the knowledge of culture and the culture of knowledge; local knowledge, local value system, values and lifestyles; multiculturalism, multi-culture, and creativity; media; arts and arts universities are considered. Hence, there is a transition from a knowledge-based economy into a knowledge-based society. Finally, the consideration of the natural environment as the fifth knowledge sub-system or helices was considered in the quintuple helix of innovation. It is where the natural environment becomes a consideration. This is triggered by major global environmental challenges, such as climate change, loss of biodiversity, plastic pollution. This situation creates a push factor for the university involves in SDGs. The situation also affects the evolution of the University Mode of Knowledge transfer. From Mode 1 of knowledge as a "Laissez-faire mode" meaning that the education and knowledge are free, transform into Mode 2, where University focuses on knowledge application and a knowledge-based problem solving that involves the following principles: knowledge produced in the context of the application, transdisciplinary. Now, the Mode 3 knowledge production system, expanding and extending the Mode 1 and Mode 2 knowledge production systems are at the heart of the fractal research, education and innovation ecosystem academia together with community and private sector hand in hand in facilitate the state/ government to work on the goals allows more interactions between actors to accommodate sustainability transformation in society. Concurrently, University mission has changed from the First mission to produce skill graduate/labor, into Second mission for knowledge development science and research, and now enter the Third mission for co-creation for sustainability which allows interactions among actors in the Quadruple helix in the bigger context of natural subsystem or quintuple helix (Slide 5). Under the University Third mission, co-creation for sustainability, there are several kinds of research and social engagement paradigms to integrate sustainable development values in society. For example, Participatory and Action research (as a collaborative problem defining, fusion of researcher and subjects, empowerment of reflective social change), Technology Transfer (commercialization of research results, societal contribution through economic development), Transdisciplinary (joint problem solving of real-world problems with multiple actors from society and academia, practice-oriented approach), Cooperative Extension System (an outreach and technology transfer portal to drive local community and rural development), Service Learning (application of educational programs to extracurricular activities for tackling real-world problems), Urban Reform (targeted…
The Japanese education for sustainable development, ESD movement has sought to collectively chall... more The Japanese education for sustainable development, ESD movement has sought to collectively challenge conventional education in the context of education for sustainability. As a community-based activity led by citizens, the Okayama ESD project grows up to 260 establishments of community learning centers, CLCs or kominkans in implementing ESD in Okayama prefecture. The CLCs works closely with the school district and become the ESD hub for the school and some of kominkan become sources for the online lifelong learning center. In Okayama City, it is reported that more than ten percent of the population is involved in activities for making sustainable livelihood; where about 30,000 people are engaged in the sector of environmental protection, about 34,000 in the sector of promotion of gender equality, and about 7000 in the health promotion sector and many more. Concerning global environmental challenges, there are six thematic issues highlighted in the Okayama Commitments, namely: environmental conservation, disaster risk reduction (DRR), income generation, entrepreneurship, community development, cultural diversity and dialogue, intergenerational exchange, literacy, and empowerment. In April 2005, there was an agreement among experts and leaders, including researchers of universities in Okayama City to work together for the creation of a local base for the promotion of ESD. The Okayama ESD project governs by the Regional Centre of Expertise (RCE) Okayama and the Okayama Municipal Government. Further, the Okayama ESD Promotion Commission was established with the aim ‘‘to create a community where people learn, think and act together towards realizing a sustainable society’’ (Okayama ESD Promotion Commission 2014). The aim reflects the five elements of reorienting education for sustainability: knowledge, skills, perspectives, values, and issues. The Okayama Declaration on RCEs and ESD Beyond 2014, stated that RCEs are designed to achieve “systemic transformation by contributing to the realization of socially inclusive and equitable economies within the renewable capacity of the earth and planetary systems”. In 2016, the Okayama ESD Project received the UNESCO-Japan Prize on ESD and as a world leader in promoting ESD, it’s called the Okayama Model of ESD (ESD Success Story 2017). All of these interactions reflect the frontier of converging knowledge systems, network and sector of innovation driven by complex, non-linear and dynamic processes of knowledge creation, diffusion and use of the Okayama community. This active participation of citizens and multi-stakeholder involvement in Okayama prefecture inspire re-conceptualize, the ways, and means that knowledge production, utilization, and renewal take place in the context of the knowledge economy and society (gloCal knowledge economy and society). In the context of knowledge production and innovation, the Okayama model of ESD may challenges the conventional method of education system as a sole knowledge provider or mode 1 knowledge production (traditional research by universities) (Godin & Gingras, 2000) and also mode 2 knowledge production (knowledge that is generated when mode 1 knowledge is applied and put into practice) (Gibbons et al., 1994; Nowotny, Scott, & Gibbons, 2003). In another way, the Okayama ESD project reflects mode 3 of the knowledge production system (Carayannis & Campbell 2009) which lead by kominkans or community ESD as a democratization of knowledge related to a sustainable livelihood in the structured five knowledge sub-system. The five sub-systems interact in the Quintuple Helix model are i. the educational system, which generates and disseminates new knowledge; ii. the economic system, which controls, possesses and generates economic capital; iii. the political system, which has political and legal capital (e.g., laws, clearances, policy, public goods); iv. civil society, which has the social capital, and is characterized by traditions, values, and behavioral patterns; and v. the natural environment, which has natural capital (e.g., natural resources, climate, air quality, geological stability) (Carayannis, Barth, & Campbell, 2012). Several kominkan case study reflects the knowledge co-creation and dynamic interactions among sub-system. For example, the case study of Seno Kominkan in raising a community of Seno and Mishima districts as a new residential area was performed by sharing with them their local history, ‘water wells map’. The initiative by local residents explores historically the important water sources, how local people in the past took good care of water throughout their lives, thus deepening their knowledge of local resources. The case study of Saidaiji Kominkan operates by providing the volunteer training course ‘Udon School’ to help residents make friends and find motivation in life after retirement. Participants focus on learning how to make Udon noodles and soup and open ‘Udon Café’ in a popular shopping area which slowly…
The review of Negeri Sembilan State Structure Plan 2045 complies with the amendments or review of... more The review of Negeri Sembilan State Structure Plan 2045 complies with the amendments or review of the state’s five years’ development plan. This planning document presents the strategies, policies, and general proposals that cover the whole state. The review also considers changes in policies at the state level to align with the policies at the national level. The process of preparation of the State Structure Plan is in accordance with the manual of PLANMalaysia. The review of Negeri Sembilan State Structure Plan 2045 consists of 5 development thrusts, 34 policies, 98 strategies, and nine high impact projects
United Nation Country Team in Malaysia, Nov 6, 2019
Having sustainable development goals, SDGs as a wide spectrum of the normative and integrative fr... more Having sustainable development goals, SDGs as a wide spectrum of the normative and integrative framework which voluntarily adopted by the Nation requires active actor involvement to interpret the goals, targets, indicators into action. This is including the higher education institution, HEI as a non-state actor, NSAs. HEI also has recognized as a key driver for SDGs through the Higher Education Sustainability Initiative (HESI). It is a partnership between United Nations Department of Economic and Social Affairs, UNESCO, United Nations Environment, UN Global Compact's Principles for Responsible Management Education (PRME) initiative, United Nations University (UNU), UN-HABITAT and UNCTAD, which was created in 2012 in the run-up to the United Nations Conference on Sustainable Development (Rio+20). Through its strong association with the United Nations, HESI provides higher education institutions with a unique interface between higher education, science, and policymaking. Other HEI network on sustainability is SDSN, UIGreenMetric, green world university ranking, International Sustainable Campus Network (ISCN), South East Asia Sustainable Community Engagement Network (SEASCEN). The five dimensions of SDG; People, Planet, Peace, Prosperity & Partnership is the key drivers to mobilize the SDGs into action. The mechanism to mobilize SDGs in HEI refer to their role and functions as a teaching-learning institution, research development, campus operation sustainably and outreach community. Hence, the partnership or collaboration mode, Triple Helix, Quadruple Helix, and Quintuple Helix was referred. The initial mode of collaboration in the 1990s, the Triple Helix innovation model focuses on the triangulation of university-industry-government relations. The University produces the output or product where the industry produces it for commercialization and the government regulates the market. Second, the Quadruple Helix innovation model where the fourth component, the citizen is taking part in the triple helix interaction. By considering the society, the output needs to be relevant in the context of society. Hence, culture (cultures) and innovation culture (innovation cultures); the knowledge of culture and the culture of knowledge; local knowledge, local value system, values and lifestyles; multiculturalism, multi-culture, and creativity; media; arts and arts universities are considered. Hence, there is a transition from a knowledge-based economy into a knowledge-based society. Finally, the consideration of the natural environment as the fifth knowledge sub-system or helices was considered in the quintuple helix of innovation. It is where the natural environment becomes a consideration. This is triggered by major global environmental challenges, such as climate change, loss of biodiversity, plastic pollution. This situation creates a push factor for the university involves in SDGs. The situation also affects the evolution of the University Mode of Knowledge transfer. From Mode 1 of knowledge as a "Laissez-faire mode" meaning that the education and knowledge are free, transform into Mode 2, where University focuses on knowledge application and a knowledge-based problem solving that involves the following principles: knowledge produced in the context of the application, transdisciplinary. Now, the Mode 3 knowledge production system, expanding and extending the Mode 1 and Mode 2 knowledge production systems are at the heart of the fractal research, education and innovation ecosystem academia together with community and private sector hand in hand in facilitate the state/ government to work on the goals allows more interactions between actors to accommodate sustainability transformation in society. Concurrently, University mission has changed from the First mission to produce skill graduate/labor, into Second mission for knowledge development science and research, and now enter the Third mission for co-creation for sustainability which allows interactions among actors in the Quadruple helix in the bigger context of natural subsystem or quintuple helix (Slide 5). Under the University Third mission, co-creation for sustainability, there are several kinds of research and social engagement paradigms to integrate sustainable development values in society. For example, Participatory and Action research (as a collaborative problem defining, fusion of researcher and subjects, empowerment of reflective social change), Technology Transfer (commercialization of research results, societal contribution through economic development), Transdisciplinary (joint problem solving of real-world problems with multiple actors from society and academia, practice-oriented approach), Cooperative Extension System (an outreach and technology transfer portal to drive local community and rural development), Service Learning (application of educational programs to extracurricular activities for tackling real-world problems), Urban Reform (targeted…
International Journal of Sustainability in Higher Education, Sep 4, 2017
Purpose The paper aims to explore and analyse the potential of campus living learning laboratory ... more Purpose The paper aims to explore and analyse the potential of campus living learning laboratory (LLL) as an integrated mechanism to provide the innovative and creative teaching and learning experiences, robust research output and strengthening the campus sustainability initiatives by using the sustainability science approach. Design/methodology/approach The challenge to adopt sustainability science as an interdisciplinary approach juxtaposed against the structure, teaching and learning of single disciplinary approach in institution of higher education (IHE). The LLL approach can be one of the options on how the integrative teaching and learning, combination fundamental and applied research and campus operations should conduct to strengthen the implementation of campus sustainability. Findings The review of application of LLL from several campus sustainability and combining with the experiences in conducting the UTM Campus sustainability results the strategic operational mechanism of the integration process. Research limitations/implications The LLL approach which applies the sustainability science approach did not cover the challenges and issue related to the inter-, inter- and trans-disciplinary during the campus LLL application. Further study needs to be conducted to strengthen the fundamental approach to developing campus LLL as one approach to operationalizing the Sustainable Development agenda in IHE. Practical implications The experiences and findings produces from this study help other campus sustainability to articulate the benefits of campus LLL initiatives, anticipate implementation challenges in teaching and learning, research output and the operation. The problem-solving nature of sustainability science provides a platform for implementing campus sustainability initiatives which allow inter-, inter- and trans-disciplinary approach for a more synergize effort of a real case study and project based approach. Social implications Furthermore, the implementation of LLL challenges the researcher/academia to provide prompt response as part of societal learning process in strengthening applied-based research as well as to contribute to the fundamental research. Successful LLL approach require both top-down commitments from the top management of the university and bottom-up drive from interested faculty, core research themes, operations and students. Originality/value The integrative framework and operational mechanism to operate LLL in campus sustainability which resulted from the analysis taken from several universities that implement campus sustainability is the origin values of significant contribution from this study.
Having sustainable development goals, SDGs as a wide spectrum of the normative and integrative fr... more Having sustainable development goals, SDGs as a wide spectrum of the normative and integrative framework which voluntarily adopted by the Nation requires active actor involvement to interpret the goals, targets, indicators into action. This is including the higher education institution, HEI as a non-state actor, NSAs. HEI also has recognized as a key driver for SDGs through the Higher Education Sustainability Initiative (HESI). It is a partnership between United Nations Department of Economic and Social Affairs, UNESCO, United Nations Environment, UN Global Compact's Principles for Responsible Management Education (PRME) initiative, United Nations University (UNU), UN-HABITAT and UNCTAD, which was created in 2012 in the run-up to the United Nations Conference on Sustainable Development (Rio+20). Through its strong association with the United Nations, HESI provides higher education institutions with a unique interface between higher education, science, and policymaking. Other HEI network on sustainability is SDSN, UIGreenMetric, green world university ranking, International Sustainable Campus Network (ISCN), South East Asia Sustainable Community Engagement Network (SEASCEN). The five dimensions of SDG; People, Planet, Peace, Prosperity & Partnership is the key drivers to mobilize the SDGs into action. The mechanism to mobilize SDGs in HEI refer to their role and functions as a teaching-learning institution, research development, campus operation sustainably and outreach community. Hence, the partnership or collaboration mode, Triple Helix, Quadruple Helix, and Quintuple Helix was referred. The initial mode of collaboration in the 1990s, the Triple Helix innovation model focuses on the triangulation of university-industry-government relations. The University produces the output or product where the industry produces it for commercialization and the government regulates the market. Second, the Quadruple Helix innovation model where the fourth component, the citizen is taking part in the triple helix interaction. By considering the society, the output needs to be relevant in the context of society. Hence, culture (cultures) and innovation culture (innovation cultures); the knowledge of culture and the culture of knowledge; local knowledge, local value system, values and lifestyles; multiculturalism, multi-culture, and creativity; media; arts and arts universities are considered. Hence, there is a transition from a knowledge-based economy into a knowledge-based society. Finally, the consideration of the natural environment as the fifth knowledge sub-system or helices was considered in the quintuple helix of innovation. It is where the natural environment becomes a consideration. This is triggered by major global environmental challenges, such as climate change, loss of biodiversity, plastic pollution. This situation creates a push factor for the university involves in SDGs. The situation also affects the evolution of the University Mode of Knowledge transfer. From Mode 1 of knowledge as a "Laissez-faire mode" meaning that the education and knowledge are free, transform into Mode 2, where University focuses on knowledge application and a knowledge-based problem solving that involves the following principles: knowledge produced in the context of the application, transdisciplinary. Now, the Mode 3 knowledge production system, expanding and extending the Mode 1 and Mode 2 knowledge production systems are at the heart of the fractal research, education and innovation ecosystem academia together with community and private sector hand in hand in facilitate the state/ government to work on the goals allows more interactions between actors to accommodate sustainability transformation in society. Concurrently, University mission has changed from the First mission to produce skill graduate/labor, into Second mission for knowledge development science and research, and now enter the Third mission for co-creation for sustainability which allows interactions among actors in the Quadruple helix in the bigger context of natural subsystem or quintuple helix (Slide 5). Under the University Third mission, co-creation for sustainability, there are several kinds of research and social engagement paradigms to integrate sustainable development values in society. For example, Participatory and Action research (as a collaborative problem defining, fusion of researcher and subjects, empowerment of reflective social change), Technology Transfer (commercialization of research results, societal contribution through economic development), Transdisciplinary (joint problem solving of real-world problems with multiple actors from society and academia, practice-oriented approach), Cooperative Extension System (an outreach and technology transfer portal to drive local community and rural development), Service Learning (application of educational programs to extracurricular activities for tackling real-world problems), Urban Reform (targeted…
The Japanese education for sustainable development, ESD movement has sought to collectively chall... more The Japanese education for sustainable development, ESD movement has sought to collectively challenge conventional education in the context of education for sustainability. As a community-based activity led by citizens, the Okayama ESD project grows up to 260 establishments of community learning centers, CLCs or kominkans in implementing ESD in Okayama prefecture. The CLCs works closely with the school district and become the ESD hub for the school and some of kominkan become sources for the online lifelong learning center. In Okayama City, it is reported that more than ten percent of the population is involved in activities for making sustainable livelihood; where about 30,000 people are engaged in the sector of environmental protection, about 34,000 in the sector of promotion of gender equality, and about 7000 in the health promotion sector and many more. Concerning global environmental challenges, there are six thematic issues highlighted in the Okayama Commitments, namely: environmental conservation, disaster risk reduction (DRR), income generation, entrepreneurship, community development, cultural diversity and dialogue, intergenerational exchange, literacy, and empowerment. In April 2005, there was an agreement among experts and leaders, including researchers of universities in Okayama City to work together for the creation of a local base for the promotion of ESD. The Okayama ESD project governs by the Regional Centre of Expertise (RCE) Okayama and the Okayama Municipal Government. Further, the Okayama ESD Promotion Commission was established with the aim ‘‘to create a community where people learn, think and act together towards realizing a sustainable society’’ (Okayama ESD Promotion Commission 2014). The aim reflects the five elements of reorienting education for sustainability: knowledge, skills, perspectives, values, and issues. The Okayama Declaration on RCEs and ESD Beyond 2014, stated that RCEs are designed to achieve “systemic transformation by contributing to the realization of socially inclusive and equitable economies within the renewable capacity of the earth and planetary systems”. In 2016, the Okayama ESD Project received the UNESCO-Japan Prize on ESD and as a world leader in promoting ESD, it’s called the Okayama Model of ESD (ESD Success Story 2017). All of these interactions reflect the frontier of converging knowledge systems, network and sector of innovation driven by complex, non-linear and dynamic processes of knowledge creation, diffusion and use of the Okayama community. This active participation of citizens and multi-stakeholder involvement in Okayama prefecture inspire re-conceptualize, the ways, and means that knowledge production, utilization, and renewal take place in the context of the knowledge economy and society (gloCal knowledge economy and society). In the context of knowledge production and innovation, the Okayama model of ESD may challenges the conventional method of education system as a sole knowledge provider or mode 1 knowledge production (traditional research by universities) (Godin & Gingras, 2000) and also mode 2 knowledge production (knowledge that is generated when mode 1 knowledge is applied and put into practice) (Gibbons et al., 1994; Nowotny, Scott, & Gibbons, 2003). In another way, the Okayama ESD project reflects mode 3 of the knowledge production system (Carayannis & Campbell 2009) which lead by kominkans or community ESD as a democratization of knowledge related to a sustainable livelihood in the structured five knowledge sub-system. The five sub-systems interact in the Quintuple Helix model are i. the educational system, which generates and disseminates new knowledge; ii. the economic system, which controls, possesses and generates economic capital; iii. the political system, which has political and legal capital (e.g., laws, clearances, policy, public goods); iv. civil society, which has the social capital, and is characterized by traditions, values, and behavioral patterns; and v. the natural environment, which has natural capital (e.g., natural resources, climate, air quality, geological stability) (Carayannis, Barth, & Campbell, 2012). Several kominkan case study reflects the knowledge co-creation and dynamic interactions among sub-system. For example, the case study of Seno Kominkan in raising a community of Seno and Mishima districts as a new residential area was performed by sharing with them their local history, ‘water wells map’. The initiative by local residents explores historically the important water sources, how local people in the past took good care of water throughout their lives, thus deepening their knowledge of local resources. The case study of Saidaiji Kominkan operates by providing the volunteer training course ‘Udon School’ to help residents make friends and find motivation in life after retirement. Participants focus on learning how to make Udon noodles and soup and open ‘Udon Café’ in a popular shopping area which slowly…
The review of Negeri Sembilan State Structure Plan 2045 complies with the amendments or review of... more The review of Negeri Sembilan State Structure Plan 2045 complies with the amendments or review of the state’s five years’ development plan. This planning document presents the strategies, policies, and general proposals that cover the whole state. The review also considers changes in policies at the state level to align with the policies at the national level. The process of preparation of the State Structure Plan is in accordance with the manual of PLANMalaysia. The review of Negeri Sembilan State Structure Plan 2045 consists of 5 development thrusts, 34 policies, 98 strategies, and nine high impact projects
United Nation Country Team in Malaysia, Nov 6, 2019
Having sustainable development goals, SDGs as a wide spectrum of the normative and integrative fr... more Having sustainable development goals, SDGs as a wide spectrum of the normative and integrative framework which voluntarily adopted by the Nation requires active actor involvement to interpret the goals, targets, indicators into action. This is including the higher education institution, HEI as a non-state actor, NSAs. HEI also has recognized as a key driver for SDGs through the Higher Education Sustainability Initiative (HESI). It is a partnership between United Nations Department of Economic and Social Affairs, UNESCO, United Nations Environment, UN Global Compact's Principles for Responsible Management Education (PRME) initiative, United Nations University (UNU), UN-HABITAT and UNCTAD, which was created in 2012 in the run-up to the United Nations Conference on Sustainable Development (Rio+20). Through its strong association with the United Nations, HESI provides higher education institutions with a unique interface between higher education, science, and policymaking. Other HEI network on sustainability is SDSN, UIGreenMetric, green world university ranking, International Sustainable Campus Network (ISCN), South East Asia Sustainable Community Engagement Network (SEASCEN). The five dimensions of SDG; People, Planet, Peace, Prosperity & Partnership is the key drivers to mobilize the SDGs into action. The mechanism to mobilize SDGs in HEI refer to their role and functions as a teaching-learning institution, research development, campus operation sustainably and outreach community. Hence, the partnership or collaboration mode, Triple Helix, Quadruple Helix, and Quintuple Helix was referred. The initial mode of collaboration in the 1990s, the Triple Helix innovation model focuses on the triangulation of university-industry-government relations. The University produces the output or product where the industry produces it for commercialization and the government regulates the market. Second, the Quadruple Helix innovation model where the fourth component, the citizen is taking part in the triple helix interaction. By considering the society, the output needs to be relevant in the context of society. Hence, culture (cultures) and innovation culture (innovation cultures); the knowledge of culture and the culture of knowledge; local knowledge, local value system, values and lifestyles; multiculturalism, multi-culture, and creativity; media; arts and arts universities are considered. Hence, there is a transition from a knowledge-based economy into a knowledge-based society. Finally, the consideration of the natural environment as the fifth knowledge sub-system or helices was considered in the quintuple helix of innovation. It is where the natural environment becomes a consideration. This is triggered by major global environmental challenges, such as climate change, loss of biodiversity, plastic pollution. This situation creates a push factor for the university involves in SDGs. The situation also affects the evolution of the University Mode of Knowledge transfer. From Mode 1 of knowledge as a "Laissez-faire mode" meaning that the education and knowledge are free, transform into Mode 2, where University focuses on knowledge application and a knowledge-based problem solving that involves the following principles: knowledge produced in the context of the application, transdisciplinary. Now, the Mode 3 knowledge production system, expanding and extending the Mode 1 and Mode 2 knowledge production systems are at the heart of the fractal research, education and innovation ecosystem academia together with community and private sector hand in hand in facilitate the state/ government to work on the goals allows more interactions between actors to accommodate sustainability transformation in society. Concurrently, University mission has changed from the First mission to produce skill graduate/labor, into Second mission for knowledge development science and research, and now enter the Third mission for co-creation for sustainability which allows interactions among actors in the Quadruple helix in the bigger context of natural subsystem or quintuple helix (Slide 5). Under the University Third mission, co-creation for sustainability, there are several kinds of research and social engagement paradigms to integrate sustainable development values in society. For example, Participatory and Action research (as a collaborative problem defining, fusion of researcher and subjects, empowerment of reflective social change), Technology Transfer (commercialization of research results, societal contribution through economic development), Transdisciplinary (joint problem solving of real-world problems with multiple actors from society and academia, practice-oriented approach), Cooperative Extension System (an outreach and technology transfer portal to drive local community and rural development), Service Learning (application of educational programs to extracurricular activities for tackling real-world problems), Urban Reform (targeted…
The Melaka State Climate Action Plan (MSCAP) 2020 – 2030 is a state- and community wide action pl... more The Melaka State Climate Action Plan (MSCAP) 2020 – 2030 is a state- and community wide action plan which was based on the Greenhouse Gas (GHG) inventory data as of year 2015. It was co-developed by the team of expert from Universiti Teknologi Malaysia, the officers in Melaka GreenTech and the stakeholders in Melaka state which can be a basis for Melaka Climate Governance. Six main sectors were identified from the Melaka Climate Resolution 2019, Melaka Climate Action Plan Stakeholder Workshop. The six are Public & Stakeholder Engagement, Climate Governance, Energy, Transport, Waste, Ecosystem & Biodiversity. The development of detail GHG emission sources helps agencies to determine the major sources of carbon emissions, identify the strategies for mitigation and adaptation in order to reduce these emissions and improve the overall resilience of the city. MSCAP was developed as a guide for structured and continuous action to translate the Melaka State GHG Inventory Report. It was developed to strategize the Melaka contribution towards the Nation voluntary commitment on CO2 reduction by identifying emissions from various sectors and activities in Melaka. Community- and sector-wise GHG inventory reveals the characters of carbon emitters and helps in assigning the responsibility for further climate mitigation and adaptation action. As of year 2030, Malaysia national target for carbon emission reduction is 45% and the Melaka State GHG emissions reductions target set up for 45 % or equivalent to 5,703 MT CO2e. Per capita GHG emission for Melaka State was recorded 5.09 tCO2e in 2015 based on 872,900 population. In line with the trends of energy demand, the major contributors to GHG emissions are industrial energy use with 1,590 MT CO2e (35.77 %), on-road transportation with 1,115 MT CO2e (25.09 %) and commercial / institutional buildings and facilities with 733 MT CO2e (16.49 %). Climate resolution for Melaka State (2020 – 2030) is a result of the Melaka Climate Stakeholder
A review about mining practice implemented by the Indonesian government related to environmental ... more A review about mining practice implemented by the Indonesian government related to environmental management system considering land reclamation, mining closures and community development is discussed in this book chapter. Mining activities involving with exploration and exploitation resulting land damage as well as mining problems including illegal mining, mining waste disposal and rules violation are highlighted in this chapter. The conflict between the Ministry of Forestry and Ministry of Mining boiled to peak from launching of the Indonesian Forestry Law 41/1999 which restricts underground mining activities in protected forest cones is an important subject to be issues in Indonesia encountered with environmental sustainability.
cited as : Yosfiah, M.R.., Sundari, R & Zen, I.S. 2012. The Relevance of Environmental Management in Mining Practices. In 'Non-Structural Environmental Management' Ed by: WenWai,C., Mohammed, A.H. & Mohamad, M.T.S.H. (Chapter 5). Page : 61 - 78. UTM Pub.
In wastewater management system, one of the issue is the accumulated suspended chemical materials... more In wastewater management system, one of the issue is the accumulated suspended chemical materials that may generate solid waste problems in watershed area, in this study, a campus. The application of statistical methods has become a non-structural management tool in waste management system. This study demonstrated modelling and applying the entry stepwise method in multiple linear regressions. The types metals pollutant in the waste water materials has analysed are: Copper (Cu), Iron (Fe), Zinc (Zn), Nickel (Ni), Cobalt (Co), Chromium (Cr) and Lead (Pb) of wastewater and correlation of academic campus activities. It will contribute for a good value of wastewater mitigation policy related environmental management, The study shows that the proposed linear regression model is useful as a simple tool for non-structural environmental management particularly addressing to illustrate metal pollution in campus wastewater management.
Cited as:
Sundari, R., Yosfiah, M,R, and Zen, I,S. 2012. Application of Stepwise Linear Regression on Campus Wastewater Management System (Chapter 4). In 'Non-Structural Environmental Management'. Ed by. WengWai,C., Mohammed, A.H. & Mohammad, M.T,S.H. page : 41-57.
The first campus sustainability reporting that followed the Global Report Initiative (GRI) standa... more The first campus sustainability reporting that followed the Global Report Initiative (GRI) standard applied world wide for the corporate social responsibility. The format adopted by the University as part of the University Social Responsibility. The report highlight the UTM achievement in reduce the carbon emissions from various campus sustainability initiatives which covers teaching and learning, research development and campus operation as well as the institutional linkages established.
Cited as : Azlan Abdul Rahman & Irina Safitri Zen. 2015. TOWARDS LOW CARBON CAMPUS: SUSTAINABILITY REPORT 2013. Office of Deputy Vice -Chancellor (Development), UTM. ISBN 978-967-0194-43-1. 74pages.
This Executive Summary is based on the document “A Standard
Framework for Biosphere Reserve Manag... more This Executive Summary is based on the document “A Standard Framework for Biosphere Reserve Management informed by Sustainability Science” (2018). Serving a contribution towards the evolving Technical Guidelines for Biosphere Reserves, the document seeks to facilitate the nomination Biosphere Reserves (BRs) and their contribution towards sustainable economic and social development in the region through the application Sustainability Science principles. The document was developed by UNESCO Office Jakarta and University of Tokyo (UTokyo), with support from Japanese Funds-in-Trust (JFIT) in response to a request by members of the Asia-Pacific Biosphere Reserve Network and with the objective facilitating improved BR management in Asia and the Pacific. The document draws from literature review of existing practices, site visits and a regional experts’ group meeting.
Non-state actor involvement to support/ complement government initiatives for climate actions has... more Non-state actor involvement to support/ complement government initiatives for climate actions has been emphasized in climate governance. This paper examines the potential of multilevel marine governance framework by using the sustainability science (SS) approach, using the Wakatobi National Park (WNP) as a case study. As a counterproductive to the silo approach of marine management which focuses on a single species or sector, SS emphasises the multi-stakeholders involvement to address the complexity of marine and coastal issues. It ranges from the lack of marine protected area (MPAs) management, socio- technical issues, as well as political aspects which involve many different interests, perspectives and stakeholders in the applied marine conservation science. This complexity has largely been underestimated. The result of this study recognized the fact that the success of WNP was contributed by the co-evolution, co-design and co-implementation of key strategic innovative initiatives e.g., new ecosystem stewardship, strategic partnerships and re-zonation planning for sustainable management of the marine resources. Linking top-bottom approach focusing on global alliances partnerships with local non-governmental organizations (NGOs) as well as the empowerment of local authorities are among the major strategies in solving the problems faced in the WNP as marine protected area (MPA). The problems are e.g., Illegal fishing, commercial fishing, insufficient management fund and lack of WNP marine protected area manager. This paper hence examines the various dimensions and complexities of problems by using the multi-level marine governance and sustainability science with close facilitation by NGOs that empowers and links the Wakatobi district with National and global alliances under an innovative approach to ecosystem stewardship that benefits the Wakatobi community; in all aspects i.e., ecologically, socially and economically. Keywords: marine resources, sustainability science, marine governance, multilevel marine governance, ecosystem-based management (EBM), marine protected area (MPA)
Uploads
Papers by Irina Safitri Zen
Six main sectors were identified from the Melaka Climate Resolution 2019, Melaka Climate Action Plan Stakeholder Workshop. The six are Public & Stakeholder Engagement, Climate Governance, Energy, Transport, Waste, Ecosystem & Biodiversity.
The development of detail GHG emission sources helps agencies to determine the major sources of carbon emissions, identify the strategies for mitigation and adaptation in order to reduce these emissions and
improve the overall resilience of the city.
MSCAP was developed as a guide for structured and continuous action to translate the Melaka State GHG Inventory Report. It was developed to strategize the Melaka contribution towards the Nation voluntary commitment on CO2 reduction by identifying emissions
from various sectors and activities in Melaka.
Community- and sector-wise GHG inventory reveals the characters of carbon emitters and helps in assigning the responsibility for further climate mitigation and adaptation action.
As of year 2030, Malaysia national target for carbon emission reduction is 45% and the Melaka State GHG emissions reductions target set up for 45 % or equivalent to 5,703 MT CO2e.
Per capita GHG emission for Melaka State was recorded 5.09 tCO2e in 2015 based on 872,900 population.
In line with the trends of energy demand, the major contributors to GHG emissions are industrial energy use with 1,590 MT CO2e (35.77 %), on-road transportation with 1,115 MT CO2e (25.09 %) and commercial / institutional buildings and facilities with 733 MT CO2e (16.49 %).
Climate resolution for Melaka State (2020 – 2030) is a result of the Melaka Climate Stakeholder
cited as :
Yosfiah, M.R.., Sundari, R & Zen, I.S. 2012. The Relevance of Environmental Management in Mining Practices. In 'Non-Structural Environmental Management' Ed by: WenWai,C., Mohammed, A.H. & Mohamad, M.T.S.H. (Chapter 5). Page : 61 - 78. UTM Pub.
Cited as:
Sundari, R., Yosfiah, M,R, and Zen, I,S. 2012. Application of Stepwise Linear Regression on Campus Wastewater Management System (Chapter 4). In 'Non-Structural Environmental Management'. Ed by. WengWai,C., Mohammed, A.H. & Mohammad, M.T,S.H. page : 41-57.
Cited as :
Azlan Abdul Rahman & Irina Safitri Zen. 2015. TOWARDS LOW CARBON CAMPUS: SUSTAINABILITY REPORT 2013. Office of Deputy Vice -Chancellor (Development), UTM. ISBN 978-967-0194-43-1. 74pages.
Framework for Biosphere Reserve Management informed
by Sustainability Science” (2018). Serving a contribution towards
the evolving Technical Guidelines for Biosphere Reserves, the document seeks to facilitate the nomination Biosphere Reserves (BRs)
and their contribution towards sustainable economic and social development in the region through the application Sustainability Science principles. The document was developed by UNESCO Office Jakarta and
University of Tokyo (UTokyo), with support from Japanese Funds-in-Trust (JFIT) in response to a request by members of the Asia-Pacific Biosphere Reserve Network and with the objective facilitating improved
BR management in Asia and the Pacific. The document draws from
literature review of existing practices, site visits and a regional experts’ group meeting.
Keywords: marine resources, sustainability science, marine governance, multilevel marine governance, ecosystem-based management (EBM), marine protected area (MPA)