Sürdürülebilir ve Yeşil Kampüsler: Türkiye’deki Üniversitelerin Yeşil Vizyonu

Yıl 2022, Cilt: 14 Sayı: Özel Sayı, 315 - 346, 31.12.2022

Zafer Çelik , Murat Öztürk

https://doi.org/10.31198/idealkent.1166470

Öz

Tüm toplumu etkileyen iklim değişikliğinin etkilerini azaltmak ve daha sürdürülebilir bir dünya inşa etmek için üniversitelere önemli sorumluluklar düşmektedir. Bu konuda üniversitelerin başta öğrenciler ve çalışanlar olmak üzere tüm toplumu bilgilendirmesi ve bu kesimlerin farkındalığının gelişmesine öncü olması; yenilikçi çalışmalar yaparak ve teknolojiler geliştirerek iklim değişikliğinin etkisini azaltmada ve daha sürdürülebilir bir dünya inşa etmede önemli roller üstlenmesi beklenmektedir. Bu çalışmanın amacı Türkiye’deki üniversitelerin stratejik planlarını GreenMetric göstergeleri ile inceleyerek Türkiye’deki üniversitelerin yeşil vizyon düzeyini göstermektir. Buna göre Türkiye’deki birçok üniversite GreenMetric sıralamalarına katılmasına ve birçok çevreci programa dahil olmasına rağmen, yeşil vizyonları oldukça düşüktür. Üniversitelerin yüzde 90’ının yeşil vizyon endeks puanı 100 üzerinden 15’in altında; su, atıklar ile eğitim ve araştırma alanlarında yeşil vizyon puanı ise 10 puanın da altındadır. Bulgulara göre, Türkiye’de İTÜ hariç hiçbir üniversite orta noktanın üzerinde bir endeks puanına sahip değildir. Sonuç olarak iklim değişikliğinin etkileri ve üniversitelerin bu süreçteki önemi dikkate alındığında üniversiteler, yeşil kampüs inşa etme konusunda bütüncül bir politika geliştirmeli ve kampüslerini sürdürülebilirlik ilkeleri ekseninde düzenlemelidirler.

Anahtar Kelimeler

yeşil kampüs, yeşil vizyon, iklim değişikliği, üniversite, stratejik plan, Green campus, green vision, cilimate change, university, strategic plan

Sustainable and Green Campuses: The Green Vision of Universities in Turkey

Öz

Universities have important responsibilities to reduce the effects of climate change, which affects the whole society, and to build a more sustainable world. In this regard, universities should raise the awareness of the public, especially students and employees, and lead the development of awareness; develop innovative research to reduce the impact of climate change. This study aims to show the green vision level of universities in Turkey by examining the strategic plans of universities using GreenMetric indicators. Accordingly, although many universities in Turkey participate in GreenMetric rankings and are included in many environmentalist programs, their green vision level is quite low. The green vision index score of 90 percent of universities is below 15 out of 100; The green vision score in the fields of water, waste, education, and research is below 10 points. According to the findings, none of the universities in Turkey, except ITU, has an index score above the midpoint. As a result, considering the effects of climate change and the importance of universities in this process, universities should develop a holistic policy for building green campus and lead the society and organize their campuses in line with sustainability principles.

Anahtar Kelimeler

Green campus, green vision, cilimate change, university, strategic plan

Kaynakça

• AASHE. (2018). 2018 Sustainable campus index. https://www.aashe.org/wp-content/uploads/2018/08/SCI-2018.pdf
• AASHE. (2019). History. https://stars.aashe.org/about-stars/history/
• Alshuwaikhat, H.M. ve Abubakar, I (2008). An integrated approach to achieving campus sustainability: Assessment of the current campus environmental management practices. Journal of Cleaner Production 16, 1777-1785.
• Barlett P. F. ve Chase G.W. (2004). Introduction. P.F. Barlett ve G.W. Chase (Ed.) in Sustainability on campus stories and strategies for change (s. 1-26). Cambridge, Massachusetts: The MIT Press.
• Beringer, A. & Adoment, M. (2008) Sustainable university research and development: inspecting sustainability in higher education research, Environmental Education Research, 14 (6), 607-623.
• Bonett, D. G., & Price, R. M. (2005). Inferential methods for the tetrachoric correlation coefficient. Journal of Educational and Behavioral Statistics: A Quarterly Publication Sponsored by the American Educational Research Association and the American Statistical Association, 30(2), 213–225.
• Bozat, Z.A., Topdemir, A. ve Gazi, I. (2016). Building corporate reputation with sustainability and universities. Sosyal Ekonomik Araştırmalar Dergisi, 16(32), 286-302.
• Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). New York: Psychology Press.
• Dagiliute, R. ve Liobikiene, G. (2015). University contributions to environmental sustainability: Challenges and opportunities from the Lithuanian case. Journal of Cleaner Production, http://dx.doi.org/10.1016/j.jclepro.2015.07.015
• Finlay, J. ve Massey, J. (2012). Eco-campus: applying the ecocity model to develop green university and college campuses. International Journal of Sustainability in Higher Education, 13 (2), 150 – 165.
• Fischer, D., Jenssen, S., & Tappeser, V. (2015). Getting an empirical hold of the sustainable university: a comparative analysis of evaluation frameworks across 12 contemporary sustainability assessment tools. Assessment & Evaluation in Higher Education, 40 (6), 785‐800.
• Grabovska, R. Grabowski, J. (2009). Implementin the United Nations decade on education for sustainable developlemnt in Latvian higher education. Journal of Teacher Education for Sustainability, 11 (1), 18-30.
• Grice, J. W. (2001). Computing and evaluating factor scores. Psychological Methods, 6(4), 430–450.
• Grindsted, T.S. (2011). Sustainable universities-from declarations on sustainability in higher education to national law. Environmental Economics, 2(2), 29-36.
• Gür, B.S., Çelik, Z., Kurt, T. ve Yurdakul, S. (2017). Yükseköğretime bakış 2017: İzleme ve değerlendirme raporu. Ankara: Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi.
• Hajrasouliha, A. (2016). Campus score: Measuring university campus qualities. Landscape and Urban Planning 158 (2016) 166–176
• Harman, H. H., & Jones, W. H. (1966) Factor analysis by minimizing residuals (Minres). Psychometrika, 31(3), 351-368.
• Hoque, A. Clarke, A. ve Sultana, T. (2017). Environmental sustainability practices in South Asian university campuses: An exploratory study on Bangladeshi universities. Environment, Development, Sustainablity. 19(6) 2163-2180.
• ISCN&GULF. (2014). Best practice in campus sustainability: Latest examples from ISCN and GULFSchools.
• Jöreskog, K.G. (1971). Statistical analysis of sets of congeneric tests. Psychometrika, 36(2), 109-133.
• Kaplan, D.H. (2015). Transportation sustainability on a university campus. International Journal of Sustainability in Higher Education, 16 (2) http://dx.doi.org/10.1108/IJSHE-03-2013-0023
• Kiraz, M. (2018). Sustainable water and stormwater management for METU Campus. Yayımlanmamış yükseklisans tezi. ODTÜ.
• Kościelniak, C. (2014). A consideration of the changing focus on the sustainable development in higher education in Poland. Journal of Cleaner Production, 62, 114–119. doi:10.1016/j.jclepro.2013.06.006
• Kurdoğlu, B.Ç., Bayramoğlu, E. Kurt Konakoğlu, S.S. (2018). Kampüslerde yaya ve bisiklet yollarına uygun sürdürülebilir donatı tasarım kriterleri. Uluslararası Bilimsel Araştırmalar Dergisi, 3 (2), 493-502.
• Lee, K.H, Barker, M. Moushar A. (2013). Is it even espoused? An exploratory study of commitment to sustainability as evidenced in vision, mission, and graduate attribute statements in Australian universities. Journal of Cleaner Production. 48, 20-28
• Lehmann, M., Christensen, P., Thrane, M., & Jørgensen, T. H. (2009). University engagement and regional sustainability initiatives: some Danish experiences. Journal of Cleaner Production, 17(12), 1067–1074.
• Levy, B.L.M. ve Marans, R.W. (2012).Towards a campus culture of environmental sustainability. International Journal of Sustainability in Higher Education, 13 (4), 365 – 377.
• Lozano, R. (2006). Incorporation and institutionalization of SD into universities: breaking through barriers to change. Joural of Clenaer Production, 14, 787-796.
• Lozano, R., Lukman R., Lozano F.J. Huisingh, D. Ve Lamvrechts, W. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. Journal of Cleaner Production, 48, 10-19.
• Mcmillin, J. ve Dyball, R. (2009). Developing a whole-of-university approach to educating for sustainability linking curriculum, research and sustainable campus operations. Journal of Education for Sustainable Development, 3(1), 55–64.
• Nocedal, J., & Wright, S. J. (2006). Numerical optimization (2nd ed.). New York: Springer.
• Ongan, G. (2014). Campus sustainability in the European Union and Turkey: a holistic approach in Turkey. Yayımlanmamış Doktora tezi. Marmara Üniversitesi, Avrupa Birliği Enstitüsü.
• Ömürbek, V, Erk, Ç, Herek, S. (2019). Üniversitelerde atık yönetimi uygulamaları. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (35), 124-161.
• Özdal Oktay, S. Ve Özyılmaz Küçükyağcı. (2015). Üniversite kampüslerinde sürdürülebilir tasarım süreçlerinin incelenmesi. II. Uluslararası Sürdürülebilir Yapılar Sempozyumu (ISBS 2015), 28-30 Mayıs 2015, Türkiye.
• Özdoğan, B. ve Civelekoğlu, G. (2019). Üniversite yerleşkeleri için ulusal çevresel sürdürülebilirlik endeksinin geliştirilmesi. Mühendislik Bilimleri ve Tasarım Dergisi, 7 (1), 65-80.
• R Core Team (2021). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.
• Rowe, K. (2006). The measurement of composite variables from multiple indicators: Applications in quality assurance and accreditation systems-childcare. Camberwell, Victoria: Australian council for educational research, 1-16.
• Rüşen, S.E., Topçu, M.A, Celep G.K., Çeltek S.A. ve Rüşen, A. (2018). Üniversite kampüs binaları için enerji etüdü: Örnek çalışma. Çukurova Üniversitesi Mühendislik Mimarlık Fakültesi Dergisi, 33(2), 83-92.
• Satean, G. (2017). The need to go beyond “Green University” Ideas to involve the community at Naresuan University, Thailand. M. Matsumoto et al. (eds.), Sustainability through innovation in product life cycle design in (pp. 841-857). Springer.
• Savanick, S. Strong, R. and Manning, C. (2008). Explicitly linking pedagogy and facilities to campus sustainability: lessons from Carleton College and the University of Minnesota Environmental Education Research 14,(6), 667–679.
• Saygın N. Ve Ulusoy, P. (2011). Stormwater management and green infrastructure techniques for sustainable development. Politeknik Dergisi, 14(3), 223-231.
• Stafford, S.L. (2011). How green is your campus? An analysis of the factors that drive universities to embrace sustainability. Contemporary Economic Policy. 29 (3), 337–356.
• Suwartha, N. ve Sari R.F. (2013). Evaluating UI GreenMetric as a tool to support green universities development: assessment of the year 2011 ranking. Journal of Cleaner Production (61), 46-53.
• Tan, H., Chen, S. Shi, Q. Ve Wang, L. (2014). Development of green campus in China. Journal of Cleaner Production (64), 646-653.
• Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.
• Tiyarattanachai, R. and Hollmann, N.M. (2016). Green Campus initiative and its impacts on quality of life of stakeholders in Green and Non-green Campus universities. SpringerPlus 5, 84. https://doi.org/10.1186/s40064-016-1697-4
• UNEP. (2014). Greening universities toolkit V2.0. Transforming universities into green and sustainable campuses: a toolkit for implementers (Advance copy). United Nations Environment Programme.
• Universitas Indonesia. (2018). UI GreenMetric Dünya Üniversiteler Sıralaması 2018. https://greenmetrics.beun.edu.tr/greenmetrics-hakkinda/dokuman-ve-brosurler.html
• University of Indonesia. (2021). Overall rankings 2021. https://greenmetric.ui.ac.id/rankings/overall-rankings-2021
• Zdanytė, K., Neverauskas, B., & Sabaliauskaitė, E. (2014). Implementation of sustainable development opportunities in the Lithuanian Higher Education Institution. Procedia - social and behavioral sciences, 110, 482–493. doi:10.1016/j.sbspro.2013.12.892
• Zegers, F. E., & Ten Berge, J. M. (1983). A fast and simple computational method of minimum residual factor analysis. Multivariate Behavioral Research, 18(3), 331–340.