Abstract
The two key themes from the United Nations Rio+20 conference of a green economy, and creating an institutional framework for sustainable development were developed at the University of Northampton Students’ Union. The University of Northampton is currently the only accredited Ashoka U Changemaker Campus within the UK. The university has committed to embed the principles and values of Social Enterprise and Social Value within every course and to encourage entrepreneurial activity in a socially-minded manner in all graduates to influence the creation of a fairer and more sustainable society. Social enterprises aim to benefit society as their primary purpose before making profits which is a key component to overcome the challenges of sustainable development. However, the Students’ Union felt that too much emphasis was put on social and financial elements, while the environmental aspects were being neglected. The answer was a successful bid for Planet Too a £250,000 two year project joining twenty-five other universities across the UK as part of the Students' Green Fund, government funded by HEFCE. Planet Too is a student-led program that delivers seven distinct interventions designed to transform thinking and behaviours around sustainable development at the University of Northampton. It combines aspects of volunteering and campaigning with social enterprise to increase employability and to engage students in leading change on their campus. Students, academics, landlords and the wider community are connected through the different elements. This essay highlights the ways environmental sustainability has been embedded into the social enterprise Changemaker ethos.
“The economy is a human construct. Economic “laws” are not like the law of gravity. They can be altered.”
—(O’Neill, 2010)
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Pole, S.M. (2015). Embedding Environmental Sustainable Development Within Social Enterprise at the University of Northampton. In: Leal Filho, W., Azeiteiro, U., Caeiro, S., Alves, F. (eds) Integrating Sustainability Thinking in Science and Engineering Curricula. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-319-09474-8_21
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