Environmental Stewardship1

Successful Environmental Stewardship in Universities
It is time for a green revolution in universities. The world has finallybegun to move towards environmental awareness; with individuals,institutions, and local governments each taking their role in this process.
What can universities do in this eminent global movement?
Underwood (2007) addresses this question in Newsweek article:
As a $315 billion sector of the economy—and one that will train
future leaders—higher education has a special responsibility toencourage environmental stewardship. The university presidents hopethat even students who don't pursue increasingly popular majors inenvironmental studies will learn simply from being on a green campus,
living in green buildings, eating sustainable food and absorbing
everyday messages of conservation. (Underwood, A. 2007)
In both Japan and the United States, people realize the importantrole in environmental protection. Here I will analyze environmental projects
in Japanese and American universities. Although there is no way todetermine which environmental projects are more effective or advanced,
there is a definite difference between the projects in Japan and in the US. By
comparing them, I will identify the key factors in making a successfulenvironmental program, and think of ways in which Japanese universities
can improve.

Environmental Stewardship

2First, we must analyze the current attitude of Japanese universities’on the environment. One way to determine this is through the ISO14001, a
governmental program in Japan that encourages organizations to thinkenvironmentally. Groups enlisted must have annual goals that will lead toenvironmental protection, such as 5% reduction in paper use. The program
annually checks registered groups to make sure that they are meeting theirgoals. For industrial companies, registration promotes an “eco-friendly”
public image. Since its founding in 1996, Japanese universities too have
gradually begun registering into this program. Figure 1 shows annual
increase of registered groups since 1996, and Figure 2 shows the increase byuniversities.
Another way to analyze this trend is through environment related
contests such as “Eco-products.” Figure 3 shows the annual increase in thenumber of participants in “Eco-products.” Although this contest is not onlyfor universities but business companies and NGOs as well, it is logical toassume that the increase in participants means the increase in university
participants. Therefore, it can be analyzed that universities are partaking inEnvironmental Stewardship3these contests more than they use to. Also, environmental groups centeredaround universities, such as a group literally translated as the Private
University Environmental Protection Association, have increased inmembership. (Figure 4)
Through environmental programs, contests, and groups, Japanese
universities are undeniably moving towards environmental change. But what
can universities actually do?
From my analysis of Japanese and American universities, I haveconcluded that all environmental universities must have these four points:Policies, measurable progress, communication, and incentives. Only byimplementing all of them, is it possible to have successful university
environmental programs that will affect the campus infrastructure.
Having clear policies concerning environmental projects will help
universities produce better results. Practically all universities in theISO14001 program have clear policies. This is because, for each university tomeet their goals set in the ISO140001 program, they must have wellorganized policies that will guide them to achieving those goals. Common
projects in Japan include, keeping the air conditioner on at 28 degrees celsius

Environmental Stewardship

4and printing on both sides. To have students and teachers participate inthese programs, there must be university policies that support them.
In his book about the environment, Kato (2001) talks about his theoryof how people find it easier to do something when it is policy. This is because
when something must be done of free will, one must restrain themselves fromdoing what they want, which according to Kato, has its limits. For example,on a hot day, it is more likely for a student to keep the air conditioner at 28
degree celsius if such a policy exists. This is because when one has a choice tolower the air conditioner temperature, some students might go below 28
degrees. Obviously, people are more “cooperative” when something is an
obligation, but that is not the only reason. It is easier for people to restrain
themselves from doing something, when they know that everyone else has an
obligation to do the same. Abstaining from turning the air conditioner down
on a hot day calls for restraint, irrelevant to whether or not it is a policy.
However, it is easier for someone to restrain themselves, when they know
they are not sacrificing more than everyone else. If this behavior is of free will,
the person will realize that they are sacrificing more than others, causing
stress. Kato claims that this buildup of stress will one day cause the person toEnvironmental Stewardship5

give in, and turn the air conditioner to a cooler temperature. Through thistheory, and logical reasoning, I deducted that it is easier for universities andits people to conduct environmental projects when policy is in place.
Another important point about environmental projects is “measurableprogress.” This involves visual data or demonstrations of quantitative
progress resulting from an environmental project. The reason this isimportant is to show students and faculty the fruits of their efforts. Seeing
progress after some period of engaging in a project leads to motivation, andwithout it, people doubt that projects are making a difference. One exampleof this measurable progress in environmental projects is related to garbage
disposal, and energy and water conservation. This is because both disposal
and conservation are easily measurable. In Japan, Kankyou-houkokusyo, orenvironmental reports that all universities create and post on the internet,
help carry out “measurable progress.” This allows anyone to see the progressthat the university has made in a project.
However, such progress cannot be verified or conveyed withoutcommunication, which is another essential point. Without communication, noone will know how much progress a university is making, or even about theEnvironmental Stewardship

6success or mistakes that have been made. Communication within auniversity is vital to gather participants, and to make that project effective.
Communication

must

transcend

university

communityandform

partnerships and brain trusts. Universities must communicate with otheruniversities to share new ideas or work together on projects. Every year
Japan holds the university Kankyo-Forum, an environmental conference.
University students gather to discuss the environment, what they are doingat their universities, and future direction. There are also other opportunities
to do this, like at environmental competitions, and Gakuensai.
I have realized that there is a great difference in how Japanese andAmerican universities communicate. University environmental projects inJapan are usually led by members of environmental circles, or committees.
These committees usually represent universities at competitions, and arefrequent participants in any environmental project. In the U.S., Creighton(1998), a researcher, points out the following:
Students often have environmental committees or groups that areindependent of the university-wide committee. Sometimes these groups
are interested in working on campus-based environmental stewardship,
yet they may have other agendas. (Creighton, S.H., 1998, p. 255).
American university students are more enthusiastic towards

Environmental Stewardship7

environmental projects outside of their universities, which also mean that
there is a larger variety of non-circle environmental youth groups in the U.S.
compared to Japan. These outside organizations include Campus Climate
Challenge, Do Something, and Focus the Nation. This would greatly make adifference in how American and Japanese universities carry out theirenvironmental projects. I therefore was unable to determine which country
has more effective environmental projects, but it is certain that one does not
greatly exceed the other in effectiveness. Japanese and American universities
each have their strong points, and one of the strong points of American
universities is their ability to gather participants for projects. This strong
point directly connects to the last factor of making an environmental projectwork and last in a university; incentive. Comparing American and Japanese
projects, I felt that Japanese universities do not provide enough incentive forthe students for them to become active participants in environmental change.
In the US, the National Association of College Stores (NACS)
annually holds the “Environmental Merchandising That Works” contest. At
University of Michigan, the campus store gives students discounts for new
notebooks when they return their old ones. The stores then reuse the wire,

Environmental Stewardship8saving on material.
At Oberlin University, the Campus Resource Monitoring System(CRMS) manages the energy use in dormitories. Using this system, which isaccessible to all students, the university holds contests to see which dorm
consumes the least energy in a given period of time. In the National Wildlife
website (2007), an Oberlin professor comments that “The premise is that
real-time data can be used to education, motivate and empower students toconserve resources.” The Oberlin has enjoyed great success every year since it
was started.
If done right, students and universities can both benefit fromenvironmental projects. One common way is a reduction in energy use, butthere are more creative possibilities. As seen at the University of Wisconsin –Madison (UWM), the university resolved to implement parking change.
UWM, which had been troubled by the lack of parking, was originallyplanning on construction of more parking lots. However, the university
resolved to limiting car use and reorganizing parking arrangements. Bytaking a more environmentally friendly measure, UWM professor Nielson
claims that “The alternatives are actually cheaper than expanding parking,Environmental Stewardship

9especially when all the externalities like air quality, noise pollution andsafety are factored in.” (as cited in Keniry, 1995, p.52) One of these measures
was shortening the work days at university for the professors, and creating awork from home instead. This lessened the number of people coming to theuniversity each day, and benefited the professors as well. Other programs
included handing out student discount tickets to promote the use of public
buses.
These cases show how universities have found ways to make students
participate in environmental projects by linking them to their daily lives.
American universities often carry out “contests” where there are merits for
those who win or participate. This is motivating, and greatly influences a
student’s decision to participate. This is pivotal. There can be no university
environmental projects without student participation, and therefore
programs that are carried out must accommodate their interests.
One point that both countries’ universities could work on is facilities
that are environmentally friendly. Keniry (1995) writes in her book,“Incorporating ecological concerns into the design of buildings and campuses
is a new challenge for most campuses.” (Keniry, J., 1995, p.52). Twelve years

Environmental Stewardship10since its publishing, technology has advanced, and now there are more
possibilities. Underwood (2007) states in her article, “At many schools, theconstruction of a new building is another chance to push green solutions. Orrcredits the building with having helped to inspire hundreds of Oberlin
students to choose professions in eco-design, architecture and related fields.”(Underwood, A. 2007). Constructing environmentally friendly buildings is
one of the projects that are yet to become common in universities. It relies
greatly on the efficiency of technology, and therefore the more advancetechnology gets, the more environmentally friendly buildings universities
have a potential of becoming. As the most technologically advance countries,
Japan can play a leading role, and is something that we can look to in thefuture.
There is a famous slogan by Friends of Earth; “Think globally, actlocally”. Big environmental terms such as “Global Warming” and “EarthSummit” makes environmental issues sound too big of an issue for students
like me to lend a hand in. If we think on a local scale, however, there areprobably countless things that even I can do. M’Gonigle and Starke (2006)
writes; “universities are rooted in local places, yet are well networked

Environmental Stewardship

11globally.” A university can therefore be a place where students can actively
play a part in this environmental movement. With some effort, Japanese
universities can truly be successful in environmental stewardship, and play aleading role towards environmental protection.

Environmental Stewardship

12References
Barlett, Chase. (2004). Sustainability on campus – stories and strategies forchange. Massachusetts Institute of Technology.
Creighton, S.H. (1998). Greening the ivory tower. Massachusetts Institute ofTechnology.
Eagan, D. (1992). The campus and environmental responsibility. Jossey-Bass
Inc Publishers.
Ecoproducts. (2007). Ecoproducts. Retrieved July 18, 2007, fromhttp://eco-pro.com/.
Henderson, H. (1988). The politics of the solar age: alternatives to economics.
Knowledge Systems.
Kato, Naoki. (1998). Kankyo to rinri. [Environment and philosophy].
Yubunnkaku.
Keniry, J. (1995). Ecodemia: campus environmental stewardship at the turnof the 21st century. National Wildlife Federation.
Kurosawa, Shoichi. (2004). ISO14001 wo manabu hito no tameni. [For people
who want to learn about the ISO14001]. Mineruva-syobo.
Ledbetter, Smith. (1993). Guide to energy efficient office equipment.
American Council for an Energy-Efficient Economy.
M’Gonigle, Starke (2006) Planet u. New Society Publishers.
National Association of College Stores. (2007). National association of collegestores. Retreieved August 14, 2007, from http://www.nacs.org/.
National Wildlife Federation. (2007). Chillout: Campus solutions to globalwarming. Retrieved June 21, 2007, fromhttp://www.nwf.org/campusEcology/chillout/.
Nihon Kikaku Kyoukai. (2007). ISO14001 shinsa touroku kennsuu.
[ISO14001 registration analysis]. Retrieved September 20, 2007, fromhttp://www.jsa.or.jp/stdz/iso/graph/graph1.pdf.
Orr, D. (1994). Earth in mind: on education, environment and the humanprospect. Island Press.
Underwood, A. (2007). American campuses get greener than ever. Retrieved
September 14, 2007, fromhttp://www.stopglobalwarming.org/sgw_read.asp?id=355258212007.
United States Environmental Protection Agency. (2007). United statesenvironmental protection agency homepage. Retrieved July 18, 2007,
from www.epa.gov/.

Environmental StewardshipAppendix

Figure 1
ISO14001 Annual Registration Number
Source: http://www.jsa.or.jp/stdz/iso/graph/graph1.pdf

13

Environmental Stewardship

14

Number of Universities

ISO14001 Program Registration
4035302520151050123456Year

78910

Table 2
Annual ISO14001 Registered Universities
note. The numbers indicated in the graph represent the following years:
1=1998, 2=1999, 3=2000, 4=2001, 5=2002, 6=2003, 7=2004, 8=2005, 9=2006,10=2007.

Figure 3
Annual Participants at Eco-products
Source: http://eco-pro.com/

Environmental Stewardship

15Private University Environmental Protection Association

Number of Members

180
160
140
120
100
80
60
4020
1985

1990

1995

2000

2005

YearFigure 4

Annual number of membership in Private University Environmental
Protection Association