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A case study at the University of British Columbia analyzes two campus-wide visionary policies—Trek 2010: A Global Journey and Inspirations and Aspirations: The Sustainability Strategy—showing direct and indirect effects on teaching and learning. 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To explore this question, we have undertaken a case study at the University of British Columbia, analyzing two campus-wide visionary policies that call for sustainability education: Trek 2010: A Global Journey and Inspirations and Aspirations: The Sustainability Strategy. We analyze these documents to show how the goals and strategies within them have the potential to affect the teaching and learning of sustainability across the university, directly and indirectly.  \nOur analysis is coupled with a series of suggestions on how the policy process might be better executed in the future for more pedagogically effective sustainability policy.  \nrésumé  \nDans un contexte d’augmentation significative des politiques de durabilité dans les institutions d’enseignement supérieur, cet article cherche à déterminer dans quelle mesure le contenu de ces politiques favorise ou nuit à la mise en oeuvre d’une pédagogie de la durabilité en milieu universitaire. En guise d’étude de cas, nous avons entrepris  \n46 CJHE / RCES Volume 39, No. 1, 2009  \nl’analyse de deux politiques de durabilité à l’Université de la ColombieBritannique : « Trek 2010 : A Global Journey » et « Inspirations and Aspirations : The Sustainability Strategy » . Nous souhaitons démontrer comment les objectifs et les stratégies stipulés dans ce type de politiques peuvent influencer, directement ou indirectement, l’enseignement et l’apprentissage de la durabilité en milieu universitaire. Nous avons également inclus une série de suggestions visant à améliorer les processus d’élaboration des politiques de durabilité afin d’en assurer, à l’avenir, un meilleur arrimage au plan pédagogique.  \nIntroductIon  \nHigher education institutions are complex organizations with legacies of policies, practices, and personnel that carry over from one academic administration to another. Emerging within the last two decades is a new generation of university-wide policies that target sustainability as a goal (Wright, 2002) . Acknowledging their attributes, Filho (1999) wrote, “University-wide sustainability policies have the … [potential to facilitate] the ways sustainability measures are implemented,… [to provide] guidance in relation to the priority areas,… [and to] facilitate a dialogue between all of those who have a stake in the area”(p. 27) . Yet policy-makers must proceed with caution, as at times policy instruments are in conflict, contain gaps, or are not coherent, creating confusion and barriers to implementation. For many universities this has been true for sustainability policies, as even signatories to international declarations have been unable to create clear strategies or actions toward the institutionalization of sustainable practices (Wright, 2002) .  \nAlthough universities have often had success in implementing sustainability policies in the area of operations (e.g., building codes and energy usage), implementation has proved to be much more difficult in the processes of teaching and learning (i.e., pedagogy). Identifying this troublesome gap in an in-depth case study, Moore (2005a, 2005b) researched the ways in which a large, research-intensive Canadian university, the University of British Columbia (UBC), undertook the challenge of sustainability education after having signed and/o","cbCaiqvVMikwCIx4","https://ap.wps.com/l/cbCaiqvVMikwCIx4","pdf",129933,16,"English","# Abstract\n# Introduction\n## University-wide sustainability policies and implementation challenges\n# Context: The University of British Columbia\n## Policy priorities and action","[{\"question\":\"What question does the article address about sustainability policy and pedagogy?\",\"answer\":\"It asks how policy texts both enable and impede the implementation of sustainability pedagogy in higher education.\"},{\"question\":\"Which two UBC policies are analyzed in the case study?\",\"answer\":\"Trek 2010: A Global Journey and Inspirations and Aspirations: The Sustainability Strategy.\"},{\"question\":\"What does the article recommend regarding future sustainability policy processes?\",\"answer\":\"It provides suggestions to improve how the policy process is executed so sustainability policy becomes more pedagogically effective.\"}]","From Policy to Pedagogy: The Implications of Sustainability Policy for Sustainability Pedagogy in Higher Education - Journal Article | PDF",1792084947]