Towards a Sustainability Elective Classification: Evidence, Equity and Institutional Change in Higher Education
Year: 2026
Type: article
Abstract: The Carnegie Elective Classification for Sustainability was developed to support higher education institutions in advancing sustainability through institutional self-study, systems thinking, organisational learning and institutional transformation. By encouraging evidence- based reflection and cross- campus engagement, the classification has the potential to shape institutional priorities, strengthen practices and accelerate sustainability efforts across higher education. Drawing on a multi- year feasibility study, a field- informed development process, and a pilot involving 20 colleges and universities across the United States and Puerto Rico, this article examines the origins, implementation and early outcomes of the classification. The pilot engaged institutions in a Community of Practice, application development, and peer review process that fostered shared learning and built a collaborative network of institutions advancing sustainability. Findings suggest that classification is more than a recognition mechanism. Participating institutions reported that the process increased awareness of existing sustainability efforts; strengthened cross- campus collaboration; expanded institutional networks; and encouraged more strategic alignment between sustainability initiatives and institutional mission. The self- study process helped institutions identify strengths, uncover gaps and better understand the relationships among teaching, research, operations, community engagement and student learning. Participants also highlighted the value of a flexible framework that recognises diverse institutional contexts, missions and approaches to sustainability while maintaining a shared commitment to environmental stewardship, social equity, economic resilience and community wellbeing. The article argues that the Carnegie Elective Classification for Sustainability has the potential to serve as both a catalyst and a framework for institutional transformation. By encouraging evidence-based reflection, organisational learning and collaborative problem- solving, the classification may help institutions deepen and accelerate sustainability efforts across higher education. Implications for future research, institutional practice and the development of sustainability assessment frameworks are discussed.
DOI: 10.5130/ehsmzg06
Author: Cathy Avila-Linn
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7224893259