Catalyzing climate action: a case study on universities as hubs for community-engaged climate projects

Eirikson A, Haddock RL (2025), "Catalyzing climate action: a case study on universities as hubs for community-engaged climate projects". International Journal of Sustainability in Higher Education, Vol. 26 No. 6 pp. 1512–1531, doi: https://doi.org/10.1108/IJSHE-09-2024-0664

Abstract

Purpose

Academic institutions are in a unique position to secure funding and work with communities on climate change issues that matter most to them while providing research opportunities that benefit faculty and students. The purpose of this case study is to outline the steps to secure funding to create a grant program that prioritized partnerships; equity, diversity, inclusion and accessibility (EDIA); truth and reconciliation; and experiential learning (EL) opportunities while sharing lessons learned and recommendations to grow community-engaged climate projects at other academic institutions.

Design/methodology/approach

The University of Calgary placed community at the center of this grant program by connecting the program to university strategies; receiving guidance from a community circle of advisors and university experts in knowledge engagement and EDIA; and creating a grant application and evaluation process that reflected ongoing feedback. While not exclusively designed for funding projects using participatory methods, the grant program incorporated participatory approaches.

Findings

Participatory, inclusive and transdisciplinary approaches to the design and implementation of a community-engaged climate action grant program were key to its success.

Originality/value

This case study represents a unique approach to creating a granting program at a university that brings together community groups, faculty and students to realize climate action through honoring participatory, inclusive and transdisciplinary approaches.

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