Seeram Ramakrishna, FREng, Everest Chair

Professor & Chair of Circular Economy Taskforce, National University of Singapore
  • National University of Singapore
  • 65 90107766
  • Singapore

About Seeram Ramakrishna, FREng, Everest Chair

UNESCO EGU2030 Global Expert Group member (https://www.uib.no/en/sdgbergen/141236/members-unesco-expert-group).

Book: Knowledge-driven Actions: Transforming Higher Education for Global Sustainability, Adrian Parr, Agnes Binagwaho, Andy Stirling, Anna Davies, Cheikh Mbow, Dag Olav Hessen, Helena Bonciani Nader, Jamil Salmi, Melody Brown Burkins, Seeram Ramakrishna, Sol Serrano, Sylvia Schmelkes, Tong Shijun and Tristan McCowan (2022).  UNESCO [61900], 100 pages, ISBN: 978-92-3-100505-3 (https://unesdoc.unesco.org/ark:/48223/pf0000380519).

Subject

Science, Technology and Society

Intro Content

Contributor

BigTech and FinTech Befriending Circular Economy

IES Charles Rudd Distinguished Public Lectures: CIRCULAR AND DIGITAL ECONOMY

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On the road Behind the Paper News and Opinion COVID-19

Recent Comments

Replying to David Docquier

Hi Seeram, this is an interesting paper. You say in the abstract "Benefits of 4IR include lower greenhouse gas emissions". Do you have in mind references (i.e. peer-reviewed articles) that demonstrate this statement quantitatively? Thanks.

Hi David, sorry for late reply as I could not access this site in recent weeks.  please check this reference

Avenyo, E. and Tregenna, F. (2021). “The effects of technology intensity in man-ufacturing on CO2 emissions: Evidence from developing countries”, Working paper 846.  Technology and Manage-ment Centre for Development, Univer-sity of Oxford. http://www.econrsa.org/system/files/publications/working_pa-pers/working_paper_846.pdf.

Thank you, Seeram

Replying to Mark McCaffrey

Interesting to get a sense of what is happening outside of North America, but please don't overlook the work of AASHE, the Association for the Advancement of Sustainaiblity in Higher Education and in particular their STARS program, which has been tracking efforts to infuse sustainable practice into the academy and the curriculum for more than a decade: https://stars.aashe.org/

Their system allows schools plenty of flexibility since the needs and challenges of a large research university will be very different from a liberal arts college. They have developed and keep refining a "score card" approach that heavily weighs whether and how sustainable practices are taught, but relying on the universities themselves to have the conversation internally about what sustainability is defined as.  Students-- frustrated that they aren't learning more about these issues-- are often driving the process.

We developed a plan for deploying the STARS system at the University I was working at in Central Europe, but, alas, the adminsitration decided not to prioritize the plan and it sits on a shelf.... 

COVID of course adds a new and important wrinkle to what sustainability (and survivability) means, as many campuses around the world have learned the hard way. 

Dear Mark, based on your inputs, I further updated the post.  Thank you so much, appreciated, warm regards, Seeram

Replying to Mark McCaffrey

Interesting to get a sense of what is happening outside of North America, but please don't overlook the work of AASHE, the Association for the Advancement of Sustainaiblity in Higher Education and in particular their STARS program, which has been tracking efforts to infuse sustainable practice into the academy and the curriculum for more than a decade: https://stars.aashe.org/

Their system allows schools plenty of flexibility since the needs and challenges of a large research university will be very different from a liberal arts college. They have developed and keep refining a "score card" approach that heavily weighs whether and how sustainable practices are taught, but relying on the universities themselves to have the conversation internally about what sustainability is defined as.  Students-- frustrated that they aren't learning more about these issues-- are often driving the process.

We developed a plan for deploying the STARS system at the University I was working at in Central Europe, but, alas, the adminsitration decided not to prioritize the plan and it sits on a shelf.... 

COVID of course adds a new and important wrinkle to what sustainability (and survivability) means, as many campuses around the world have learned the hard way. 

Dear Mark, thank you so much for your helpful comments.  Your experience is valuable.  May I invite you to join me in editing this post? It will be of great help to thousands of higher education institutions around the world. warm regards, Seeram