TY - JOUR

T1 - Co-learning partnerships and carbon management in Denmark and Canada

AU - Earley, Sinead

AU - Stridsland, Thomas Daae

AU - Korn, Sarah

AU - Lysák, Marin

PY - 2024

Y1 - 2024

N2 - Purpose – Climate change poses risks to society and the demand for carbon literacy within small andmedium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gasaccounting and science-based decisions to help businesses reduce transitional risks. At the University ofCopenhagen and the University of Northern British Columbia, two carbon management courses have beendeveloped to respond to this growing need. Using an action-based co-learning model, students and businessare paired to quantify and report emissions and develop climate plans and communication strategies.Design/methodology/approach – This paper draws on surveys of businesses that have partnered withthe co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Datacollected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional andinternational comparison in a Global North context.Findings – Results show that while co-learning for carbon literacy is welcomed, companies identifylimitations: time and resources; solution feasibility; governance and reporting structures; and communication

AB - Purpose – Climate change poses risks to society and the demand for carbon literacy within small andmedium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gasaccounting and science-based decisions to help businesses reduce transitional risks. At the University ofCopenhagen and the University of Northern British Columbia, two carbon management courses have beendeveloped to respond to this growing need. Using an action-based co-learning model, students and businessare paired to quantify and report emissions and develop climate plans and communication strategies.Design/methodology/approach – This paper draws on surveys of businesses that have partnered withthe co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Datacollected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional andinternational comparison in a Global North context.Findings – Results show that while co-learning for carbon literacy is welcomed, companies identifylimitations: time and resources; solution feasibility; governance and reporting structures; and communication

U2 - 10.1108/IJSHE-05-2023-0212

DO - 10.1108/IJSHE-05-2023-0212

M3 - Journal article

VL - 25

JO - International Journal of Sustainability in Higher Education

JF - International Journal of Sustainability in Higher Education

SN - 1467-6370

IS - 9

ER -