It might seem that implementing sustainable development in the curriculum at universities is a straightforward win-win for all concerned, with access to expertise in the latest research and understanding concerning the issues and a dynamic, transient population who are open to change and embracing new ideas. Yet, this optimism can be faced with an institutional framework that is inflexible and non-compliant, almost draconian at times, to aspects that are not perceived as central to the success of research, funding and teaching. Academics, by nature, are strongly opinionated and have robust worldviews, which can be resistant to proposed changes to individual aspirations, ambitions and priorities. With this in mind, this paper presents the results of some first steps that were taken at a UK university regarding the introduction of sustainable development in the curriculum. The results, coming from various sectors across the institution, were very mixed. Some sectors, for example, were open to the introduction of a mandatory sustainability module for all students whilst others were not sure whether or not there was a place, or even a necessity, for sustainability considerations at all. The viable options for the university are discussed along with the influences and driving forces that affect such a move, including group dynamics, individual attitudes and behaviours, and resources and support – and how students can best help to nudge the process forward. This paper will be of interest to others who are implementing sustainable development in the curriculum, especially those taking the initial steps and finding more brick walls and reticence than opportunities.
