The campus environmental management system cycle in practice

Purpose To challenge the deliberate strategy approach of the environmental management system (EMS) cycle, and offer a model based on both the practical reality experienced at Dalhousie University and emergent strategy theory. Also, to share some of the lessons learned in the 15 years of environmental management at Dalhousie University. Design/methodology/approach A case study of environmental management at Dalhousie University between 1990 and 2005 was conducted. Data were collected through 13 interviews with senior management and through 22 interviews with faculty, students and staff. Findings Two EMS cycles emerged with an overlap in the policy, planning and implementation phases, as well as unpredicted “maintaining implementation” and “renewing” phases. Emergent plans and best practices from other universities fed into the EMS cycle at the implementation and review stages, respectively. Practical implications An improved EMS model is presented. It includes feedback loops, emergent plans, unrealized plans, the renew concept, and best practices. Six practical lessons extracted from the case study are: “early movers”; champions; administrative versus academic versus joint environmental policies; opportunism; and, the change cycle. The sustaining and renewing phases that Dalhousie University experienced are important for practitioners to be aware of. The case itself also presents an overview of numerous initiatives. Originality/value Integrates strategic management and campus EMS theory to create a new model, while also outlining 15 years of environmental management and change cycles experienced at Dalhousie University.