In conversation: Dr Purva Tavri and Stephanie Todd

The project was a collaborative and inclusive example of developing sustainable solutions by tapping into existing resources, thus demonstrating being resourceful is not just limited to materials but needs to be integrated into the heart of the organisational strategy, system, and procedures.

What instigated the project and why is it important?

Waste management is not just a challenge; it’s one of the most pressing operational and sustainability issues we face at the university. I vividly recall a conversation with Steph nearly three years ago that sparked an incredible journey. Our shared passion, commitment, and expertise in sustainability made it clear that we needed to collaborate - to create platforms that actively engage students in this critical cause.
It was more than just an idea - it was a necessity.

By combining the university's sustainability knowledge across both academic research and practical operations, we empowered students with transferable skills, knowledge, and behaviours. These students did not just learn; they contributed directly to a comprehensive dissertation and report that outlined actionable strategies for reducing food waste at KU.

What we accomplished was far more than a project - it was a demonstration that circularity and the optimal use of resources are not confined to theoretical concepts or material lifespans. Instead, they are principles that can and should shape our daily actions.

Our work is about more than just reducing waste; it is about fundamentally changing systems through collaboration and inclusivity. We are striving for nothing less than a transformation in how we approach sustainability - together.

What were the benefits of making it a student-led project?

At Kingston University, practice-based teaching and learning is not just a method - it is a driving force at the heart of who we are. In a world grappling with the immense challenges of climate change, socio-economic upheavals, and shifting political landscapes, students need more than theoretical knowledge - they need real-world experience. They must confront the complexities and barriers that arise in their fields of study, and this is precisely where our approach shines.

By making the project student-led, we empowered our students to take control of their learning, equipping them with invaluable skills, knowledge, and behaviours that transcend the classroom. This project did not just meet academic goals - it embodied our core values of inclusivity, innovation, ambition, and enterprise.

At Kingston, students are not passive learners - they are key players in driving meaningful, systemic change. This is how we prepare them not just to face the future, but to shape it.

You mentioned in the article about next steps of scaling up the initiative. Anything you would like to share?

The success of the campus living lab pilot sparked the creation of the Sustainability for Professional Practice Module, a new L4 initiative at the School of Built Environment & Geography. This module, developed in collaboration with academic and sustainability leaders, explored pressing global environmental, economic, and social challenges. It empowered students to propose innovative, sustainable solutions.

Kingston University itself became a living lab, where students from various disciplines worked together to identify real opportunities for improvement. In a supportive environment, they developed posters showcasing their ideas and presented them at a dynamic hackathon judged by external sustainability experts.

The module was met with enthusiasm from students, experts, and senior leadership. It not only highlighted the value of teaching sustainability early in students' careers but also inspired solutions now being considered for real-world implementation. This transformative initiative might not have come to life without the vision of the ‘Food for Thought’ project, whose influence has shaped the future of sustainability education at KU. It stands as a powerful example of how education can ignite lasting change in professional practice.

Were there any positive unexpected outcomes from the project?

Alongside the creation of the groundbreaking new School-wide Sustainability for Professional Practice module, this project sparked a wave of unexpected yet incredibly positive outcomes. Most notably, the heightened emphasis on sustainability in our catering services led to the creation of a part-time Environment and Sustainability Engagement Officer role at Aramark, now proudly filled by a passionate Kingston University Environmental Management master's student.

By weaving sustainability practices and Fairtrade principles into the very fabric of our curriculum, students have been empowered with invaluable, transferable knowledge, skills, and behaviours that extend far beyond the classroom. The "Food for Thought" initiative, driven by our dedicated Undergraduate Environmental Science Degree Apprentices, was a resounding success, delivering a comprehensive and forward-thinking report that lays out actionable strategies for reducing food waste across the University.

This project’s outstanding impact was recognised nationally, earning a prestigious runner-up position in the 2023 National Green Impact Award. It stands as a testament to the power of embedding sustainability in education and the real-world change it inspires.

What are the key learning and takeaways for sustainability professionals?

This project brings to mind a powerful quote by Pearce and Barbier that resonates deeply with the struggle of our time: ‘It is part of human nature to search for a new paradigm. But there is a risk that, as fast as we discover solutions, we reject them because they are no longer new.

Huge energies are devoted to rethinking the problem rather than solving it. The real challenge is perhaps the one most people find the least exciting. We know what to do. We need to get into it and do it.’ These words ignite a fire within me because they perfectly capture the very essence of what we are facing here. We are not lacking in answers; we are drowning in them. What we lack is the urgency, the determination, and the courage to act.

It is easier to dream up a new solution than to roll up our sleeves and tackle the one we already know will work. And that is where we must focus - on the gritty, unglamorous, yet profoundly necessary task of implementation. It is time to stop waiting for the ‘next big idea’ and start doing the work. Let’s not just talk about change. Let’s make it happen.

In their recent article: Waste not, want not
Dr Purva Tavri and Stephanie Todd discussed Kingston University’s latest project that helps students develop transferable skills while addressing the institution’s own food waste. Read more about the project here

Dr Purva Tavri PhD, FHEA, CEnv, MCIWM is a lecturer in environmental management at Kingston University and Stephanie Todd MEnvSci, MIEMA CEnv is strategic operational lead for sustainability