ABSTRACT
The Brundtland definition of sustainability (WECD, 1987) has been interpreted predominantly in relation to the physical resource base, in climate and material terms. However, consideration of the sustainable university would be incomplete without due regard being paid to social issues, notably health and well-being. Indeed, the well-being of some 2.3 million students in higher education institutions (HEIs) is critical to the mainstream agendas of student recruitment, experience and retention and must be embedded within an institution's approach to sustainability (Dooris and Doherty, 2010: 6). HEIs are well positioned to have a significant impact on social sustainability and the development of habits that lead to good work–life balance – and resilience to stress among the staff and student body could have significant ramifications for the future well-being of society.
