It is often suggested that for institutional change efforts towards sustainability to bear fruit a common vision for sustainability in higher education (SHE) is necessary. Given the contested nature of the concept and the complexity of academic institutional culture, seeking broad consensus around sustainability presents a significant challenge to those seeking organizational change for sustainability. This article describes a research project that explored professors’ conceptualizations of SHE in the case study of Dalhousie University. We identified a number of divergent and conflicting conceptualizations around not only the concept of sustainability but also the role of the university in education for it, and promoting sustainability outside of its walls. Given the nature of the tensions in this study in particular and how they relate to important debates in the field of SHE generally, we propose embracing a vision of sustainability rooted in plurality and dialogue.
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