This paper utilises Appraisal Theory to critically analyse staff perceptions, aspirations, expectations and practices of recycling in an Australian regional university. The analysis focuses attention on the lexico-grammatical resources that participants used to manage interpersonal meaning in semi-structured interviews. The analysis is framed within the context of Education for Sustainability in the Higher Education sector.

Higher education has been assigned a key role as a significant change agent in the pursuit of sustainability. Consequently many universities are investigating whole-of-university approaches to sustainability. Whole-of-university approaches suggest a shared vision of and commitment to sustainability and sustainable practices. However, sustainability is a complex, multi-faceted and contested concept and universities comprise communities of diverse perspectives and conflicting values. This paper analyses semi-structured interviews with staff at an Australian regional university in order ascertain their particular / preferred perceptions of sustainability.