In a world racing against climate change, the path to sustainability is anything but straightforward. Few understand this better than Professor Dong Guo of the M.S. in Sustainability Management program. Though his journey into sustainability wasn’t exactly linear, Guo has found a way to shape the field through research and education.
In a recent interview with SPS, Guo shared his insights on the sustainability challenges facing cities in China and the U.S., the evolving role of education in climate action, and why data may be the most powerful tool we have for building a more sustainable future.
What initially inspired your interest in sustainability, and how has your career evolved?
My entry into the field of sustainability was actually a coincidence. I had just completed my Ph.D. in economics and education and was looking for a research or faculty position when my former mentor, Bill Eimicke, at Columbia’s School of International and Public Affairs (SIPA), introduced me to Steve Cohen, senior vice dean of SPS. At the time, Steve was establishing a research program on sustainability policy and management at the Earth Institute and was looking for a postdoctoral researcher. Given that education and economics play significant roles in sustainable development—especially in developing countries, where I come from—I applied for the position, got the job, and have been working in sustainability ever since.
What are some key sustainability challenges facing Chinese cities today, and how do they compare to challenges in U.S. cities?
Cities are at the heart of the fight against climate change and the transition toward sustainability. Many of the sustainability challenges cities face—congestion, high living costs, air and water pollution, sanitation, and waste management—are shared by cities across the world, including in both China and the U.S.
While Chinese and U.S. cities are at different stages of economic development, major cities like Beijing, Shanghai, New York, Chicago, and Los Angeles face similar issues, including high costs of living, traffic congestion, sanitation problems, and significant inequality in access to social and basic services. One key difference is that China has a greater capacity to mobilize resources and build large-scale climate-resilient infrastructure quickly, while the U.S. has a more mature and experienced system of climate governance and response.
How do students’ perspectives on sustainability differ between the U.S. and China, and what can they learn from each other?
Awareness and action on sustainability are increasing worldwide. In the U.S., businesses often take the lead in sustainability transitions, whereas in China, the government plays the primary leadership role. However, in both cases, people are the driving force behind change.
For example, in the West, including the U.S., consumers demand that corporations adopt more sustainable practices. In China, public dissatisfaction with high levels of air pollution has pushed the government to implement stricter environmental policies.
Cultural and economic differences also shape students’ perspectives. In general, students from developing countries are more focused on economic opportunities and growth, while students in the U.S. tend to be more proactive in advocating for environmental sustainability and inclusion initiatives.
You teach courses like Sustainable Cities, Climate Risk and Scenario Analysis, and Sustainability Metrics at Columbia. What key insights or skills do you hope students take away from your classes?
One of the most important lessons I emphasize is the lack of reliable sustainability data. In today’s world, everything is described in numbers, and data literacy is as essential as the ability to read and write. Unfortunately, we still don’t have high-quality, long-term data to accurately measure sustainability.
For instance, carbon emissions are typically estimated using industry-specific emission factors that require constant updates, introducing significant uncertainty. Additionally, many social and governance metrics are difficult to quantify.
Beyond advocating for emissions reductions and climate finance, I believe improving data quality and building capacity for data collection are even more critical for advancing sustainability efforts.
What sets Columbia apart in sustainability, and how does its approach prepare students to tackle real-world challenges?
Columbia offers one of the most comprehensive sustainability education programs in the world. At the undergraduate level, Columbia was among the first institutions to offer a major in Sustainable Development, and it has recently introduced a Climate and Sustainability major.
At the graduate level, there are multiple sustainability and climate-related programs, including Sustainability Management, Sustainability Science, Climate and Society, Climate Finance, and Environmental Science and Policy. Additionally, SIPA offers a one-of-a-kind Ph.D. program in Sustainable Development.
These cutting-edge programs provide students with practical and timely skills to address urgent climate and sustainability challenges. As these issues become more pressing, Columbia’s interdisciplinary and solutions-oriented approach equips students to make a meaningful impact in the field.
About the Program
The Columbia University M.S. in Sustainability Management program, offered by the School of Professional Studies in partnership with the Climate School, provides students with cutting-edge policy and management tools to help public and private organizations and governments address environmental impacts and risks, pollution control, and remediation to achieve sustainability. The program is customized for working professionals and is offered as a full-time and part-time course of study.
The fall 2025 application deadline for the M.S. in Sustainability Management program is May 1. Learn more about the program here.
