Theodolite tracking (61 d; 251 h) was used to quantify dolphin reactions to boats and swimmers in the austral summers of 1995-1996 and 1996-1997. Dolphins were accompanied by swimmers (within 200 m) for 11.2% of the total observation time, whereas boats accounted for an additional 12.4%. Dolphins were not displaced by either of these activities. Swimmers caused only weak, non-significant effects, perhaps because dolphins could very easily avoid them. Reactions to the dolphin-watching boat were stronger. Analyses of relative orientation indicate that dolphins tended to approach the vessel in the initial stages of an encounter but became less interested as the encounter progressed. By 70 min into an encounter dolphins were either actively avoiding the boat or equivocal towards it, approaching significantly less often than would be expected by chance. Analyses of group dispersion indicate that dolphins were significantly more tightly bunched when a boat was in the bay.

Higher education institutions are interested in the impact that they and concurrent life experiences may have on students' sustainability attitudes, but they lack formal processes to monitor changes. We used the NEP to monitor changes in students' ecological-worldviews. We were interested in what variation there would be in a multidisciplinary group, if the NEP could detect changes in students' ecological-worldviews over a limited time period, and to learn more about the NEP and its use. We conclude that the NEP is a valuable research instrument for this study and that monitoring students' attitudes is a worthwhile precursor to debating the issues institutionally.

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This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students' worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that 'education for sustainable development' is substantially a quest for affective change. We describe approaches to categorise affective outcomes and conclude that 'education for sustainable development' objectives comprise higher order affective outcomes (leading to behavioural change) that are challenging for higher education to address. Our own work emphasises the need for student anonymity as these higher order outcomes are assessed, evaluated, monitored, researched or otherwise measured using research instruments that focus on worldview. A longitudinal mixed-effects repeat-measures statistical model is described that enables higher education institutions to answer the question of whether or not 'education for sustainable development' objectives are being achieved. Discussion links affect to critical reasoning and addresses the possibility of documenting and assessing the development of lower and mid-order affective outcomes. We conclude that 'education for sustainable development' objectives need to be clearly articulated if higher education is to be able to assess, or evaluate, their achievement.