Purpose -This paper aims to examine how both the amount and type of coursework impact students' conceptualizations of sustainability. Previous research demonstrates that academic coursework influences students' environmental attitudes, yet few studies have examined the impact of coursework on how students conceptualize "sustainability". Design/methodology/approach -Data are examined from the 2011 Sustainability Survey, which yielded a sample of 552 students at a medium-sized university in the southeastern USA. A series of four linear regression models estimate the impact of academic coursework on students' conceptualizations of sustainability (ecosystems/nature, eco-efficiency, community/well-being and systemic change/innovation). Findings -The results indicate that the type of course that students take significantly impacts the way in which students conceptualize this term; the number of courses taken has no statistically significant impact. This suggests that mere exposure to a particular theme in a class, rather than continued exposure to courses related to sustainability, is more important in shaping students' perceptions. Originality/value -This study expands on previous research by examining the influence of the number and type of academic coursework on students' conceptions of sustainability and provides a framework for understanding the varied ways in which sustainability is defined. This has important implications for how students approach ways to achieve a sustainable future. The results suggest that students may be exposed to particular messages within an academic division that encourage students to emphasize particular elements of sustainability. While not problematic on its face, the data demonstrate that students lack an integrated or holistic understanding of sustainability. They usually view sustainability through the same prism as the academic division where their coursework was located, and this has implications for students' continued perceptions of sustainability, academic programming of sustainability and the practice of it.
The transboundary nature of global environmental change demands collaborative, multiscale, interdisciplinary research [U.S. National Academy of Sciences, 2005]. This requires “a new kind of scientist” [Schmidt and Moyer, 2008]; collaborators must develop both sufficient understanding of one another's work and the skills to integrate data sets and expertise. Although numerous interdisciplinary academic programs have emerged to address this demand, success varies widely. While many address cultural and financial impediments to interdisciplinary research [Weingart, 2000; Rhoten, 2004], there is little discussion of the skills that facilitate interdisciplinary scholarship and how to obtain them.
I argue that the long-term risk of global climate change has been mischaracterized as an environmental issue, and therefore, solutions based solely on national emission targets will be ineffective. Thus, this paper argues for establishing long-term goals emphasizing both adaptation and clean energy to generate equitable and effective global climate policy that addresses this fundamental threat. This requires defining and operationalizing the overall objective contained in Article 2 of the United Nations Framework Convention on Climate Change. A second key aspect to operationalizing Article 2 is to understand those ‘particularly vulnerable’ as declared in the Article and in various climate agreements. Once operationalized, these long-term objectives can be achieved through approaches that emphasize the development of clean energy (and concomitant technology), and adaptation within vulnerable communities in their local context. It necessitates dropping formal mechanisms at the current core of the regime designed to regulate national emissions, and instead build the core of the regime around the ‘stabilization’ of both the climate system through clean energy and vulnerable people through effective adaptation.
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