Purpose – In the context of universities implementing education for sustainability (EfS), the aim of the research presented here is to review the extent to which capabilities related to sustainability are represented by the capabilities generally sought by employers, and to determine whether these are incorporated in the graduate capability statements of Australian universities. Design/methodology/approach – Based on the discussion of graduate capabilities and those associated with sustainability, a web-based survey of university graduate attribute statements was undertaken. Findings – Generally, Australian universities have established frameworks of graduate capabilities that relate to the broad needs of employers. Of eight capabilities listed as important by employers, six were identified at some two-thirds of universities. Just under half of the universities' statements contained references to sustainability, while all the literature derived sustainability capabilities, except for “systems/holistic thinking”, are represented to some degree. Those most strongly represented included understanding of social justice and equity; skills in communication and cooperation; and having commitment to social justice and equity. Practical implications – Apparently, in Australian universities, the framework for the development of sustainability capabilities is broadly in place, but not all have sustainability capabilities in place. This framework supports the implementation of EfS, but without development of pedagogy to underlie implementation, the authors have little insight about the extent of implementation, and whether graduates leave with sustainability capabilities. Originality/value – Uniquely this research identifies the extent to which Australian universities are providing direction in the development of capabilities related to the requirements of employers, and for sustainability.

Education for Sustainability (EfS) has an intimate relationship with professional employment as we seek to develop graduates who will take EfS values and understanding into their workplaces to build a sustainable future. The connection is through the capabilities that employers are wanting in the people they employ, and they are the outcomes of the educational experiences that we educators provide for the graduates. This article discusses the role of capabilities and their articulation in universities, particularly the types of capabilities sought by employers, both in Australia and more generally. We discuss similarities and differences articulated by academics and industry, and the implications for curriculum design and outcomes. In parallel, we note the discussion of capabilities associated with EfS and identify similarities with more broadly defined graduate capabilities. Research associated with the exploration of the breadth of the environment profession provides examples of the connections. These insights combine to highlight tension between what is sought by industry and what is needed to embed sustainable development actions into industry through the change agents graduated from our universities.

No abstract

No abstract

This year's Mental Health Awareness Week – May 8 to 14 – is a good excuse to focus on how you promote emotional wellbeing. Teresa Day discusses the Five Ways to Wellbeing Framework