A systems approach to education for sustainability in higher education

Abstract

PurposeThe purpose of the research is to investigate education for sustainability (EfS) practice and perceptions in three university contexts in England, Australia and Greece with a view to identify a suitable systems model for effective EfS across the university.Design/methodology/approachResearch tools involved interviews of key people engaged in EfS (n=25) supported by observations plus appropriate documentary analysis as a basis to establish perceived good practice, barriers and ways to improve EfS.FindingsClear vision, leadership and support for EfS were considered vital, while agreed understanding about the importance, purpose and nature of EfS was necessary to achieve effective EfS across the university. Wide consultation, consensual agreement and collaborative practice were viewed as important to achieve collective views and coordinated action. A distributed model of leadership in which individuals are responsible and collectively empowered to action is relevant to a systems model for EfS. A systems model for coordination of EfS integrates approaches to governance, curriculum and infrastructure management. Details of examples of good practice and ways to improve practice are discussed.Research limitations/implicationsAs the research was qualitative in design and focussed on three universities, the sample size is restricted and there are limitations in the generalisability of specific results outside of their contexts. However, the overall results have some broadly significant implications and trends that have relevance for the university sector.Practical implicationsThe structure and processes for an approach to systems organisation and identified good practice, barriers and perceived ways to improve practice have relevance for coordination of EfS across the university sector.Social implicationsThe findings have significant social implications, as EfS has urgent and important international priority, while universities have important functions in educating the next generation of professionals across a wide range of contexts.Originality/valueThe paper is an original contribution to establishing an effective systems model for EfS coordination; hence it is of significant educational and social value.

Engaging sustainability good practice within the curriculum design and property portfolio in the Australian higher education sector

“…This was commented upon in previous literature, such as Littledyke et al (2013) and Velazquez et al (2005). Velazquez et al (2005) discussed the importance of having clear goals and also having policies and procedures to support the achieving of these goals.…”

“…The second challenge is the lack of support from stakeholders and their resistance to change (Down, 2006;Littledyke et al, 2013;Velazquez et al, 2005;Wright, 2010). Down (2006) stated that in order to implement any change in a curriculum it requires the direct or indirect co-operation of a number of key stakeholders from the relevant educational institutions, particularly academic staff and students.…”

“…The first challenge for a successful implementation of sustainability is the lack of rigorous regulations and policy within an organization (Down, 2006;Littledyke et al, 2013;Velazquez et al, 2005;Wright, 2010). Velazquez et al (2005) discussed the importance of policy leading the aims, objectives and procedures in fulfilling the goals.…”

Un instrumento para analizar las actividades prácticas en la formación inicial del profesorado de Secundaria de Ciencias y Matemáticas desde la perspectiva de la sostenibilidad

“…Del mismo modo, destacan como una barrera clave la falta de conocimiento entre los profesores acerca de las cuestiones relacionadas con la sostenibilidad. Estudios posteriores inciden en la importancia del papel de la universidad en la educación de la próxima generación de profesionales en una amplia gama de contextos e incide en la necesidad de estudiar e identificar un enfoque de la organización adecuado, identificar un sistemas de buenas prácticas, reconocer y actuar sobre las barreras percibidas; reconociendo que para mejorar la práctica tienen relevancia la coordinación de todo el sector universitario (Littledyke, Manolas y Littledyke, 2013).…”

Sustainability Literate Graduates: Linking Education for Sustainable Development within Higher Education with the ‘Skills Gap’ in the Employment Market

“…Since 1987, numerous initiatives have been created to provide universities with a framework for integration of sustainability into all aspects of higher education, and as a reminder of the obligations and international priorities in promoting sustainable lifestyles, innovations and careers (Littledyke, Manolas & Littledyke, 2013;Lozano, Lukman, Lozano, Huisingh & Lambrechts, 2013). Some of them are: UNESCO Decade of Education for Sustainable Development (DESD) (2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014), United Nations Commission for Europe to support SD across Europe (Sterling & Scott, 2008), HEFCE Sustainable Development in Higher Education plan (2005), and the report from the UK Government, 'Securing the future: delivering the UK sustainable development strategy' (Christie, Miller, Cooke & White, 2013;Ryan & Tilbury, 2013).…”