An overview of extra‐curricular education for sustainable development (ESD) interventions in UK universities

Lipscombe, Bryan P.; Burek, Cynthia V.; Potter, Jacqueline; Ribchester, Chris; Degg, Martin

doi:10.1108/14676370810885853

Cited by 25 publications

(22 citation statements)

References 10 publications

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“…In research on the South Pacific Island Nations, it has been found that sustainability tended to be integrated into all curricula in PSE [26]. A cross-institutional study from 2008 also found that integration of sustainability principles is on the increase across a wide range of extra-curricular activities in a number of PSE institutions within the UK [27]. With these exceptions, studies comparing approaches to sustainability in the curriculum across different disciplines were found to be rare in our analysis.…”

Section: Curriculamentioning

confidence: 54%

Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post-Secondary Education

et al. 2013

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Abstract:There is a deficit of multi-site studies examining the integration of sustainability in the policies and practices of post-secondary institutions. This paper reviews what comparative empirical research has been undertaken on sustainability in post-secondary education (PSE) within eight leading international journals publishing on sustainability and education. Three predominant themes of research on the topic are identified within the review: research comparing sustainability curricula across institutions (both within specific disciplines of study and across disciplines); research comparing campus operations policies and practice across multiple institutions; and research on how to best measure or audit approaches and outputs in sustainability in PSE. This review of the research literature supports the contention within the literature on sustainability in PSE that most research on the topic is focused on case studies rather than comparison of multiple institutions. The comparative research that is emerging from the field is concentrated on assessing measurable outputs for environmental externalities within institutional operations, with little examination of sustainability uptake and outcomes across broader institutional policies and practices. OPEN ACCESSSustainability 2013, 5 2253

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Section: Curriculamentioning

confidence: 54%

Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post-Secondary Education

et al. 2013

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“…Empirical literature across the globe has explored education as a means for sustainability. [5][6][7][8][9][10][11][12][13] Environmental education is one of the most successful and effective methods to disseminate and influence behaviors, values and knowledge in society. [14][15][16][17][18][19][20][21][22][23][24][25] Bekessy 26 and Holdsworth 27 investigated the level of sustainability advancement at various university levels in Australia.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of education for the development of environmental protection: a case for Korea

Taehyun¹,

Heshmati²

2019

SIJ

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Identifying societal and economic factors that have an influence on sustainability courses is of great importance for grappling environmentally challenging issues. Education has long been seen as an effective method to efficaciously diffuse knowledge, values, and behaviors that help to better protect the environment, as well as promote ecological awareness. In order to promote environmental education, establishing environmental courses is paramount. This paper presents significant findings that showcase the discrepancy between the total number of environmental classes offered at the top 20 universities and the rest of the non-top-tier universities located throughout South Korea. Within the groups, there are subgroups organized by Seoul-based areas and non-Seoul-based ones. The purpose of the groups is to estimate heterogeneous coefficients of total sustainability classes at Seoul-based top universities and non-Seoul-based-top ones, respectively. A comparison by locations shows that Seoul-based-top universities and non-Seoul-based-top universities bear a striking distinction in total sustainability classes per semester. Immense discrepancies are also found between the number of environmental classes offered at prestigious and lesser prestigious universities exist particularly in non-Seoul areas. Result from a comparison by different ownerships indicates evidence of heterogeneity across types of ownership.

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“…A importância das atividades realizadas pelos programas de educação ambiental em instituições de ensino superior pode ainda ser demonstrada pelo levantamento realizado por Lipscomb et al (2008) em universidades do Reino Unido. Os resultados demonstraram que intervenções extracurriculares têm impacto maior sobre as atitudes das pessoas que disciplinas e projetos curriculares.…”

Section: Introductionunclassified

“…Os resultados demonstraram que intervenções extracurriculares têm impacto maior sobre as atitudes das pessoas que disciplinas e projetos curriculares. No entanto, esse tipo de intervenção tem sido pouco explorado por essas instituições; a constatação é que pouco recurso, tempo e dinheiro é dedicado a essas atividades (FERRER-BALAS et al, 2008;LIPSCOMB et al, 2008).…”

Section: Introductionunclassified

Gestão do conhecimento na educação ambiental: estudo de casos em programas de educação ambiental em universidades brasileiras

Escrivão

Nagano

2014

Perspect. ciênc. inf.

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A importância da gestão do conhecimento para qualquer ambiente organizacional como uma estratégia de enfrentamento à instabilidade atual é amplamente reconhecida, apesar disso, pouco se sabe sobre a criação do conhecimento organizacional. Diversos são os contextos em que a gestão do conhecimento pode ser aplicada proporcionando a geração de novos conhecimentos, sendo um deles a educação ambiental, diante da crescente degradação ambiental. O objetivo dessa pesquisa é analisar e descrever o processo de criação do conhecimento em programas de educação ambiental. A pesquisa tem natureza qualitativa e caráter descritivo e pode ser definida como estudo de casos, pois foi realizado um estudo aprofundado das características dos programas de educação ambiental em duas das principais universidades brasileiras. Os métodos utilizados para coletar e analisar os dados foram a entrevista e a análise de conteúdo. Ao final da pesquisa pôde-se sugerir práticas aos programas de educação ambiental que podem proporcionar a gestão e estimular a criação de novos conhecimentos, como por exemplo, substituir as equipes, que são atualmente homogêneas, por equipes heterogêneas para que diferentes contextos, experiências e conhecimentos sejam compartilhados. No que diz respeito a teoria da criação de conhecimento, os casos estudados possibilitaram a identificação de observações sobre alguns pressupostas desta teoria, como por exemplo, a alta rotatividade dos alunos e a estabilidade garantida dos funcionários influem sobre o comprometimento destes com a criação de conhecimento.

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An overview of extra‐curricular education for sustainable development (ESD) interventions in UK universities

Cited by 25 publications

References 10 publications

Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post-Secondary Education

Greening the Ivory Tower: A Review of Educational Research on Sustainability in Post-Secondary Education

The role of education for the development of environmental protection: a case for Korea

Gestão do conhecimento na educação ambiental: estudo de casos em programas de educação ambiental em universidades brasileiras

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