Assessing sustainability in higher education curricula: A critical reflection on validity issues

Abstract

While curricular assessments can give insight as to the extent sustainability is integrated into higher education study programs, issues remain regarding how assessments are conducted. Previous research has identified and compared various sustainability assessment tools for higher education, but there is a gap in literature studying issues arising from measurement. This paper highlights the need for discussions on this topic by exploring validity issues arising from a case study and discusses the potential of utilizing a supplementary course file during curricular assessments. To achieve this objective, a KU Leuven Faculty of Economics and Business program has been assessed using two different approaches, namely 1) a scan of a European Credit Transfer and Accumulation System (ECTS) file and 2) an instructor self-assessment via a supplementary course file. Based on this research, these two approaches to curricular assessment yield substantially different results, which gives rise to the need to further consider the validity of such assessments. While utilizing an instructor self-assessment (e.g., a supplementary course file) during assessments can help overcome some potential shortcomings and biases of ECTS file scans, both approaches are flawed in assessing true sustainability integration into a program. The varying conceptualizations of sustainability and the lack of uniformly adopted assessment approaches has the potential to create validity issues with the assessment of sustainability in higher education. Acknowledging sustainable development as a contested concept, and developing a faculty-specific conceptualization, can help in approaching assessments in a meaningful way.

Sustainability assessment tools for higher education: An empirical comparative analysis

“…It might be interesting to assess a singular case also based on the other discarded tools in order to check and discuss the results, and to simultaneously develop an interesting benchmark. However, the way SATs are applied can impact the results in a wide manner (Stough et al, 2017). There are SATs whose indicators are measuring ESD integration (e.g.…”

“…Further research is needed to develop meaningful assessment approaches for HEIs. SATs must to choose whether their indicators are measuring ESD integration or the mere presence of ESD elements, distinguishing between integration via inputs and outputs, as Stough et al (2017) also stated.…”

Identifying and overcoming obstacles to the implementation of sustainable development at universities

“…Sibbel's (2009, p. 75) claim that it is important to consider the practicality of developing programs of study which can actually prepare graduates with the necessary knowledge and values, a capacity for critical thinking and the motivation to deal with the multitude of diverse problems associated with non-sustainable states is now more pertinent than ever. In the context of SDGs, HEIs must be able to create knowledge and effectively transfer it to society Stough et al 2017) and, at the same time, prepare students for their role in society (Disterheft et al 2013). …”

Analysing the factors affecting the incorporation of sustainable development into European Higher Education Institutions' curricula

“…One of the few tools focusing specifically on curricula is the “Sustainability Tool for Assessing UNiversities' Curricula Holistically” (STAUNCH®). Curricula assessment can provide an overview on how courses and programmes incorporate SD (R. Lozano, ; R. Lozano & Peattie, ; O'Byrne, Dripps, & Nicholas, ; Stough, Ceulemans, Lambrechts, & Cappuyns, ).…”

“…Curricula assessment can provide an overview on how courses and programmes incorporate SD (R. Lozano, 2010;R. Lozano & Peattie, 2011;O'Byrne, Dripps, & Nicholas, 2015;Stough, Ceulemans, Lambrechts, & Cappuyns, 2018). STAUNCH® 1 was developed with the aim of assessing holistically and systematically how a university's curricula (at course, degree, school, faculty, and university levels) contribute to SD (i.e., SD issue coverage, depth, and breadth; R. Lozano, 2010;R.…”