Careers in the environment in Australia: surveying environmental jobs

Thomas, Ian; Lane, Ruth; Ribon-Tobon, Leonardo; May, Charley

doi:10.1080/13504620601122814

Cited by 12 publications

(7 citation statements)

References 3 publications

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“…Presumably, this is why there are examples of these courses across a range of disciplines (Fenner et al 2005;Kumar et al 2005;Thomas et al 2007). We argue here for multidisciplinary approach, which recognises the ideal of deeply embedded sustainability curriculum, while continuing to build capability by whatever means currently works.…”

Section: Introductionmentioning

confidence: 92%

“…Email: kathryn.hegarty@rmit.edu.au futures which are broadly sustainable and deliverable. Consequently, the range of professional positions that focus specifically on environmental and/or sustainability issues has become quite broad (Thomas et al 2007). Considerable literature exists on introducing and, ideally, embedding sustainability principles in university curriculum (Barth et al 2007;Cocklin 2008;Down 2006;Fenner et al 2005;Kühtz 2007;Kumar et al 2005;Lourdel et al 2005;Sipos and Kurt 2008;Stibbe and Villiers-Stuart 2009).…”

Section: Introductionmentioning

confidence: 99%

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Insights into the value of a ‘stand‐alone’ course for sustainability education

Hegarty

Thomas

Kriewaldt

et al. 2011

Environmental Education Research

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Education for sustainability (EfS) is emerging as an urgent imperative and challenge for higher education. But what exactly does it mean to put sustainability into higher education? How do we bring sustainability themes into university curriculum, across the enormous diversity of academic disciplines? This paper describes the experience of teaching a large 'stand-alone' EfS subject which sits within the professional contexts of the large first-year cohort undertaking it. We describe the themes, architecture and approach to sustainability education taken in this course and evaluate the learning and assessment activities offered to students. We conclude with reflections on the student experience and feedback, which suggests that while academics build towards a deeply embedded sustainability ethic in higher education, specialist parallel courses have a valuable role to play in the transition to sustainable futures.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Insights into the value of a ‘stand‐alone’ course for sustainability education

Hegarty

Thomas

Kriewaldt

et al. 2011

Environmental Education Research

Self Cite

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“…Appropriate education not only ensure employment, but it also enhances the perception and understandings of UGSs (Jim & Shan, 2013). Thomas et al (2007) stated that working in an environmental sector creates a strong sense of ESs from natural ecosystems, their conservation, and vice versa. This reveals that urban people having environmental education and relevant employment would have strong support towards conservation and uses of UGSs.…”

Section: Factors Associated With the Urban Residents' Perceptionsmentioning

confidence: 99%

Residents’ Perceptions on Ecosystem Services Provided by the Urban Green Spaces in Malaysia

Ying¹,

Kibria²,

Nath³

2023

Preprint

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Residents’ perceptions on ecosystem services (ESs) provided by urban green spaces (UGSs) are vital for developing sustainable cities. However, there has been limited research on this issue in Malaysia. The aim of this paper is to assess Malaysians’ perceptions on ESs provided UGSs and how their perceptions are influenced by different socio-demographic factors. We used a structured online questionnaire and obtained 645 responses on 16 ESs from regulatory, cultural, and supporting ES categories. Descriptive statistics and binary logistic regressions were used for data analysis. In general, city dwellers have high positive perceptions on ESs provided by UGSs. Their perceptions for global climate regulation, noise buffering, pest regulation, spiritual, and research and education services would likely to significantly increase as they grow older. Households with moderate income have significantly greater perceptions of microclimate regulation, air filtration and aesthetic services. Having non-tertiary level education would significantly lower their perceptions of global climate and microclimate regulation, spiritual, aesthetics, and recreational services. Tertiary educated residents with non-environmental degrees also showed similar associations. Infrequent visits to UGSs would likely to significantly reduce the perception of global climate regulation, noise buffering, runoff reduction, erosion control, spiritual, and aesthetics services. People living far (>5km) from the UGSs also have significantly lower perceptions of microclimate regulation, air filtration services. Suggestions are made to incorporate ESs related content in pre-university curriculum and establishing small parks in neighborhoods to improve knowledge and uses of UGSs. These findings would assist urban planners designing environmentally sound urban policies and thereby improving human wellbeing in the cities.

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“…and practical work experience are cited most often as requirements for success Thomas et al, 2007!. A recent article on the transition from student to employee argues that knowledge of basic science, ecosystem interactions, and policy are all important for professional success, but organizational abilities and creative problem-solving skills are essential~Hull, 2009!. A recent study of 600 respondents working in environmental professions in Australia found that a high level of competency in general skills~including written and oral communication, critical thinking/judgment, leadership, planning/organizing projects, teamwork, and facilitation!…”

Section: Review Of Other Surveys Of Employees and Practitioners Aboutmentioning

confidence: 99%

Environmental Reviews and Case Studies: In Search of Common Ground: Exploring Identity and Core Competencies for Interdisciplinary Environmental Programs

Vincent

Focht

2010

Environmental Practice

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and other constituencies have advocated the development of core competency guidelines for environmental educational programs for many years. Despite the high level of interest, no consensus has emerged on program identity that could lead to their development. The lack of a clearly defined identity has threatened program legitimacy and raised concerns about how well these programs are preparing students for entry into the environmental profession. To address these concerns, the Council of Environmental Deans and Directors, a group of academic environmental program leaders operating under the auspices of the National Council for Science and the Environment, launched a study to learn more about extant program curricula and investigate the potential for reaching consensus on core competence areas.

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Careers in the environment in Australia: surveying environmental jobs

Cited by 12 publications

References 3 publications

Insights into the value of a ‘stand‐alone’ course for sustainability education

Insights into the value of a ‘stand‐alone’ course for sustainability education

Residents’ Perceptions on Ecosystem Services Provided by the Urban Green Spaces in Malaysia

Environmental Reviews and Case Studies: In Search of Common Ground: Exploring Identity and Core Competencies for Interdisciplinary Environmental Programs

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