Integrating sustainability across the university curriculum

Dmochowski, Jane Ellen; Garofalo, Dan; Fisher, Sarah; Greene, Ann Norton; Gambogi, Danielle

doi:10.1108/ijshe-10-2014-0154

Cited by 54 publications

(52 citation statements)

References 8 publications

(7 reference statements)

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“…Unfortunately, such issues are seldom tackled in the curriculum (Dmochowski, Garofalo, Fisher, Greene, Gambogi 2016), hence good opportunties for the training of students are being missed.…”

Section: Negativementioning

confidence: 99%

An assessment of the causes and consequences of agricultural land abandonment in Europe

Filho

Mandel

Al‐Amin

et al. 2016

International Journal of Sustainable Development & World Ec

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The agriculture sector is the principal source of income for around 20% of the EU-26 population, which live in predominantly rural regions that would be devastated without its contribution. Moreover, the combined agricultural and food sector forms an important part of the EU economy, accounting for 15 million jobs (8.3% of total employment) and 4.4% of GDP ((Europedia 2016). The 12 million active farmers across Europe today, have an average farm size of about 15 hectares, and are expected to meet the needs of 500 million Europeans. In addition, they are also expected to promote a sustainable and balanced development of their land, also in areas where production conditions are difficult. Yet, despite the relevance of the sector, the use of land for agriculture purposes is not very sustainable. Among other issues, there is a serious problem in respect of the abandonment of agricultural land. Based on the perceived need for research on this topic, the aim of this paper is to examine the causes and consequences of agricultural land abandonment, outlining its social, economic and environmental impacts, as well as the implications for territorial integration. 2

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Section: Negativementioning

confidence: 99%

An assessment of the causes and consequences of agricultural land abandonment in Europe

Filho

Mandel

Al‐Amin

et al. 2016

International Journal of Sustainable Development & World Ec

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“…This is not to say that good things are not happening at universities that relate to education for wonder. For example, in the US, Penn's Green Campus Partnership developed a "Sustainability Course Inventory", a comprehensive listing of all sustainability-focused and sustainability-related courses [72]. This involved seeking to draw out students' understanding for the many facets of sustainability and their own "affinity for life" [72] (p. 658).…”

mentioning

confidence: 99%

Education for Wonder

Washington

2018

Education Sciences

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This article argues that rejuvenating a sense of wonder towards nature is essential to ecocentric education and to finding a sustainable future. It examines the barriers that block education for wonder and looks at the issues around education for wonder in the home, at school, at university, and in the community in general. It considers the scale of a natural area in terms of wonder education, and ways of teaching wonder in school that increase wonder rather than isolate the student from nature. It also considers the issue of an "education for sustainable development" influenced by anthropocentrism, in contrast to an environmental education where some scholars accept the intrinsic value of nature. It discusses the need to balance "facts" in education with ethics. The article concludes by summarizing the steps needed to re-educate for wonder.

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“…Based on this condition, the public university in Indonesia will have a perfect sustainability reporting process and play a crucial role to promote the sustainability concept in the academic system. Reference [13] examine how to integrate the higher education curriculum with the sustainability concept and this process is important to promote the sustainability concept to the next generation.…”

Section: The Initial Framework To Support the Sustainability Repormentioning

confidence: 99%

Sustainability Reporting Practice in Indonesian Public University: How to Support the Reporting Process?

Kurniawan¹,

Devi²,

Astawa³

2020

Proceedings of the 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019)

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This research aimed at providing an overview of sustainability reporting practices in Indonesian public universities. This research contained two important discussions. The first discussion explained the development of sustainability reporting practices in Indonesian public university and the last discussion created the framework to support the sustainability reporting practices in higher education institutions in Indonesia. This research used the content analysis method and literature review. This research examined the example of the university sustainability report and this process was used as the main reference to create the supporting framework. This study had identified the internal factors and external factors that support the sustainability reporting practices in Indonesian public universities. This research also found the obstacles and challenges in the context of implementing the sustainability reporting process in public universities. The implication of this research is the management of the university can use this supporting framework as a guideline to implement sustainability reporting practices.

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Integrating sustainability across the university curriculum

Cited by 54 publications

References 8 publications

An assessment of the causes and consequences of agricultural land abandonment in Europe

An assessment of the causes and consequences of agricultural land abandonment in Europe

Education for Wonder

Sustainability Reporting Practice in Indonesian Public University: How to Support the Reporting Process?

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