Leadership for sustainable society: A transformative learning approach

Researching the Practice of Fostering Transformative Learning

“…These studies primarily focused on individual change where the practice of fostering TL was secondary to the overall intent of the research purpose. There were some exceptions (Bushell & Goto, 2011; Glowacki-Dudka et al, 2012). Seven of the studies involved undergraduate and graduate students in formal higher education settings, with a few in nonformal settings, such as African American homeless women participating in a shelter education program (Bridwell, 2012), farmers participating in a farmer education program in Kenya (Taylor, Duveskog, & Friis-Hansen, 2012), and participants of an executive training program (Ciporen, 2010).…”

Land and Disaster Management Strategies in Asia

“…In other words, disaster managers will comprehend whether their sharing skills of tacit knowledge in a form of ''collaborative learning through research'' is workable for a particular community (Bushell andGoto 2011, p. 1246). Engagement of youths in disaster preparedness and management programs will allow them to identify their strengths and weaknesses in their ''transformational'' pathway to gain better leadership skills (Bushell andGoto 2011, p. 1249). This will build up their confidence and communication skill.…”

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

“…Numerous Global organisations are in agreement with the ideas about the power of education, to achieve necessary changes in the culture of society, moving towards a more sustainable era (Bushell & Goto, 2011, Boks & Diehl, 2006Cortese, 2003;Ferdig, 2007;Lozano, 2010, Sibbel, 2009. However, it is evident that there is a lack of sustainability literate managers and leaders, based on the CIPD Annual Survey Report of 2012, andBIS (2012) findings.…”

“…In a similar manner, Ryan and Tilbury (2013) wrote that education for sustainable development is included in most HE learning backgrounds in the UK, but then again, despite the government support, good practice has been very uneven throughout the UK (Littledyke, Manolas & Littledyke, 2013;UNESCO, 2013). Following on, Sterling and Scott (2008), raised concerns about insignificant changes in HE, due to universities remaining traditional and unable to fulfil demands from organisations for responsible leaders , or going through a slow process to adopt sustainability (Boks and Diehl, 2006;Bosselmann, 2001;Bushell & Goto, 2011;Sterling & Scott, 2008;Velazquez et al, 2005;).…”

“…This is supported by the view of Bushell andGoto (2011), Cortese (2003) and Sibbel (2009), acknowledging that it has become increasingly difficult to ignore the role education can play in changing mindsets towards sustainability and responsibility, to achieve effects on future decision makers, leaders, and the overall society. This is supported by 74.8% of participants, agreeing that education is the best way of raising environmental literacy and awareness.…”