Mainstreaming sustainability considerations into courses in a Kenyan university

Sustainable academic development: an integrative approach to internationalisation and career headway in the higher education

“…Similarly, Ongare et al (2016, p.119) argue that curriculum frameworks offer "a unique opportunity for learning institutions to contribute to sustainability practices in their countries." Other notable attempts include Hassan (2016), who adopted scaffolding approach to analyse a pedagogic underpinning used to support adult learning in a specific subject area in the UK higher education whereas Ongare et al (2016) analysed the concept of sustainability at curriculum level in a Kenyan university.…”

“…Various strands of internationalisation have been researched over the years (see, inter alia, Gelegenis and Axaopoulos, 2015;Hassan, 2016;Kanama, 2016;Ongare et al, 2016), however; the empirical evidence on the experiences of international students in the host universities is shallow especially, in the context of international graduate teaching assistants (IGTAs). Given the increased attention on the internationalisation of higher education across the glove, it is imperative to revise the focus to include this group into the research agenda to find means of sustainable academic development (Askary et al, 2015;Mulder, 2010;Wiek et al, 2011).…”

Sustainable academic development: an integrative approach to internationalisation and career headway in the higher education

“…Similarly, Ongare et al (2016, p.119) argue that curriculum frameworks offer "a unique opportunity for learning institutions to contribute to sustainability practices in their countries." Other notable attempts include Hassan (2016), who adopted scaffolding approach to analyse a pedagogic underpinning used to support adult learning in a specific subject area in the UK higher education whereas Ongare et al (2016) analysed the concept of sustainability at curriculum level in a Kenyan university.…”

“…Various strands of internationalisation have been researched over the years (see, inter alia, Gelegenis and Axaopoulos, 2015;Hassan, 2016;Kanama, 2016;Ongare et al, 2016), however; the empirical evidence on the experiences of international students in the host universities is shallow especially, in the context of international graduate teaching assistants (IGTAs). Given the increased attention on the internationalisation of higher education across the glove, it is imperative to revise the focus to include this group into the research agenda to find means of sustainable academic development (Askary et al, 2015;Mulder, 2010;Wiek et al, 2011).…”

The representation of sustainability among university teachers: knowing the present to change the future

“…As a relevant agent of change in modern societies, the educational community should not be oblivious to the reality we live in and needs to address the issue of sustainability (Solís-Espallargas et al , 2019). In particular, higher education should play a leading role (Leal-Filho et al , 2019; Alexa et al , 2020), contributing to the new generation’s understanding of what sustainability entails (Ongare et al , 2016; Zaptcioglu Celikdemir et al , 2017). Thus, the challenge is to incorporate participatory methods that motivate students to develop the skills, attitudes and values needed to forge a sustainable future (Ordóñez and Lorenz, 2019).…”