Revolutions and second‐best solutions: education for sustainable development in higher education

Cotton, Debby; Bailey, Ian; Warren, Martyn; Bissell, Susie

doi:10.1080/03075070802641552

Cited by 161 publications

(173 citation statements)

References 12 publications

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“…My research has aimed to bridge the gap between theory and practice identified in the field of EfS in HE (Cotton et al, 2009;Moore, 2005a;. In research conducted on staff perceptions of EfS Cotton et al (2009) found that the pedagogical literature on EfS does not encounter, and tends to discount, the experiences and everyday life of academics, which are not necessarily in line with EfS educational ideals.…”

Section:  Development Of a Model That Emerges From Real Practice Inmentioning

confidence: 99%

“…In research conducted on staff perceptions of EfS Cotton et al (2009) found that the pedagogical literature on EfS does not encounter, and tends to discount, the experiences and everyday life of academics, which are not necessarily in line with EfS educational ideals. My research emerged from the necessity to mirror and connect the everyday experiences and issues that academics face in real-practice when trying to embed sustainability within their teaching (Stage II).…”

Section:  Development Of a Model That Emerges From Real Practice Inmentioning

confidence: 99%

“…However sustainability in HE is a rather recent and emerging research area (Wright, 2010). Most of the research to date has focussed on: environmental management, carbon management plans and greening of university campus; descriptive case studies and examples of good practice of universities; embedding sustainability in specific courses; theoretical developments on teaching and learning approaches towards sustainability; and university and policy analysis (Barth & Rieckmann, 2013;Cotton et al, 2009;Fien, 2002;Wright, 2010).…”

Section: /14mentioning

confidence: 99%

“…Although the factors influencing embedding sustainability within HE have been comprehensively studied elsewhere Moore, 2005a;Policy Studies Institute et al, 2008), each individual HEI is culturally and socially different (Coghlan & Brannick, 2005). Very little research exists that has studied in-depth staff understandings, attitudes, and challenges faced when thinking about embedding the principles of EfS within their professional practice (Cotton et al, 2009). Stage I of my research design was conceived as an exploratory phase and as a necessary initial step to gain a deeper understanding of the organisation, the challenges encountered and the opportunities envisioned by its academic staff members (see Figure 1.1).…”

Section: ) 'To Develop Efs We Need To Recognise That the Scope Ofmentioning

confidence: 99%

“…descriptive case studies and examples of good practice of universities; embedding sustainability in specific courses such as environmental sciences, business and engineering; theoretical developments on teaching and learning approaches towards sustainability; university and policy analysis (Barth & Rieckmann, 2013;Cotton et al, 2009;Fien, 2002;Wright, 2010). The lack of theorisation of research conducted in the field has been criticised for often leading to descriptive and non-theoretical accounts (Corcoran, Walker, & Wals, 2004;Fien, 2002).…”

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confidence: 99%

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An action research approach for embedding education for sustainability in a university undergraduate curriculum

Cebrián

2015

Environmental Education Research

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Section:  Development Of a Model That Emerges From Real Practice Inmentioning

confidence: 99%

Section:  Development Of a Model That Emerges From Real Practice Inmentioning

confidence: 99%

Section: /14mentioning

confidence: 99%

Section: ) 'To Develop Efs We Need To Recognise That the Scope Ofmentioning

confidence: 99%

mentioning

confidence: 99%

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An action research approach for embedding education for sustainability in a university undergraduate curriculum

Cebrián

2015

Environmental Education Research

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Exploring stakeholder perceptions and policy implications for strategic managment of large‐size classes: A systematic literature review

Molavi

2024

Review of Education

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Inevitably having large‐size classes creates a huge number of challenges but also benefits that motivate the higher education institutes to recruit large‐size student bodies. This paper aims to identify the focus of scholars in this field, how the concerns have been addressed as well as a pedagogic basis for large‐class management and delivery, then further to determine gaps in the existing literature of large‐size classes. Using PRISMA, this research systematically reviews 131 articles between 1976 and 2024 on an international basis. Building upon the findings of the systematic literature review (SLR), the study introduces the Input‐Process‐Output‐Outcome (IPOO) model of education. Then, the research discusses a range of strategies proposed in academic research to effectively address the challenges posed by large class sizes. These strategies include pedagogical approaches/strategies, perception and behaviour‐based means, technological tools/strategies, and perception‐driven digitised strategies. The article identifies research gaps in the existing literature, particularly regarding stakeholders' perceptions of large class sizes. It emphasises the need for further investigation into the diverse perspectives held by stakeholders regarding the pros and cons of large class environments. The findings underscore the importance of challenging negative and neutral perceptions of large class sizes. Additionally, the study highlights the role of marketing strategies in shaping perceptions of class size and suggests avenues for future research in education business. Finally, the results of the bibliometric analysis reveal specific geographical or disciplinary focuses. The study provides insights for policymakers on developing effective policies to manage large class sizes and suggests future research avenues in education business and policy. Context and implicationsRationale for this studyMotivated by the increasing prevalence of large class sizes in higher education institutions (HEIs) globally, driven by factors such as massification and marketisation. It aims to examine (dis)advantages associated with large classes while considering the diverse perspectives of stakeholders involved. Conducting a SLR and introducing the IPOO model, it aims to pinpoint gaps in managing large classes effectively.Why the new findings matterThe study addresses research gaps, particularly in understanding how perceptions shape educational practices. By highlighting the need to challenge negative perceptions, it emphasises their impact on outcomes and institutional strategies. Additionally, it identifies the role of marketing strategies in shaping perceptions and provides insights for education business.Implications for policy makers, stakeholders and the general publicThe study's implications span education sectors: practitioners can glean insights for managing large classes. Policymakers can utilise this research to inform the development of policies pertaining to class size regulations and resource allocation, ensuring that HEIs receive the necessary support to address challenges arising from large class sizes. Researchers are prompted to study perceptions surrounding class sizes. Funders can support research on class size perceptions, aiding evidence‐based decision making and resource distribution. Finally, the general public can benefit from increased awareness of the complexities surrounding class size dynamics, fostering a broader understanding of the challenges faced by educators and institutions in delivering quality education in large class settings.

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Role of Education for Sustainable Development

Sivapalan¹,

Speight²

2019

Encyclopedia of Sustainability in Higher Education

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Revolutions and second‐best solutions: education for sustainable development in higher education

Cited by 161 publications

References 12 publications

An action research approach for embedding education for sustainability in a university undergraduate curriculum

An action research approach for embedding education for sustainability in a university undergraduate curriculum

Exploring stakeholder perceptions and policy implications for strategic managment of large‐size classes: A systematic literature review

Role of Education for Sustainable Development

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