Sustainability capabilities, graduate capabilities, and Australian universities

Thomas, Ian; Day, Teresa

doi:10.1108/ijshe-05-2012-0046

Cited by 60 publications

(43 citation statements)

References 14 publications

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“…2), highlighting the production by Julie Margaret Davis (Queensland University of Technology QUT, School of Early Childhood) who is carrying out researches about developing "Education for Sustainability" with children (Gambino et al 2009;Elliott and Davis 2009;Effeney and Davis 2013;Hill et al 2014;Dyment et al 2014). Another highlight goes to Ian G. Thomas (Royal Melbourne Institute of Technology University, School of Global, Urban and Social Studies) who has been dedicating his studies to this same theme, but in relation to the higher education (Holdsworth et al 2008;Thomas 2009;Thomas et al 2013;Thomas and Day 2014).…”

Section: Resultsmentioning

confidence: 98%

A bibliometric study on “education for sustainability”

Côrtes

Rodrigues

2016

Braz J Sci Technol

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IntroductionIn the mid twentieth century, Bush (1945) considered the difficulties a researcher faced to find the results that hundreds of researchers had attained. He observed how difficult it was to deal with great quantities of information and the increasingly time it took to keep updated and to produce academic works. Even though the Internet has been offering the tools, which could potentially solve this issue, especially via Web and the Indexation basis of journals, a kind of vicious cycle has been created that impacts the search process. There is an increasingly number of publications, easily created with online systems, to disclose the ever-growing number of scientific researches. Indexation systems like Web of Science and Scopus make millions of articles available to the public. Therefore, we can see that the situation Bush (1945) faced has not changed, once researchers are still dealing with the same difficulties to select the most relevant facts amidst immense bibliographic oceans. Consequently, the bibliometry gained traction as the researchers are trying to understand what is happening in their field of study (Tague-Sutcliffe 1992). AbstractThe scientific production on "education for sustainability" has been growing in recent years what demonstrates the attention this subject has gathered. To better understand and characterize this trend, a bibliometric study of international papers on the subject was developed. The results show that the production has been growing since the middle of the last decade, focusing on the field of the applied social sciences, environmental sciences, energy, management, engineering, humanities and psychology. Australia, United Kingdom, United States, New Zealand, Spain, Israel and Canada are the countries that stand out, and it was possible to characterize the evolution of the production in each of these countries in the last 10 years, as well as to indicate the most used journals, the associated sub-themes, the most cited papers, the most productive authors and their affiliations. This allowed us to understand how the research on "education for sustainability" is being developed, showing its level of maturity and the most frequent themes and journals that have published more papers in the area. It was also possible to identify some themes which present research opportunities. The practical results of this study serve as a guideline for researchers, helping them to explore the available bibliography and the better ways to convey their production.

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Section: Resultsmentioning

confidence: 98%

A bibliometric study on “education for sustainability”

Côrtes

Rodrigues

2016

Braz J Sci Technol

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“…Despite the considerable literature on sustainability education and the broader discourse around sustainability in higher education, the implementation of sustainability principles into higher education curricula is not universal. At the level of graduate capabilities, for example, the uptake appears to be slow relative to universities' pronouncements in support of sustainability (Thomas & Day, 2014;Young & Nagpal, 2013). Many academic staff resist engaging with the subject (Reid & Petocz, 2006;Shephard & Furnari, 2012) and there are discipline-specific issues, including for law, affecting a wider uptake in curriculum design (see, for example, Jones 2012; Jones & Galloway, 2013;Pan & Perera, 2012).…”

Section: Introductionmentioning

confidence: 99%

Sustainability in the Real Property Law Curriculum: Why and How

Galloway

2015

JLD

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Traditionally considered the preserve of environmental law, for the lawyer and the legal academic, sustainability does not immediately come to mind in considering the subjects of the core curriculum. Yet in light of the contemporary imperative to deal with serious ecological decline and its social and economic implications, a law degree that fails to engage with issues of sustainability will not equip students to grapple with these issues. Instead, graduates will emerge with a discipline knowledge rooted in the modes of thought of the past. This paper presents a way of understanding sustainability as a broader context for the study of law. Using the example of land law, it mounts an argument for adopting a sustainability education approach to curriculum design in law. Finally, it offers a case study of how land law might be taught within the broader context of sustainability.

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“…Increasingly universities are embracing a vocational orientation. The graduate attributes they set for their graduates to achieve align closely with the expectations of employers (Thomas & Day, 2013). Yet we would expect that these attributes are covering the requirements of sustainable development, as is anticipated by governments and the international community (Department of the Environment, Water, Heritage and the Arts, 2009; UNESCO, 2010).…”

mentioning

confidence: 99%

Education for Sustainability, Graduate Capabilities, Professional Employment: How They All Connect

Thomas

Barth

Day

2013

Aust. J. environ. educ.

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Education for Sustainability (EfS) has an intimate relationship with professional employment as we seek to develop graduates who will take EfS values and understanding into their workplaces to build a sustainable future. The connection is through the capabilities that employers are wanting in the people they employ, and they are the outcomes of the educational experiences that we educators provide for the graduates. This article discusses the role of capabilities and their articulation in universities, particularly the types of capabilities sought by employers, both in Australia and more generally. We discuss similarities and differences articulated by academics and industry, and the implications for curriculum design and outcomes. In parallel, we note the discussion of capabilities associated with EfS and identify similarities with more broadly defined graduate capabilities. Research associated with the exploration of the breadth of the environment profession provides examples of the connections. These insights combine to highlight tension between what is sought by industry and what is needed to embed sustainable development actions into industry through the change agents graduated from our universities.

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Sustainability capabilities, graduate capabilities, and Australian universities

Cited by 60 publications

References 14 publications

A bibliometric study on “education for sustainability”

A bibliometric study on “education for sustainability”

Sustainability in the Real Property Law Curriculum: Why and How

Education for Sustainability, Graduate Capabilities, Professional Employment: How They All Connect

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