Sustainable Development within UK Higher Education: Revealing Tendencies and Tensions

Scott, William; Gough, Stephen

doi:10.1080/03098260600717398

Cited by 35 publications

(23 citation statements)

References 8 publications

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“…Sustainability is not only confined to local concerns such as conserving water, fuel consumption and the use of degradable material in our dayto-day living, but it is part of a set of universal priorities for us on this planet. Most researchers in matters related to sustainability such as [18] view it as a necessary component to the future well-being of the humanity and the planet. It is difficult to realize the goals of sustainability via changes in one sector alone.…”

Section: Theoretical Framework a Basic Concept Of Sustainabilitymentioning

confidence: 99%

Environmental Sustainability Competency Framework for Polytechnics Engineering Programmes

et al. 2019

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Sustainability challenges such as degradation of ecosystem, loss in biodiversity, depletion and destruction of natural resources, numerous instances of pollution, and the extreme poverty of millions of human beings all originated from how people think. In an effort to improve the situation, the UN declared the years 2005-2014 as Decade of Education for Sustainable Development (DESD), calling for a thorough integration of competencies in sustainability issues at all levels of education. In line with this, addressing numerous sustainability-related problems requires an urgent need to reorient the school curricula, so that appropriate sustainability competencies are injected. Since the contents of HEIs curricula revolve around knowledge-based goals, skill-based goals and affective goals, this study investigated competencies (Knowledge, Skills and Attitudes) in the environmental sustainability suitable for incorporation into Higher National Diploma (HND) electrical/electronic engineering curriculum in Nigeria. The study employed qualitative approach through document analysis and semi-structured interview with the participants. The documents analyzed were twelve Journal Articles and five Skill Standards. The researchers also conducted interviews with electrical/electronic personnel in the academia and industry. The empirical findings of the semi-structured interviews corroborated the theoretical findings in the documents analyses. The study discovered several competencies in the document analysis as well as interviews, which were ultimately analyzed thematically. The themes include: Climate change, Ecology, Environmental Resource Management, System Thinking, Sustainable urbanization, Recycling/Re-use, and Empathy and Ethics. The researchers analyzed only 17 documents and conduct 10 interviews, thus, conclusions derived from these sources rely on the genuineness of the information provided by the participants. The findings provide the researchers, accreditation body as well as curriculum developers with competencies in environmental sustainability in the events of curriculum upgrade or renewal to integrate sustainability. The findings are the results of triangulated data elicited theoretically and empirically. INDEX TERMS Concept of sustainability, environmental sustainability, engineering programmes.

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Section: Theoretical Framework a Basic Concept Of Sustainabilitymentioning

confidence: 99%

Environmental Sustainability Competency Framework for Polytechnics Engineering Programmes

et al. 2019

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“…Reported outcomes point to significant investments in campus management, operations and research, but somewhat less attention has been paid to the integration of EfS into teaching and learning (Cotton, Bailey, Warren, & Bissell, 2009). Although there is a variety of available discipline-specific and general frameworks to guide the integration of EfS into higher education curricula (e.g., Benn & Dunphy, 2009; Lidgren, Rodhe, & Huisingh, 2006; Lozano, 2006; Roome, 2005; Rusinko, 2010; Sammalisto & Lindhqvist, 2008; Scott & Gough, 2006), we have known for some time that it is a difficult task (Gray-Donald & Selby, 2004). This is also reflected in the Australian context (Tilbury, Keogh, Leighton, & Kent, 2005).…”

Section: Background To the Studymentioning

confidence: 99%

Embedding EfS in Teacher Education Through a Multi-Level Systems Approach: Lessons From Queensland

Evans

Ferreira

Davis

et al. 2016

Aust. J. environ. educ.

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This article reports on the fourth stage of an evolving study to develop a systems model for embedding education for sustainability (EfS) into preservice teacher education. The fourth stage trialled the extension of the model to a comprehensive state-wide systems approach involving representatives from all eight Queensland teacher education institutions and other key policy agencies and professional associations. Support for trialling the model included regular meetings among the participating representatives and an implementation guide. This article describes the first three stages of developing and trialling the model before presenting the case study and action research methods employed, four key lessons learned from the project, and the implications of the major outcomes for teacher education policies and practices. The Queensland-wide, multi-site case study revealed processes and strategies that can enable institutional change agents to engage productively in building capacity for embedding EfS at the individual, institutional, and state levels in preservice teacher education. Collectively, the project components provide a system-wide framework that offers strategies, examples, insights, and resources that can serve as a model for other states and/or territories wishing to implement EfS in a systematic and coherent fashion.Unprecedented threats to the wellbeing of current and future generations brought about by disruptions to social and ecological systems highlight the urgent need for schools and teachers to deliberately engage with educational strategies aimed at addressing sustainability issues. Preservice teacher education provides a recognised strategy for ensuring that future teachers develop the knowledge, understanding, values and skills necessary to embed education for sustainability (EfS) into their

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“…[5][6][7][8][9][10][11][12][13] Environmental education is one of the most successful and effective methods to disseminate and influence behaviors, values and knowledge in society. [14][15][16][17][18][19][20][21][22][23][24][25] Bekessy 26 and Holdsworth 27 investigated the level of sustainability advancement at various university levels in Australia. To be more precise, their investigation aimed to assess various levels of Australian universities participation in Professional Development activities for academic purposes.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of education for the development of environmental protection: a case for Korea

Taehyun¹,

Heshmati²

2019

SIJ

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Identifying societal and economic factors that have an influence on sustainability courses is of great importance for grappling environmentally challenging issues. Education has long been seen as an effective method to efficaciously diffuse knowledge, values, and behaviors that help to better protect the environment, as well as promote ecological awareness. In order to promote environmental education, establishing environmental courses is paramount. This paper presents significant findings that showcase the discrepancy between the total number of environmental classes offered at the top 20 universities and the rest of the non-top-tier universities located throughout South Korea. Within the groups, there are subgroups organized by Seoul-based areas and non-Seoul-based ones. The purpose of the groups is to estimate heterogeneous coefficients of total sustainability classes at Seoul-based top universities and non-Seoul-based-top ones, respectively. A comparison by locations shows that Seoul-based-top universities and non-Seoul-based-top universities bear a striking distinction in total sustainability classes per semester. Immense discrepancies are also found between the number of environmental classes offered at prestigious and lesser prestigious universities exist particularly in non-Seoul areas. Result from a comparison by different ownerships indicates evidence of heterogeneity across types of ownership.

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Sustainable Development within UK Higher Education: Revealing Tendencies and Tensions

Cited by 35 publications

References 8 publications

Environmental Sustainability Competency Framework for Polytechnics Engineering Programmes

Environmental Sustainability Competency Framework for Polytechnics Engineering Programmes

Embedding EfS in Teacher Education Through a Multi-Level Systems Approach: Lessons From Queensland

The role of education for the development of environmental protection: a case for Korea

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