Annotated Bibliography – Teaching Sustainability€¦ · Web view · 2016-05-24Annotated Bibliography – Teaching Sustainability. This is an annotated bibliography of some of

Annotated Bibliography – Teaching Sustainability

This is an annotated bibliography of some of the available literature on Education for Sustainability (EfS) in higher education. The bibliography is organised by type of publication to assist users locate information. The terms ‘environmental education’ (EE), ‘education for sustainability’ (EfS) and ‘education for sustainable development’ (ESD) are used interchangeably in the literature. While education for sustainability (EfS) is Macquarie’s preferred definition, the terms used in the following reviews will reflect those used by the authors in that particular reference.

There is currently a strong emphasis on using constructivist frameworks to integrate sustainability issues into curricula. This involves the adoption of interdisciplinary / trans-disciplinary approaches to learning and teaching in conjunction with cooperative/collaborative learning. Research on sustainability and learning and teaching practices is sparse in some disciplines, for example the arts and humanities. Resources are more commonly available in fields linked to science-based subjects such as engineering and geography, with business and management also well documented. To reflect this trend we have included a section titled Interdisciplinary Approaches, which contains research papers, case studies and projects across disciplines which may be particularly useful for those involved in teaching sustainability in the less well documented areas. Another important point to note is that much of the literature remains focused on teaching the environmental aspects of sustainability, even though sustainability is now conceptualised in a much broader way to include social, political and economic dimensions.

Table of Contents

Annotated Bibliography – Teaching Sustainability.....................................................................................................................................1Table of Contents.....................................................................................................................................................................................1Journals....................................................................................................................................................................................................2Sustainability learning and teaching literature........................................................................................................................................2Discipline specific approaches..............................................................................................................................................................17Policy / research reports.........................................................................................................................................................................56Websites.................................................................................................................................................................................................57

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JournalsSource LocationAustralian Journal of Environmental Education http://search.informit.com.au/ Canadian Journal of Environmental Education www.emeraldinsight.com Environmental Education Research www.tandf.co.uk/ Higher Education www.springer.com Higher Education Policy www.palgrave-journals.com Innovative Higher Education www.uga.edu/ihe/ihe.html International Journal of Sustainable Development www.inderscience.com/ International Journal of Sustainability in Higher Education www.emeraldinsight.com/products/journals/ Journal of Cleaner Production www.elsevier.com Journal of Education for Sustainable Development http://jsd.sagepub.com/ Journal of Teacher Education for Sustainability http://ise-lv.eu/ Journal of Sustainability Education www.jsedimensions.org/

Sustainability learning and teaching literatureAuthor and year

Title Notes Keywords

Banjerjee, S.B.(2004)

Teaching sustainability: A critical perspective. Paper presented at the Academy of Management Conference, New Orleans, USA, August 2004.

In this discussion paper Banjerjee explores different meanings of the term ‘sustainable development’ and their implications for business education. He considers assumptions behind the concept and critically analyses how it is being deployed in organisational studies literature. The paper begins with a discussion of the discourse of ‘sustainable development’, drawing attention to limitations in way it is being taught in business schools. He uses this as the basis for his framework on teaching sustainability, which he believes should be taught from a critical perspective that

Analytical and conceptual paper

Business education

Environmental sustainability

2

http://www.jsedimensions.org/

http://ise-lv.eu/

http://jsd.sagepub.com/

http://www.elsevier.com/

http://www.emeraldinsight.com/products/journals/

http://www.inderscience.com/

http://www.uga.edu/ihe/ihe.html

http://www.palgrave-journals.com/

http://www.springer.com/

http://www.tandf.co.uk/

http://www.emeraldinsight.com/

http://search.informit.com.au/

challenges existing ways of thinking and stimulates debate among students. Several themes central to the successful implementation of a critical approach to teaching sustainability are addressed. Banjerjee is a strong proponent of the multidisciplinary approach, arguing that sustainability must be taught from a critical perspective using a broad range of theoretical views. He believes that the current focus on issues around sustainability as taught in most business schools takes a narrow economic perspective.

This is a thoughtful consideration of current issues relevant to the teaching of sustainable development in business education. While Banjerjee provides a teaching framework, the paper does not include specific information on teaching/assessment of sustainability. For a continuation of this discussion refer to Banjerjee’s chapter, Teaching sustainability: A critical perspective, which is reviewed under the discipline specific section of this resource.

Social sustainability

Sustainable development

Teaching sustainable development

Barth, M.Godemann, J.Rieckmann, M.Stoltenberg, U.(2007)

Developing key competencies forsustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), 416-430.

This research paper reports on an explorative qualitative study undertaken in Germany. The aim of the study was to add to the limited amount of research available on developing key competencies for sustainable development within higher education (both in formal and informal learning environments). Focus groups (representing formal and informal learning situations) with students reveal that the development of key competencies is based on both cognitive and non-cognitive dispositions. In order to enhance competence development, the authors recommend the creation of a new learning culture which involves a mix of formal/informal learning settings, encouraging learners’ to take responsibility for their own learning and the promoting of interdisciplinary collaborations.

Competencies

Learning

Qualitative research

Research paper


Blewitt, J. Higher education for a sustainable This paper presents a discursive analysis of the skills and General review

3

(2010) world. Education & Training, 52(6/7), 477-488.

knowledge requirements of a ‘green knowledge-based economy’. Using policy and academic research literature, Blewitt explores the nature and purpose of higher education in the 21st century and how it can help create such an economy by developing approaches to learning and teaching that are social, networked and ecologically sensitive.

Higher education

Learning

Graduate attributes/skills


Blewitt, J.Cullingford, C. (Eds) (2004)

The sustainability curriculum: The challenge for higher education. London: Earthscan.

A collection of papers written by scholars from a wide range of disciplines, analysing the impact of the concepts and practices of sustainability and sustainable development on various academic disciplines (with the exception of science), institutional practices, fields of study and methods of enquiry. Part one presents a variety of views on sustainability and higher education, and its relationship to issues such as lifelong learning and educational theory. A range of approaches are used, including eco-feminism and the global citizen. Part two focus on the way in which different disciplines (built environment, logistics, accounting, economics, social policy, sociology, politics, geography, philosophy and accounting) have responded to the sustainability agenda and offers suggestions for further development.

Environmental education

Interdisciplinary approach


Corcoran, P.B. Wals, A.E.J. (Eds) (2004)

Higher education and the challenge of sustainability: Problematics, promise, and practice. Dordrecht, The Netherlands: Kluwer Academic Publishers.

A collection of theoretical and research papers which critically explore sustainability as an outcome and process of learning, and as a mechanism for educational change and institutional innovation. The authors provide historical, philosophical and pedagogical perspectives on environmental learning and organisational change within higher education through a diverse range of perspectives offered by scholars from a variety of

Case studies


Environmental responsibility

4

disciplines and cultures. Part one provides a history of sustainability initiatives in higher education and critically analyses the meanings of ‘education’ and ‘sustainability’ within the context of diverging interests, norms, values and epistemologies. Part two presents different perspectives on learning about sustainability within a higher education context, including topics such as environmental education, environmental justice, eco-feminism and transformative education. Part three brings together these multiple perspectives, supporting them with case studies.

Environmental science


Cortese, A.D.(2003)

The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31(3), 15-22.

This paper provides a brief introduction to the relationship between higher education and sustainability. The author presents his vision of the role of higher education as a leader in creating a sustainable future. The paper is pitched at academics, senior university administrators and planners. Cortese reflects the mainstream view of his contemporaries, calling for an urgent paradigm shift to transform education as a necessary step towards preparing students to achieve a sustainable society. He promotes a systemic perspective emphasising collaboration and cooperation.

A model of a university where the educational experience of students is fully aligned with the principles of sustainability and where sustainability is incorporated in all its operational functions and actions is proposed. According to Cortese the curriculum needs to be closely integrated with; research, understanding and reducing the negative ecological and social footprint of the institution, and improving local and regional communities so they are socially, economically and environmentally sustainable. Interdisciplinary systems thinking is critical to addressing sustainable action on local, regional, and global scales over short, medium, and intergenerational time periods. He emphasises active, experiential, inquiry-based learning, real-world problem

Conceptual paper

Long term planning

Higher education


Sustainability education

5

solving and the role of the institution in practicing sustainability. That is, making sustainability an integral part of operations, planning, facility design etc., and forming partnerships with local and regional communities. A small number of examples are provided which highlight changes that have occurred in US universities.

Cotton, D.Bailey, I.Warren, M.Bissell, S.(2009)

Revolutions and second-best solutions: Education for sustainable development in higher education. Studies in Higher Education, 34(7), 719-733.

Abstract onlyDespite widespread policy support for education for sustainable development in higher education, and a strong academic literature arguing for a radical rethink of curriculum, pedagogy and institutional culture, progress towards the educational reforms advocated remains limited. Based on in-depth interviews with lecturers at a case-study university, this article explores reasons for the slow pace of change, in particular how constraining variables (such as class size, patchy managerial support,perceived irrelevance to some disciplines, and conflict with prevalent higher education pedagogies) inhibit the widespread use of the holistic, interdisciplinary, transformative learning approaches advocated by theorists. Coping strategies employed by lecturers to bring education for sustainable development into theirteaching practices are investigated and reviewed in the context of the ‘theory of the second best’. We conclude with a plea for greater recognition in the literature of the merits of such ‘second-best’ approaches in higher education.

Education for sustainable development

Qualitative study

Ferreira, J.Ryan, L.Tilbury, D.(2007)

Mainstreaming education for sustainable development in initial teacher education in Australia: A review of existing professional developmental models. Journal of Education for Teaching: International Research & Pedagogy, 33(2), 225-

This research paper reports on a study undertaken by the Australian Research Institute of Education for Sustainability (ARIES) and funded by the Department of the Environment and Water Resources. The purpose of the study was to find a model capable of facilitating the system-wide engagement needed to mainstream education for sustainable development (ESD), as there are presently no models available even though many local and

Australia


Research paper

6

239. international policies recommend the incorporation of sustainability into teacher education. The researchers evaluate seven models of professional development underpinning a number of teacher education initiatives (both in Australia and internationally). The methodology is based on literature searches, a review of program documentation, and discussions with leaders of the initiatives evaluated. No empirical data is collected, rather the authors focus on how each of the initiatives intended to bring about change in teacher education. Three models of professional development are identified and discussed: the Collaborative Resource Development and Adaptation Model, the Action Research Model and the Whole-of-System Model.

The paper concludes by arguing that a systemic approach that engages the whole of the teacher education system is necessary if ESD is to be successfully mainstreamed in initial teacher education. The authors propose a ‘Mainstreaming Sustainability Model’ one that combines the best features of the Whole-of-System and Action Research Models.

Teacher education

Gonczi, A. (2006)

A conceptual framework for sustainable leadership. Paper presented at the sustainable leadership in education symposium and conference, Sydney, NSW. Available at http://sydney.edu.au/education_social_work/professional_learning/resources/papers/GoncziA_06_SustainableLeadership.pdf [accessed 21 June, 2010]

Abstract only The notion of sustainability is, of course, most commonly associated with the environment and focuses on the need to sustain diversity, conserve our resources and to ensure that what we do today in meeting our perceived needs does not have adeleterious impact on future generations. How useful is this metaphor of sustainability for the field of education? In their recent book Hargreaves and Fink (2006) argue that it is apposite as the pace and direction of reform and change over the last decade has been such that it is has damaged educational systems and the students in them in serious ways. One example they citeis the standardization of curriculum, the very opposite of diversity.

Conceptual paper

Sustainable leadership

7

http://sydney.edu.au/education_social_work/professional_learning/resources/papers/GoncziA_06_SustainableLeadership.pdf



The impact of recent reforms on educational leadership has also been substantial – so much so that there is evidence accumulating that many potential leaders are opting not to take up such roles and that many existing leaders are retiring early. Again this is the antithesis of conservation of our resources

Gough, S.Scott, W. (2001)

Curriculum development and sustainable development: Practices, institutions and literacies. Education Philosophy & Theory, 33(2).

This is a philosophical paper which proposes a terminological framework to analyse the relationship between sustainable development and curriculum development. The authors attempt to define both curriculum development and sustainable development in an inclusive way. Their framework proposes that literacy, practices, organisational institutions and cultural institutions provide a set of conceptual categories to analyse the task of developing curricula that will promote the targets set by the international community with respect to sustainable development. Refer also to Scott and Gough (2004), Key issues in sustainable development.

Curriculum development

Philosophical

Policy


TerminologyLearning & Teaching Centre Macquarie University (2009)

Sustainability in the curriculum project. Available at www.mq.edu.au/ltc/pdfs/039_sust_in_curric.pdf [accessed 21 April, 2010]

This booklet provides views about sustainability in the curriculum from around Macquarie University, and is an excellent introductory resource to sustainable education within higher education. Section 1 introduces the Macquarie principles of sustainability (environmental protection, social justice, economics well-being, and diversity), explores the contexts of sustainability in education and in the strategic direction of the university. Section 2 presents a collection of papers authored by academics around the university: “Thinking about sustainability in statistics” (Petocz), “Sustainability in the curriculum at MGSM” (Jones), “Reflections of sustainability in the curriculum: Linguistics, human sciences” (Rieschild), “Incorporating sustainability in the business curriculum” (Chen), and “Sustainability in the Faculty of Arts” (Techera). The booklet also includes a list of references and other useful resources.

Definitions

Graduate capabilities

Teaching sustainable development

8

http://www.mq.edu.au/ltc/pdfs/039_sust_in_curric.pdf

http://www.mq.edu.au/ltc/pdfs/039_sust_in_curric.pdf

Moore, J.(2005a)

Seven recommendations for creating sustainability education at the university level: A guide for change agents. International Journal of Sustainability in Higher Education, 6(4), 326-339.

This research paper from Canada presents a set of recommendations designed to aid senior university administrators create sustainability education programs. The recommendations are not discipline specific, but rather intended to assist the transformation required at an institutional level to promote and develop ‘sustainability education’ across the campus. Results are based on a series of workshops and interviews with university staff and students, and interpreted within the framework of a ‘value focused thinking’ model. The recommendations are: infusing sustainability in all decisions, promoting and practicing collaboration and trans-disciplinary, focusing on personal and social sustainability, integrating planning decision making and evaluation, integrating research, service and teaching, and creating space for pedagogical transformation.

Long term planning


Research paper

Strategic evaluation


Moore, J.(2005b)

Barriers and pathways to creating sustainability education programs: Policy, rhetoric and reality. Environmental Education Research, 11(5), 537-555.

This research paper outlines an action research project undertaken by the author within a large Canadian university. Using data from in depth interviews with academic staff, administrators, senior management and a small number of students, Moore discusses some of the institutional barriers impeding the implementation of sustainability education and provides recommendations on how to create institutional change and sustainability programs at the university level. The approach used is a participatory action research model informed by feminist epistemology and research methods. Like her other papers, Moore argues that both a transdisciplinary approach to research and teaching, and a shift to collaborative and transformative models of learning are necessary in order to implement sustainability education at the tertiary level. Refer to Velazquez et al. (2005) for another discussion of barriers to the implementation of sustainability education.

Action research

Higher education


Research paper


Moore, J.(2005c)

Is higher education ready for transformative learning? A question

Unlike Moore’s other papers which focus on sustainability education at the institutional level, this article considers the

Collaborative learning

9

explored in the study of sustainability. Journal of Transformative Education, 3(1), 76-91.

potential benefits, drawbacks and implications of shifting university education toward a model of transformative learning and sustainability within the classroom. Three models of group learning are outlined (cooperative, collaborative and transformative). The objective of the paper is to address the growing body of literature calling for an urgent paradigm shift in order to stop human caused environmental and social degradation. While Moore reviews some of this literature, her argument is largely based on her experiences as a PhD student and university lecturer, and her shift from the natural to social sciences. According to Moore sustainability education must be “interdisciplinary, collaborative, experiential and potentially transformative.” She provides her own definition of sustainability, discusses the pedagogy of sustainability education and uses the three models to demonstrate how sustainability education might be practised in the classroom, particularly transformative learning which is discussed in detail. She draws attention to the potential difficulties involved in transformative learning, including the emotional consequences for teachers and students. In concluding she argues that the current models of academic teaching are not structured to provide adequate support for any potential problems that might occur as a result of transformative learning.

Sustainability


Transformative learning

Transdisciplinary

Pearson, S.Honeywood, S.(2005)

Not yet learning for sustainability: The challenge of environmental education in a university. International Research in Geographical and Environmental Education, 14(3), 173-186.

Abstract onlyThe pathway for achieving sustainability outcomes in environmental education is littered with difficulty. The experience in this particular case study provides insight into the difficulties of sustainability education and the need for effective formal andinformal delivery at various places in the society. Schools and universities are key components of the formal delivery of environmental education yet they do not always provide effective environmental and sustainability learning. An overview of the

Australia

Case study

Disciplines

Education

Environmental,

10

secondary school curriculum in New South Wales and a detailed case study from the University of Newcastle show that the main problems are an overloaded school curriculum and an inability to develop transdisciplinary learning at that university. The current formal teaching of sustainability leads to variable school outcomes. Of more concern, the university sector lags the rapidly advancing sustainability values of business, community and government. Universities may act as impediments on the pathwayto sustainability. Reinvigoration of environmental and sustainability learning requires major structural changes that foster transdisciplinary curriculum development, using fieldwork and real environmental problems to realign delivery to a focus on students, and realigning organisations to promote diversity.

sustainability ‘

University

Sammalisto, K.Lindhqvist, T.(2008)

Integration of sustainability in higher education: A study with international perspectives. Innovative Higher Education, 32(4), 221-233.

Abstract onlyThis study examined the impact of a procedure implemented and used at one Swedish university to promote integration of the concept of sustainability into courses. The study is based on a literature study and a case study at the University of Gävle in Sweden, where faculty members are asked to classify their courses and research funding applications regarding the contributions thereof to sustainable development. The results of the studyindicated that this procedure can indeed stimulate faculty members to integrate sustainable development in their courses. It is clear that the reported changes in courses were also influenced by other factors such as the increased general awareness of environmental issues.

Curriculum

Environmental management

Indicator


Shephard, K.(2007)

Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9(1), 87-98.

In this paper Shepherd attempts to interpret aspects of education for sustainability in relation to educational theories of the affective domain (i.e. values, attitudes and behaviours). The author’s analysis is based on a literature review of affective learning sources across a range of disciplines. Shephard argues for a

Attitudes

Behaviour

Conceptual paper

11

stronger focus on affective outcomes in sustainability education, noting that the current focus on cognitive skills in teaching and assessment, has led to many teachers attempting to stimulate critical analysis without encouraging particular values, attitudes or behaviours. Educational research has, until recently, largely overlooked the role of affect in learning and the value of this paper is that it addresses this crucial area, providing a theoretical basis for developing sustainability outcomes. Four areas of interest are identified by Shephard: assessment and evaluation, academic credit for affective outcomes, roles for role models and designing learning outcomes in the affective domain. As it is a conceptual paper, no detailed practical information is provided.

Learning

Teaching methods

Value analysis

Sherren, K.(2005)

Balancing the disciplines: A multidisciplinary perspective on sustainability curriculum content. Australian Journal of Environmental Education, 21, 97-106.

The aim of this research paper is to address the lack of attention given to disciplinary content in contemporary literature on the sustainability curriculum (which tends to be dominated by discussions of pedagogical methods and generic skills). Sherren uses two forms of survey data in an attempt to clarify the appropriate disciplinary mix for tertiary sustainability education, and briefly explores the biases inherent in curriculum design. The data includes an internet survey of all environmental and sustainability coursework activities at Australia’s 41 public and private universities and a survey instrument designed to elicit an ‘ideal’ mix of disciplines for generalist sustainability education (the survey was distributed to attendees at an international sustainability conference). According to Sherren the balance of content should be shifted towards the humanities and social sciences and slightly away from its current science focus, with results showing that the most critical deficiency of Australian coursework sustainability programs is policy and political science. One limitation of the research is that the survey is only based on a small number of respondents; nevertheless it does address an issue

Australia

Education for sustainability


Higher education

Interdisciplinarity

Research paper

University curriculum

12

largely overlooked in research.Sherren, K.(2006)

Reflections on sustainability in Australian university coursework programs. International Journal of Sustainability, 7(4), 400-413.

The purpose of this research paper is to discuss the degree to which ideas of sustainability have been integrated into the Australian tertiary sector. The paper reports on the results of an internet-based audit of tertiary environmental and sustainability offerings. The results indicate that sustainability is not yet well integrated in specialist or generalist coursework programs largely due to a ‘customer’ focused higher education sector – where the focus of coursework degrees is on understanding the environment rather than human interactions with it. Sherren draws attention to the current demand for marketable skills, named, specialised degrees, and flexible program designs which she believes are hindering the progression of education for sustainability. She then discusses practical implications and provides recommendations to inform the development of an appropriate generalist sustainability curriculum. There is also an argument made for interdisciplinary approaches to integrate teaching methods. The paper is easy to read as the author makes a conscious effort to use minimal jargon in order to make it accessible to practitioners. It provides a valuable overview of progress towards sustainability in the Australian university context supported by empirical findings.

Australian universities

Research paper


Tertiary education

Sibbel, A.(2009)

Pathways towards sustainability through higher education. International Journal of Sustainability in Higher Education, 10(1), 68-82.

Abstract onlyPurpose – The aim of this paper is to contribute to aligning higher education towards meeting the challenge of global sustainability.Design/methodology/approach – The barriers to sustainability are juxtaposed against the resources, responsibilities and potential of higher education. Ideas from several models and from within several disciplines are integrated to construct a framework through the challenges can be examined and then translated into learning outcomes, expressed as graduate attributes.Findings – The focus of education for global sustainability has


Higher education Consumers

General review

Graduates

13

been on encouraging consumers to modify patterns of resource consumption and waste management. However, there are some significant limitations to relying on consumer action. Future professionals, involved in managing resources or designing options from which consumers make choices, are in a much better position for influencing how social, cultural and environmental resources are used. To actualise this potential requires thathigher education curricula offer experiences which develop graduate attributes of self-efficacy, capacity for effective advocacy and interdisciplinary collaboration, as well as raise awareness of social and moral responsibilities associated with professional practice.Research limitations/implications – For higher education to contribute towards achieving sustainability requires support of the whole institution, and considerable professional development ofstaff to help them appreciate how they can lead the next generation to global sustainability. The next stage of the research into the role of higher education in building a sustainable society should focus on how these objectives can be achieved.Originality/value – Considerable research has been dedicated to describing the urgent and intractable nature of the problems facing the global community and, to some extent, the need for higher education to engage with these problems. This paper takes the next step by presenting some guidelines for designing curricula to develop graduate attributes required for this work.


Scott, W. Gough, S.(Eds)(2004)

Key issues in sustainable development and learning: A critical review. London: RoutledgeFalmer.

A collection of papers already published in books and journals (some are abbreviated versions) accompanied by critical reviews by leading scholars in the field of learning and sustainable development. This book is a companion book to Sustainable development and learning: Framing the issues (2003) also by Scott and Gough. The same framework/chapter headings are used

Curriculum design

Policy

Sustainable

14

in each book; however the companion book provides an analysis of the concepts underpinning sustainable development. Topics include: theoretical approaches to sustainable development, the policy context, language and meanings, lifelong learning, ideology and philosophy, curriculum design, assessment and evaluation.

development

Theoretical approaches

Svanstrom, M.Lozano-Garcia, F.J.Rowe, D.(2008)

Learning outcomes for sustainable development in higher education. International Journal of Sustainability, 9(3), 339-351.

The authors undertake an analysis of commonalities in learning outcomes (LOs) for sustainable development (SD) in higher education. This investigation is within the context of the Tbilisi and Barcelona declarations and LOs from various institutions in the USA and Mexico. The authors identify the following commonalities in LOs across countries and cultures: systemic or holistic thinking, the integration of different perspectives, skills (e.g. critical thinking), change agent abilities, interpersonal/ intrapersonal dispositions, and different attitudes and values. Many of the themes discussed closely reflect current discourse about the teaching of SD in Australian universities. Given the scarcity of papers which specifically focus on LOs and sustainability, this article provides a good starting point.

Agreements

Conceptual paper

Education


Tilbury, D.(2004)

Rising to the challenge: Education for sustainability in Australia. Australian Journal of Environmental Education, 20(2), 103-114.

The purpose of this paper is to provide a brief summary of the status of Education for Sustainable Development (ESD) in Australia. Informed by the findings of a national review of environmental education’s contribution to sustainability, it reviews trends and national initiatives which have played a role in the development of frameworks in ESD nationally. Progress in the following settings are addressed: primary/secondary and higher education, industry and community contexts. According to Tilbury ESD in Australia is “in progress”, and despite major developments much work is yet to be done. While there have been developments in ESD since the publication of this paper, it nevertheless provides a good introduction to its history in Australia since 2000, covering the role of key agencies, policies, initiatives and projects. An

Australia



UN Decade

15

interesting aspect to this paper is its mention of Macquarie University’s part in these advancements.

Vare, P.Scott, W. (2007)

Learning for change: Exploring the relationship between education and sustainable development. Journal for Education & Sustainable Development, 1(2), 191-198.

In this conceptual paper Vare and Scott explore ideas behind education for sustainable development, proposing a framework which views ESD as a set of two opposing but complimentary approaches. Their ideas are built on the work of Foster, Scott and Gough. The ESD1 approach views sustainable development as expert knowledge-driven where the role of the non-expert is to take actions/make decisions based on what has been learnt already. There is an emphasis on informed, skilled behaviours and ways of thinking (principles, values etc), which are useful in short-term situations where the need is clearly identified and agreed. ESD2 by contrast is inherently a learning process, where the core role for learning is as a collaborative and reflective process. ESD2 is about building the capacity to think critically about what experts say and to test ideas, exploring the dilemmas and contradictions inherent in sustainable living. It is longer term in outlook. The authors argue that strategies are needed to clearly promote learning as an outcome, as well as the means to an end. This paper provides a useful conceptual basis for developing learning outcomes.

Conceptual paper


Learning outcomes

Velazquez, L.Munguia, N.Sanchez, M.(2005)

Deterring sustainability in higher education institutions: An appraisal of the factors which influence sustainability in higher education institutions. International Journal of Sustainability in Higher Education, 6(4), 383-391.

This brief paper explores factors that could obstruct the implementation of sustainability initiatives in higher education institutions. The identification of such barriers, according to the authors, will assist in the prediction of potential future problems. The results of a literature review of published and unpublished articles, conference proceedings, university reports, books, and website documents between 1990-2002 are reported. While the literature reviewed is not discipline specific most of the material is from engineering, economics, sociology and related sciences. The authors identify a number of obstacles preventing the success of

Higher Education

International organisations

Literature review

Research paper

Sustainable

16

sustainability initiatives on campuses around the world, including organisational structure and a lack of funding, interdisciplinary research and standard definitions of concepts. They argue that the conditions are currently not adequate for successful implementation of sustainability programs. This paper is interesting as it addresses issues which have been somewhat overlooked in mainstream sustainability research. A negative is that it does not consider solutions. Also refer to Moore (2005b).

development

Warburton, K.(2003)

Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44-56.

Warburton reviews factors that influence deep learning and discusses ways to encourage students to adopt these learning strategies in sustainable education. He views such strategies as necessary to maximise the benefits of environmental education, particularly its role in developing skills such as critical/creative thinking, problem solving, effective decision-making and conflict resolution. He promotes a cross disciplinary approach, arguing that in order to be successful sustainability education must assist students develop a flexible style of learning that balances operation and comprehension learning. This, he believes, can be achieved by placing less emphasis on curriculum content and more on contextual interpretation. Warburton outlines eight guiding principles to encourage deep learning in sustainable education. These are based on relevant educational literature, and there is a good example demonstrating the application of these principles to an undergraduate aquaculture course. The article would have benefited from more examples of the practical application of these principles across different disciplines.

Analytical methods


Learning styles


Discipline specific approachesAuthor and year Title Notes Keywords

17

INTERDISCIPLINARYMarinova, D.McGrath, N. (2004)

A transdisciplinary approach to teaching and learning sustainability: A pedagogy for life. Seeking Educational Excellence. Proceedings of the 13th Annual Teaching Learning Forum, 9-10 February, 2004, Murdoch University, Perth.

http://lsn.curtin.edu.au/tlf/tlf2004/contents.html

The Institute for Sustainability and Technology Policy at Murdoch University is presented as a case study of transdisciplinarity in education for sustainability. The authors adopt the view that universities must adopt a transdisciplinarity approach if they are to meet the requirements for global sustainability. The centre is based on the principles of learning to know, learning to do, learning to live together and learning to be. The authors provide a good discussion of education for sustainability, including an explanation of transdisciplinarity and how it differs from interdisciplinary and multidisciplinary approaches to sustainability.

Australia

Case study


Transdisciplinarity

Buchan, G.D.Spellerberg, I.F.Blum, W.E.H.(2007)

Education for sustainability: Developing a postgraduate-level subject with an international perspective. International Journal of Sustainability in Higher Education, 8(1), 4-15.

This New Zealand article describes the development and structure of a Master’s-level unit “Aspects of sustainability: An international perspective”. The course was designed for postgraduate students across all discipline/program areas (i.e. science, engineering, environmental/resource studies, social sciences, commerce) and international students. The authors describe the subject content (including learning outcomes and assessment) and its evaluations by students. The approach adopted is multidisciplinary with a strong focus on peer learning. Appendices contain additional resources including the structure of the main assessment. This is a valuable case study because at postgraduate level sustainability education is often embedded within single-discipline subjects, rather than being taught as a separate unit. As noted by the authors, there are only a few reports in the literature on courses which are postgraduate,

Case study


Interdisciplinaryapproach

Masters degrees


18

http://lsn.curtin.edu.au/tlf/tlf2004/contents.html

interdisciplinary, and based on an international view of sustainability. The course could be adapted by educators from other universities engaged in education for sustainability.

Eagan, P.Cook, T.Joeres, E.(2002)

Teaching the importance of culture and interdisciplinary education for sustainable development. International Journal of Sustainability in Higher Education, 3(1), 48-66.

Abstract onlyPresents a case study of an interdisciplinary, graduate-level seminar on the topic of international and business sector differences in approaches to sustainable development. The importance of the course is that it mixed culture, business and environmental sciences in a study of sustainability. The pedagogical structure of the course was designed to enable students to learn necessary skills for interdisciplinary, cross-cultural, and cross-business sector communication about environmental issues through their participation in the course. Discusses course design specifics and presents results of a student survey about the effectiveness of the course. Overall, students did find participation in the course helpful for improving their ability to communicate about environmental issues across disciplines, cultures, and industries. Students also highlighted several key cultural aspects that contribute to the different ways in which countries and businesses within them respond to environmental issues.

Corporate culture

Environment

Industrial design


Lugg, A.(2007)

Developing sustainability-literatecitizens through outdoor learning:Possibilities for outdoor education in Higher Education. Journal of Adventure Education and Outdoor Learning, 7(2), 97–112.

Abstract onlyUNESCO’s challenge to Higher Education institutions to provide educational leadership in sustainable development provides an impetus to develop innovative, interdisciplinary curricula and pedagogy. Whereas Higher Education curricula in sustainability and sustainable development have tended to come from the environmental sciences, recent studies have highlighted the need for more


Interdisciplinary

Outdoor education

19

holistic, experiential, interdisciplinary approaches. As a pedagogical approach, outdoor learning may have something to offer since it lends itself to holistic and experiential learning and enables integration of knowledge and skills from a range of discipline areas. Outdoor and environmental education research suggests that educational experiences in outdoor settings can be significant inDeveloping environmental sensitivity and knowledge. Such knowledge and attitudes are components of ecological literacy and, more recently, sustainability literacy. This paper considers how outdoor experiential pedagogy might contribute to the current sustainability education agenda. Itfocuses on Higher Education since this sector has the obligation and the capability of instigating a ‘ripple’ effect’ in developing sustainability-literate citizens. It discusses possibilities and issues arising from a review of outdoor, environmental and sustainability education literature, particularly, but not exclusively, from the UK. The paper is a precursor to an empirical study into how outdoorlearning might contribute to the development of sustainability-literate graduates.

Nikitina, S.(2003)

Three strategies for interdisciplinary teaching: Contextualising, conceptualizing, and problem-centering. Journal of Curriculum Studies, 38(3), 251-271.

Abstract onlyThis paper distinguishes among contextualizing, conceptualizing, and problem-centring as three basic approaches to interdisciplinary curriculum. This typology is based on the type of inquiry that takes place in the classroom. For example, if the guiding epistemology in theinterdisciplinary work is that of the humanities, the mode of connecting disciplinary material is likely to be contextualizing, or embedding the facts and ideas in the cultural, historical, or ideological fabric. If the scientific

Epistemology

Instructional methods

Interdisciplinary approach

Problem-oriented instruction

20

method guides and sets the standard for integration, conceptualizing work typically takes place. Finally, if the spirit and mode of inquiry is that of the applied sciences or creative product-development, the integrative process will take the form of problem-based investigation of urgent or tangible issues. Using empirical data from exemplary university, pre-university, and professional programmes in the US, I describe three integrative strategies and comment on their strengths. This basic typology provides alternative approaches to interdisciplinary material based on the purpose of the class inquiry. In the hands of a good instructor, several interdisciplinary strategies could be used together for mutual benefit.

Steiner, G.Posch, A.(2006)

Higher education for sustainability by means of transdisciplinary case studies: An innovative approach for solving complex, real-world problems. Journal of Cleaner Production, 14, 877-890.

Two real life case studies are presented as an effective way of teaching sustainable development at advanced undergraduate or postgraduate level. According to the authors, mutual learning based on real-world cases requires an interdisciplinary approach, transdisciplinary problem-solving processes, and self-regulated/self-responsible learning. This paper outlines the underlying philosophy, design and organisation of this process. According to the authors a redefinition of teachers’ and students’ roles is needed to tackle the complexity and vagueness of the concept of sustainable development. This involves a move away from traditional ‘transmissive’ modes of teaching where the teacher is the provider of information and the student a passive recipient of that information, to an interactive model, where both are mutually involved in a search for answers. Steiner and Posch propose that a paradigm shift towards a holistic view involving systems thinking is needed.

Case study

Complex problem solving

Interdisciplinarity

Self-regulated learning


Transdisciplinarity

21

A transdisciplinary case study approach is one way of uniting these requirements and enabling students to experience the process of sustainable development. The case studies reported focus on two regions in Austria, once prosperous but steadily in decline. The purpose of the course is to explore how each area can achieve ecologically, economically, and socially sustainable development in the future. To achieve this aim, the following teaching techniques are employed: group work, field trips, workshops and the involvement of stakeholders and practitioners. The joint involvement of academics, students and stakeholders benefits all participants, enabling them to develop the skills to contribute to the sustainable development of society. While the general idea and structure could be adapted to meet the needs of Australian students using local content, on a practical level such projects require considerable resources and place a high demand on those involved.

Stauffacher, M.Walter, A.I.Lang, D.J.Wiek, A.Scholz, R.W.(2006)

Learning to research environmental problems from a functional socio-cultural constructivism perspective: A transdisciplinary case study approach. International Journal of Sustainability in Higher Education, 7(3), 252-275.

Abstract onlyPurpose – The purpose of this paper is to present the transdisciplinary case study (TCS) as a learning framework based on what we call functional socio-cultural constructivism and project-based learning (PBL). In doing so, the paper attempts to illustrate the applicability of TCS to learn competencies and skills necessary to research problems of sustainable development.Design/methodology/approach – TCS is considered a learning framework based on the principle of self-regulated learning; i.e. students must actively deal with the requirements as well as plan and execute their project work

Case study

Coaching

Learning

Learning methods

Research work

Case study

22

within their own worldviews and goals. TCS methods are essential as we tackle complex real-world problems.Findings – The paper discusses challenges and obstacles of such an approach and present lessons learned since 1994, on both the viewpoints of students and of teachers. It conclude that case study learning is a demanding task, especially in a transdisciplinary context where more challenges emerge than in PBL, since goals of teachers, case agents, and students have to be balanced.Practical implications – TCS or courses like it are important for universities at the present time.Under present budget restrictions and a wide-ranging mistrust of society toward universities, there is a necessity for a new contract between society and research: students should learn to take over responsibility in societal contexts and be able to communicate beyond the “ivory tower”.Originality/value – The learning goals of TCS differ from the goals of most university courses. They are more comprehensive and include complex problem solving, societal context, and group processes. The ambitious goal is that students become enabled to tackle complex, real-worldproblems.

Welsh, M.A.Murray, D.L.(2003)

The ecollaborative: Teaching sustainability through critical pedagogy. Journal of Management Education, 27(2), 220-235.

This case study of an interdisciplinary honours level course is offered by the authors as a flexible template for consideration by educators, rather than a fixed format to follow. While the course, ‘Ecollaborative’, is designed for management students, it brings together teams of students from business, industrial design, and environmental studies to create or redesign a product (e.g. business plan) for a corporate client using principles of sustainable design and development. A detailed overview of the course structure

Case study

Collaboration

Critical pedagogy

Innovation

Sustainability

23

and experience, a brief discussion of critical pedagogy, and its relationship to teaching about sustainability is provided. According to the authors the use of critical pedagogy, a collaborative approach to innovation management, and a real-world context, empowers students to move beyond discipline-specific models of new product development to use principles of sustainability to drive innovation. Students are given an opportunity to develop a range of graduate attributes including communication skills (through teamwork), critical and creative thinking, personal and professional judgement, and the experience of being an active participant in solving real world social and environmental problems. An appendix provides the course activities which is useful because it can be adapted to other disciplines. The philosophy behind the course design is similar to that reported in Steiner and Posch (2006), however this example would be less time and resource intensive.

Team-work

ARTSHistoryPawson, E.Dovers, S.(2003)

Environmental history and the challenges of interdisciplinary: An antipodean perspective. Environment & History, 9, 1-23.

This conceptual paper explores the nature of interdisciplinary work in environment history, drawing on three brief Australian and New Zealand projects. As noted by the authors the theory and practice of interdisciplinarity in environmental history is ‘contested ground’, as they discuss both the intellectual and practical issues/problems that arise when members of different disciplinary cultures work together, namely as a result of the diverse discursive practices, languages used, types of evidence examined and understandings of the world. While focusing on environmental history the issues raised in this discussion

Interdisciplinary

Intersections

Issues

Narratives

Problems

24

paper are relevant to scholars who are involved in teaching and research in other interdisciplinary areas including ecological economics, environmental philosophy, political/social ecology, environmental politics etc.

LawHammer, R.(1999)

Integrating interdisciplinary perspectives into traditional environmental law courses. Journal of Geography in Higher Education, 23(3), 367-380.

This paper considers practical strategies to integrate a range of interdisciplinary perspectives into traditional environmental law courses using a case study. The author’s intention is to address some of the shortcomings of environmental law courses and promote an interdisciplinary approach to connecting the theory and practice of this area of law with other disciplines. This approach is in line with the contemporary pedagogical approaches to sustainability, demonstrating that the teaching of environmental law need not be confined to traditional legal doctrine, but can be set in a wider interdisciplinary context. The approach adopted is student-centred involving workshops, IT and collaborative learning. There is an emphasis on developing a critical understanding of the development, and role, of environmental law, using problem questions and case studies. Assessment is based on a written portfolio, which requires students to produce several pieces of written work drawing upon different academic and practical skills. The appendices contain detailed documentation relating to the course including course outline, instructions for teaching methods, assessment, marking criteria etc.

Case study

Critical reasoning

Environmental law

Environmental values

Interdisciplinarity

Teaching & learning

Kift, S.(2008)

21st century climate for change: Curriculum design for quality learning engagement in law. Legal Education Review, 18, 1-30.

Although this conceptual paper (based on a keynote address at an ALTA conference) does not focus specifically on sustainability education, it identifies and considers the challenges of Australian legal education in the 21st century, particularly graduate attributes. Kift explores legal

Australian higher education sector

Conceptual paper

25

education internationally and the challenges of educating graduates as global citizens within the broader context of transformative pedagogy, ethical values, personal/professional citizenship and life long learning. Addressing the difficulties of curriculum renewal in the face of rapid changes within the Australian higher education sector including quality assurance frameworks, graduate attributes and the demands of external drivers (employers, government, and professional associations), she proposes an integrative approach to law curriculum renewal. This is a detailed and thorough consideration of the current status of Australian legal education, and arguments are backed up with relevant examples from contemporary research, theory and policy.

Curriculum design

Graduate attributes

Law education in the 21st century

Marcum, T.M.Perry, S.L.(2010)

It’s not easy being green: Bringing real life to the undergraduate legal environment of business classroom. Journal of Legal Studies Education, 27(1), 81-104.

This paper addresses law education as part of a US undergraduate business curriculum, using a semester long case study to teach students how to apply legal principles to real-world situations. The business used in the case study is TerraCycle, a socially responsible company which has a focus on sustainability and ‘being green’. When involved in a major lawsuit the company makes effective use of blogs to elicit media and public sympathy. Adopting an active and experiential learning approach the course not only provides business students with an introduction to legal principles, but also incorporates concepts of sustainability and ethics and is highly engaging. A detailed description of the course is provided, and the appendices contain teaching exercises and sample essay questions. Although based on US curricula, there are few papers available which integrate law and the teaching of sustainability. Thus the case study could be substituted for another more relevant to Australian

Active/experiential learning

Case study

Legal education

Teaching sustainability

Undergraduate business curriculum

26

students. A negative of the case study is that it is resource intensive and requires a lot of preparation.

Poustie, M.R.(2001)

Engaging students and enhancing skills: Lessons from the development of a web-supported international environmental law conference simulation. International Review of Law Computers & Technology, 15(3), 331-344.

Abstract onlyThis article discusses a move from a traditional lecture and tutorial based environmental law class to a class involving a large element of web supported simulation in the context of a simulated international environmental conference in session 1999–2000. Lectures and tutorials were retained for support purposes, but much class time was devoted to plenary sessions of the conference. The key reasons for the change were (1) the desire to move to an active learningenvironment where students were at the centre of the learning process and would be learning by doing; and (2) to integrate and enhance negotiating, team working and IT skills in the class. Students were given a unique insight into environmental law decision-making.

The role-playing of students acting as state and NGO delegations on the basis of the real positions of these delegations was a strong motivating factor in the learning process. Although the class co-ordinator established the framework for negotiations the progress of those negotiations and the ultimate outcome was a matter for the students. While the outcome was an important motivating factor it was not significant in terms of the learning experience as students were assessed by means of a reflective report which was designed to assess what they had learned from the process in terms of legal understanding, negotiating issues and team-working.

Although there were some student concerns regarding a

Active learning

Environmental law

Law education

Online role-play

27

perceived lack of environmental law content identified in the evaluation of the class the assessed student reports demonstrated this to be unfounded. The web-support aspects facilitated: (1) asynchronous learning—particularly negotiation and the development of negotiation skills; (2) the provision of ready access to a range of conference documentation and learning materials; and (3) just-in-time access to documentation such as updated versions of the draft treaty as negotiations progressed. Although the design and prep-aration of the simulation was fairly onerous, once established little new effort was required to run the simulation again. There were departmental resource issues in terms of web-support staff which somewhat delayed the availability of the web-support facilities, but these have now been addressed. The evaluation of the project has demonstrated that the web-supported simulated conference has considerable educational value in facilitating active learning and the integration and enhancement of key skills in the law curriculum. It has also demonstrated that other types of simulation may be possible within the law curriculum.

PhilosophyPalmer, C.(2004)

Sustainability and philosophy. In J. Blewitt & C. Cullingford (Eds), The sustainability curriculum: The challenge for higher education. London: Earthscan (pp. 232-244).

This book chapter outlines the contributions that philosophical debate has made to exploring the meaning/s of sustainability and associated ethical/political ideas, and discusses the place of sustainability in Anglo-American philosophy. While it is not directly relevant to education for sustainability, scholarly work on philosophy and sustainability is rare.

Philosophy

Sustainability

BUSINESS AND ECONOMICSAccounting

28

Coulson, A.Thomson, I.(2006)

Accounting and sustainability, encouraging a dialogical approach; Integrating learning activities, delivery mechanisms and assessment strategies. Accounting Education: An International Journal, 15(3), 261-273.

This paper describes an honours level undergraduate course “Accounting and Sustainability” designed to introduce elements of dialogic education into the accounting curriculum. The unit comprises of a large group collaborative project aimed at producing a shadow account on a major UK company. The paper describes in detail the learning activities, delivery mechanisms and assessment tasks developed by the authors. Their approach to curriculum design is based is Paolo Freire’s dialogic educational model which promotes a combination of action and reflection, involving a series of dialogic encounters situated in interrelated problems. Within this framework teachers and students become mutual co-investigators in an open and ongoing discourse, and the role of the lecturer moves to that of a facilitator.

The authors draw attention to several practical constraints when applying this type of approach, most of which are due to its deviation from traditional teaching modes (i.e. the traditional lecture/tutorial model is not adopted, classes are not held every week, there are no exams). Nevertheless it provides an interesting alternative to curriculum design for those involved in the design of similar subject areas and/or general accounting courses.

Accounting education

Assessment

Design

Dialogic

Sustainability

Cowton, C.(2004)

Accounting education for sustainability. In J. Blewitt & C. Cullingford (Eds), The sustainability curriculum: The challenge for higher education. London: Earthscan (pp. 156-165).

Cowton explores the relationship between accounting and sustainability, reflecting on how sustainability might be incorporated into undergraduate accounting programs in the UK. Despite its absence in mainstream accounting curricula, he emphasises the importance and relevance of sustainable development to accounting education. The argument made is that while there is still a lot that needs to

Accounting education

Sustainability

UK

29

be done, the revival of social/ethical accounting in research and other scholarly activities has ensured it is more established than has been the case previously. While not directly relevant to Australian accounting degree programs, the article provides a useful overview of the literature and developments in sustainable accounting from the late eighties until 2004.

Business and ManagementBanerjee, S. (2004)

Teaching sustainability: A critical perspective. In C. Galea (Ed.) Teaching business sustainability. Sheffield, UK: Greenleaf Publishing Ltd.

Banerjee provides an overview of the diverse discourses on sustainability, drawing attention to the lack of consensus on the terms meaning and that research on the environmental and social dimensions of corporate sustainability is in its early days. He critically discuses the assumptions behind the concept of sustainability and how it is being used in organisational studies literature, noting the lack of available literature and academic debate in university classrooms which is needed to develop thoughtful, self reflective practitioners who possess both management and citizenships skills. He argues that a multidisciplinary approach is essential in order to both teach the basic concepts of sustainability, and to critique its assumptions. Banerjee offers a multidisciplinary framework to teach students examining three perspectives that educators can use to develop a course on teaching sustainability critically: theoretical, multidisciplinary and local and global perspectives.

Business education

Critical analysis

Organisational planning and management


Collins, E.Kearins, K.(2007)

Exposing students to the potential risks of stakeholder engagement when teaching sustainability: A classroom exercise. Journal of Management Education, 31(4),

Abstract onlyIn-class, stakeholder negotiation exercises are proposed as a means of students experiencing and reflecting critically on the potential and the risks of an increasingly popular mechanism for advancing sustainability—stakeholder

Experiential learning

Negotiation exercises

30

521-540. engagement. This article reviews the theoretical framework for stakeholder engagement and for an issue-based rather than firm-centric approach to classroom stakeholder negotiation exercises. An example of a classroom exercise is given as the basis of a possible template for replicating the exercise. This assists students to recognize the potential and risks associated with stakeholder engagement at individual, organizational, and societal levels.

Stakeholder engagement


Galea, C. (Ed.) (2004)

Teaching business sustainability: Vol.1 From theory to practice. Sheffield, UK: Greenleaf Publishing Ltd.

This book is a must have for academics involved in the teaching of business sustainability. It consists of a collection of essays on business sustainability aimed at providing educators with the tools to teach sustainability at the university/professional development level. Filling a gap in the existing literature, it aims to theoretically unite the different and disparate pedagogies and contextual perspectives on sustainable education. Twenty three articles are divided into three thematic groups – ‘theory, critique and ideas’, ‘learning from current practice’ and ‘tools methods and approaches’. The first part explores and critiques thinking behind the teaching of sustainability, the second contains the experiences of educators and successful leading edge approaches they have used, and the third contains tools, methods and approaches that can be used to teach business sustainability. Reviews of some of these chapters are located in the section on business education.

Business education

Definitions


Social responsibility of business and business ethics


Kashyap, R.Mir, R. Iyer, E.(2006)

Toward a responsive pedagogy: Linking social responsibility to firm performance issues in theClassroom. Academy of Management Learning &

Abstract onlyThe current paradigm of business pedagogy has come under additional scrutiny for its inability to link socially responsible behaviour by firms to their performance in ways that students find meaningful. We suggest a

Business education

Social responsibility

31

Education, 5 (3), 366–376. pedagogical approach that examines aspirational as well as consequentialist antecedents of socially responsible behaviour by firms. We also advance a framework where the “dependent variable” of firm behaviour, that is, competitive advantage, can be rendered more inclusive of nonmarket and idealistic elements. Our framework suggests that social responsibility can then be rendered endogenous to firm performance. We argue that an emphasis on such anapproach can offer business schools a way to make social responsibility more meaningful to students.

Rands, G.P.(2009)

A principle-attribute matrix for environmentally sustainable management education and its application. Journal of Management Education, 33(3), 296-322.

Abstract onlyThe environmental threats humanity faces have led businesses to increasingly commit to improve their environmental performance and to increasing attempts to address environmental issues in management education. This article presents a matrix of (a) principles that can underlie and (b) attributes that can be generated by environmentally focused management education and usesthe matrix to identify topics, assignments, and assessment mechanisms that can be incorporated into environmental management education. Particular focus is given to skills related to facilitating organizational change. Environmental change–related course projects are suggested as particularlyhelpful in the development of these attributes, and use of service learning applied to campus sustainability issues is suggested as offering significant opportunities for engaging students in change-oriented projects. Observationsrelated to implementing such projects based on the author’s experience with them are offered. The article’s concepts and ideas can provide guidance to instructors wishing to incorporate environmental sustainability into their

Attributes

Attitudes

Environmental sustainability

Knowledge

Principles

Service learning

Skills

32

management courses; an application with respect to human resources is included.

Stubbs, W.Cocklin, C.(2008)

Teaching sustainability to business students: Shifting mindsets. International Journal of Sustainability in Higher Education, 9(3), 206-221.

This paper describes a framework designed to assist MBA students understand and reconcile the various perspectives on sustainability. The authors propose to shift students’ thinking by engaging them with different perspectives of sustainability rather than exposure to one version. The purpose is to provide a frame of reference to help students make sense of how organisations implement sustainability and the assumptions that underlie their behaviour, while at the same time developing their critical and reflective thinking skills. The framework is based on a review of the corporate sustainability literature. Background information is provided on the unit “Corporate sustainability: The business case” offered as part of the MBA program at an Australian university. The authors then outline three major worldviews on sustainability: ecocentrism, ecological modernisation and the neoclassical economic worldview, going on to discuss the characteristics of organisations within each of these worldviews. The article concludes by discussing implications of the framework for teaching sustainability to business students. This is a useful framework which could be applied to other postgraduate business courses.

Australia

Business education

Case study

Ecology

Economics

MBA courses

Teaching

Willard, B.(2004)

Teaching sustainability in business schools: What, why and how. In C. Galea (Ed.), Teaching business sustainability. Sheffield, UK: Greenleaf Publishing Ltd.

Willard promotes the idea that economics of sustainability is a legitimate component of core MBA courses, noting that this area is often relegated to electives in MBA programs that are not linked to core business strategy in the curriculum. While business schools encourage their students to comply with environmental, labour and human rights regulations, they do little to promote the significant

Business education

Case studies

MBA courses

33

benefits of sustainable development to business. Willard shows how the systematic addressing of these issues can provide new profit opportunities. He presents and discusses a template of potential business benefits that can be used by educators as a business case stimulator. A hypothetical IT company is used to demonstrate potential benefits for human resources, initiatives to help the planet and profits. The use of real case studies, according to Willard, will assist business schools to demonstrate how leading sustainable development companies are “doing well while doing good”. The integration of the business case into core curriculum will also develop corporate leaders who will promote sustainable development.


Wood, K.(2004)

Sustainability in a business context. In C. Galea (Ed.), Teaching business sustainability. Sheffield, UK: Greenleaf Publishing Ltd.

Wood presents an innovative method to address the challenges of teaching sustainability. She argues that traditional teaching methods can be ineffective in business sustainability education because they fail to address the challenges of teaching this area. According to Wood a systems approach is more appropriate. Her ‘Five Pillars’ of Sustainability Model proposes that sustainability cannot be learned as a separate discipline, rather sustainability is embedded in organisations through a systems approach and strategic application of the following pillars: business alignment, sustainability knowledge, personal and organisational leadership, systems thinking, enabling technology and processes. The paper provides details on how to execute this program, including the input of business stakeholders, both to curriculum design and evaluation of the learning program. Through workshops, the model challenges teams to apply their knowledge to real time projects.

Business education


Multidisciplinary models

Systems approach


34

MarketingBridges, C.M.Willhelm, W.B.(2008)

Going beyond green: The “why and how” of integrating sustainability into the marketing curriculum. Journal of Marketing Education, 30(1), 33-46.

Abstract onlyTeaching sustainable marketing practices requires that curricula advocate a “triple bottom line” approach to personal and marketing decision making, emphasizing requirements for a sustainable lifestyle, company, economy, and society. These requirements include environmental/ecological stewardship (maintenance and renewal of “natural capital”), social stewardship (equitable distribution of resources, human, and community well-being), and economic stewardship (valuing financial continuity over profit). In this article, the authors suggest how marketing educators might incorporate these sustainability principles into marketing pedagogy.Toward that end, the authors (a) offer a formal definitionof the term sustainability, (b) examine the current role of sustainability in marketing strategy at the firm level, (c) present a brief history of academic literature relevant to this topic and review current initiatives at academic institutions, (d) offer resources for integrating sustainability into marketing curricula, and (e) propose and describe the implementation of an MBA-level marketing elective dedicated to the topic of sustainability.

Marketing curriculum

Marketing education

Marketing pedagogy

Sustainable marketing practices

Sustainability

SCIENCEChemistry / bio-molecular sciencesRanke, J.Bahadir, M.Eissen, M.Konig, B.(2008)

Developing and disseminating NOP: An online, open-access, organic chemistry teaching resource to integrate sustainability concepts in the laboratory. Journal of Chemical Education, 85(7),

Abstract onlyConsiderable efforts have been put into the development of green and sustainable chemistry (1–5). An important aspect of striving for sustainable development is teaching the means and the tasks to future professionals in an effective manner (6, 7). Taking on this challenge for basic practical

Chemistry education

Sustainability

35

1000-1005. organic chemistry education in higher education, a collaborative project of six German universities (Table 1) has created a collection of lab experiments accompanied by background information on sustainable development for classical as well as alternative laboratory techniques and evaluation of chemical substances and reactions (8). This collection is freely accessible on the Internet in English, among other languages.1 The German title “Nachhaltigkeit im Organisch-chemischen Praktikum” (NOP) can be translated in English as “Sustainability in the Organic Chemistry Laboratory Course”.

Wright, H.A.Ironside, J.E.Gwynn-Jones, D.(2008)

The current state of sustainability in bioscience laboratories: A statistical examination of a UK tertiary institute. International Journal of Sustainability in Higher Education, 9(3), 282-294.

Abstract onlyPurpose – This study aims to identify the current barriers to sustainability in the bioscience laboratory setting and to determine which mechanisms are likely to increase sustainable behaviours in this specialised environment.Design/methodology/approach – The study gathers qualitative data from a sample of laboratory researchers presently conducting experimentation in the biological sciences. A questionnaire, regarding sustainability in the laboratory, was developed and distributed to all bioscience researchers at Aberystwyth University.Findings – Although the majority of respondents had favourable attitudes to sustainability, almost three-quarters (71 per cent) stated that they were not conducting their research in the most sustainable way possible. The factors most likely to hinder sustainable behaviour were lack of support, lack of information and time constraints. However, monetary costs and benefits, closely followed by “other”costs and benefits, were most likely to encourage sustainable behaviour in the laboratory.

Behaviour

Higher education

Laboratories

Research paper


United Kingdom

36

Research limitations/implications – There is a need to extend the present research to other types of biological research, such as field-based studies. Different biological disciplines may have different consumable requirements and waste streams, thereby changing the barriers to sustainability observed.Practical implications – The findings have immediate practical implication for higher education institutions wishing to adopt researcher-approved mechanisms to reduce the environmental impact of biological laboratory research.Originality/value – This is the first study to design a sustainability questionnaire which is specific to research scientists and laboratory users. The paper is therefore of immense value to the numerous global higher education institutions with working laboratories which seek to minimize the environmental impact of research

ComputingPayne, L.(2009)

Using a Wiki to support sustainability literacy. ITALICS, 8(1), 45-52.

Abstract onlyIt is becoming increasingly important that students develop an awareness and understanding of sustainability issues: that they develop their ‘sustainability literacy’. For the past few years we have included some explicit coverage of this for computing students. Computing students tend to be very strategically-orientated and reject material which seems to them to be of no direct relevance to their career development. Helping students to see the relevance of sustainability to them is not easy. To encourage their engagement, in 2007/8, they were given a group assignment which required them to derive sustainability 'tips' for an IT development company.

Activity-led learning

Collaborative working

Computer assisted assessment

Sustainability literacy

37

Most students, and particularly computing students, are very active users of Web 2.0 tools and spend much oftheir time communicating using social networking sites (Face book, MySpace, Bebo) and image, video and music sharing sites (YouTube, flickr). They routinely use chat and message board services and some use blogs. They view such communication tools as natural and ‘part of life’. Therefore, to support the development of submissions for their sustainability assignment, students’ collaborative work was supported by requiring them to use a wiki site.Whilst all students have accessed a wiki, at least in the form of the online encyclopedia Wikipedia, most students had never created one but readily saw its relevance to collaborative working and welcomed the opportunity to create one.

Earth / planetary sciencesJones, P.Trier, C.J.Richards, J.P.(2008)

Embedding education for sustainable development in higher education: A case study examining common challenges and opportunities for undergraduate programmes. International Journal of Educational Research, 47, 341–350.

Abstract onlyThis paper explores the perceptions of academics and students towards embedding Education for Sustainable Development (ESD) into undergraduate degree programmes in the School for Earth, Ocean and Environmental Science (SEOES) at the University ofPlymouth. The main purpose of the research was to identify current ESD related teaching and learning in a science-based undergraduate programme and the opportunities for, and barriers to, further extensions of ESD. The results indicate that there is general support for the embedding of ESD in the curriculum, but there is considerable uncertainty expressed by lecturers concerning how this can best be done. There is a general concern that additional

Curriculum content

Education for sustainability development

Pedagogy

Students’ & lecturers’ perceptions

Teaching methods

38

embedding into the degree programme might lead to reductions in the amount of core subject matter being taught. The programme and ESD agendas are to an extent seen by lecturers as conflicting. ESD is viewed mainly in terms of curriculum content as opposed to the pedagogy employed.

and practices

EngineeringBrown, A. (Ed.)(2003)

Engineering education for a sustainable future: Proceedings of the 14th annual Australasian Association for Engineering Education and 9th Australasian Women in Engineering Forum. Australasian Association for Engineering Education, RMIT, Melbourne.

Selection of interesting and diverse papers authored by academics from engineering departments across Australia. Topics covered include: flexible learning, sustainable engineering education, graduate attributes, TAFE, first year, active/problem based learning, global sustainability, women in engineering, electrical/software engineering.

Australia

Engineering education

Graduate attributes


Desha, C.J.Hargroves, K.(2010)

Surveying the state of higher education in energy efficiency, in Australian engineering curriculum. Journal of Cleaner Production, 18, 652-658.

This research paper presents the results of a survey of 27 Australian universities on the status of energy efficiency (EE) education in engineering programs. The research project addresses the lack of data available (both nationally and globally) on the extent to which sustainability related knowledge and skills are present or absent in curricula. The survey is designed to ascertain the extent of EE education and to identify best methods to increase the extent to which this area of education is embedded in engineering curricula. Heads of Department, teachers of EE and students are surveyed, with results showing that EE education across Australian universities is highly variable. The authors provide suggestions for embedding sustainability within engineering curricula, however these recommendations are targeted at senior management in engineering departments,

Australia

Energy efficiency

National survey

State of engineering education


39

not at the level of individual lecturers. Johnston, S.F.(2001)

Towards culturally inclusive global engineering. European Journal of Engineering Education, 26(1), 77-89.

This discussion paper addresses how to best develop engineering graduates who are able to deal successfully with both the technical and broader social, political, economic and ecological challenges of working effectively across disciplines and cultures. In response to the increasing number of engineers being employed by multinational/transnational corporations and expectations for them to work across national and cultural boundaries, Johnston offers ideas about how Australian universities can prepare students to be more culturally sensitive and inclusive. Using a ‘discourse approach’ Johnston explores ways in which engineering practice, in particular, the selection of the problems to be solved and the criteria for `successful’ solution always takes place within a cultural context. The paper provides a good discussion of concepts including internationlisation, globalisation and economic rationalism within Australian engineering education.

Australia

Cultural inclusion


Globalisation

Hayles, C.S.Holdsworth, S.E.(2008)

Curriculum change for sustainability. Journal for Education in the Built Environment, 3(1), 25-48.

This paper describes a pedagogical research project (funded by Victorian Government’s Department of Sustainability and Environment (DSE) Greenhouse Policy Unit) designed to embed sustainability within core curricula of schools across RMIT University. Using the School of Property, Construction and Project Management as a case study the article describes the project’s aims, challenges, steps involved and outcomes. Adopting an action learning approach the collaborative interdisciplinary team develop a strategy that requires both changes to the content and mode of delivery –moving away from traditional lecture format to one more interactive. The aim is to both build knowledge and foster values and behaviours that will deepen students

Capacity building

Case study

Curriculum design

Reflective practice


40

understanding, equipping them with the capabilities to see sustainability as an integral part of any decision making process that has long-term implications for both the built and natural environments. Teaching strategies are designed to build capacity through reflective practice and to personalise the experience for students. A limitation of the paper is that no student evaluations are provided (the authors note they will be published at a later date).

Lourdel, N.Gondran, N.Laforest, V.Debray, B.Brodhag, C.(2007)

Sustainable development cognitive map: A new method of evaluating student understanding. Journal of Sustainability in Higher Education, 8(2), 170-182.

The authors present cognitive maps as a useful tool for improving learning and evaluating students’ understanding of sustainability. Evidence from a study of third year undergraduate engineering students is provided in support of the proposal. Findings indicate that prior to undertaking a sustainability course students’ perceptions of sustainability mainly focused on environmental and economical aspects, while after the course the maps reflected an increasingly diverse understanding of sustainability. This approach to assessment provides a novel alternative to more recognised forms of evaluating students’ knowledge and will also assist in the development and evaluation of students’ creative thinking and problem solving skills.

Assessment

Cognitive mapping

Education

Research paper


Training

Holmberg, J.Svanström, M.Peet, D.-J.Mulder, K.Ferrer-Balas, D.Seglàs, J.(2008)

Embedding sustainability in higher education through interaction with lecturers: Case studies from three European technical universities. European. Journal of Engineering Education, 33(3), 271-282.

Abstract onlyIn this paper, three universities compare their work on the integration of sustainable development into their educational programmes. The purpose is to show examples of how this can be done and to illustrate importantgeneralised success factors. Methods used to achieve embedding of sustainability in curricula through individual interaction with teachers and other actors are described. The three universities are all technical universities with

Curriculum greening



41

relatively high ambitions for their activities in relation to sustainable development. Individual

interactionMurray, P.E.Murray, S.A.(2007)

Promoting sustainability valueswithin career-oriented degreeprogrammes: A case study analysis. International Journal of Sustainability in Higher Education, 8(3), 285-300.

AbstractPurpose – This paper aims to analyse an initiative to provide learners on “career-based” programmes with opportunities to reflect upon their values within the context of sustainability.Design/methodology/approach – An international literature review relating values and behaviour to the sustainability agenda led to the development of “sustainability training” workshop activities for construction students at the University of Plymouth. The activities, drawing on good practice from a range of education for sustainability initiatives and the behavioral discipline Neuro LinguisticProgramming, enable participants to elicit and reflect upon their core values and to relate these to key sustainability issues. Following multiple pilots the workshops were offered as voluntary field trials to students, their effectiveness being measured through structured feedback.Findings – The feedback returns demonstrate the popularity of the enquiry-based learning techniques utilized and the effectiveness of the individual activities in achieving their aims. Constructive criticism centred on the need to simplify some of the activity instructions.Practical implications – This research shows that open-ended enquiry-based learning techniques are useful for promoting sustainability values within educational programmes. As the activities described here are not discipline-specific, they have potential to be adapted for similar disciplines at other institutions and for use with

Attitudes

Behaviour

Case study


42

other career-based disciplines.Originality/value – Much is written about the need to embed sustainability values in the curriculum. This paper describes a method of fulfilling this need and may be of significant value to those attempting to embed sustainability within educational programmes.

Paten, C.J.K.Palousis, N.Hargroves, K.Smith, M.(2005)

Engineering sustainable solutions program: Critical literacies for engineers portfolio. International Journal of Sustainability in Higher Education, 6(3), 265-277.

Abstract onlyPurpose – While a number of universities in Australia have embraced concepts such as project/problem-based learning and design of innovative learning environments for engineering education, there has been a lack of national guidance on including sustainability as a “critical literacy”into all engineering streams. This paper was presented at the 2004 International Conference on Engineering Education in Sustainable Development (EESD) in Barcelona, Spain, outlining a current initiative that is seeking to address the “critical literacy” dilemma.Design/methodology/approach – The paper presents the positive steps taken by Australia’s peak engineering body, the Institution of Engineers Australia (EA), in considering accreditation requirements for university engineering courses and its responsibility to ensure the inclusion of sustainability education material. It then describes a current initiative called the “Engineering Sustainable Solutions Program – Critical Literacies for Engineers Portfolio” (ESSP-CL), which is being developed by The Natural Edge Project (TNEP) in partnership with EA and Unesco.Findings – Content for the module was gathered from around the world, drawing on research from the publication The Natural Advantage of Nations: Business Opportunities, Innovation, and Governance in the Twenty-first Century.

Case study

Curricula

Education

Higher education

Industrial education


43

Parts of the first draft of the ESSP-CL have been trialled atGriffith University, Queensland, Australia with first year environmental engineering students, in May 2004. Further trials are now proceeding with a number of other universities and organisations nationally and internationally.Practical implications – It is intended that ESSP-CL will be a valuable resource to universities, professional development activities or other education facilities nationally and internationally.Originality/value – This paper fulfils an identified information/resources need.

Perdan, S.Azapagic, A.Clift, R.(2000)

Teaching sustainable development to engineering students. International Journal of Sustainability in Higher Education, 1(3), 267-279.

Abstract onlySustainable development is a complex concept which concerns a wide range of social, techno-economic and environmental issues. Without addressing all these dimensions, teaching of sustainable development would not be complete. Therefore, taught modules and teachingmaterials for engineering students should include not only technological analysis and economic evaluation, but also environmental and social considerations. This paper outlines the way in which a multidisciplinary approach to teaching sustainability has been embodied in learningprogrammes and activities in engineering at the University of Surrey, UK. More specifically, it describes a project to develop a comprehensive IT-based learning resource comprising a set of multidisciplinary case studies and support material in order to aid engineering students inunderstanding the concepts inherent in sustainability and how solutions can be developed.



Steinemann, A. Problem-based learning: Pedagogy This paper is a case study of a unit “Sustainable Urban Case study

44

(2003) and practice. Journal of Professional Issues in Engineering Education and Practice @ ASCE, October, 216-224.

Development”, which requires students to develop projects aimed at making their campus and community more sustainable. At the end of the course students present their ideas to a panel of university administrators, with an opportunity to have their ideas implemented in university policy. Thus the unit provides an important link between theory and application, and between education and professional practice. There is a strong emphasis on problem-based-learning, and the author details how the course develops students critical cognitive skills (problem solving, creative/critical thinking) and professional skills (interpersonal/personal judgement) as they tackle interdisciplinary, real world problems. The benefits of PBL are examined in relation to the following themes; applicability, problem solving, active learning, motivation, and professional skills. Excerpts from the course syllabus including available topics, instructions for assessment and a reflection exercise provide adequate details for readers looking to develop similar units. This is a well rounded, easy to read paper which not only provides a good discussion of the benefits of PBL (supported by excerpts from student evaluations) but also the challenges of PBL (i.e. time and resource constraints).

Curricula


Learning

Problem based learning

Universities

Environmental studiesCohen, N.(2010)

Designing the sustainable foodshed: A cross-disciplinary undergraduate environmental studies course. Innovative Higher Education, 35, 51-60.

This article describes a US undergraduate course that integrates design and the liberal arts to teach students about ecological systems, using a study of the university campus to connect theory and practice. Details of the learning objectives, unit structure, content, assessment tasks and teaching activities are outlined. There is also a discussion of logistical/pedagogical problems encountered, student

Design education

Foodshed

Food systems

Liberal arts

45

feedback on the course and an overall evaluation. The course requires design and liberal arts students to work together to develop innovative solutions to improve sustainability of the university’s food system, which develops their research, problem solving and communication skills. The approach used is an active/student-centred learning approach that relies heavily on collaborative project work.

education

Teaching methods

Sustainability

Eisen, A.Hall, A.Lee, T.S.Zupko, J.(2009)

Teaching water: Connecting across disciplines and intro daily life to address complex societal issues. College Teaching, 57(2), 99-104.

Abstract onlyA central problem in higher education is how to best develop in students interdisciplinary thinking and application skills necessary to work and engage effectively in the twenty-first century. Traditional university structures make addressing this problem especially challenging. Using as a model courses with diverse perspectives on water taught by teams of interdisciplinary faculty, we explore one successful approach. We highlight the importance of institutional infrastructure and pedagogical strategies that nurtured our approach and allowed it to work.

Interdisciplinary teaching

Pedagogy

Societal context

Water

Ellis, G.Weekes, T.(2008)

Making sustainability ‘real’: Using group-enquiry to promote education for sustainable development. Environmental Education Research, 14(4), 482-500.

Abstract onlySustainable development is now widely held as a transcendental ideal of town and country planning, yet the way in which it is taught in planning schools remains problematic. This arises from a range of factors, including the all-persuasive nature of sustainability and the lack of solid examples of success through implementation. Theissue of how best to promote learning for sustainable development in planning has arguably intensified in the last two years in the case of the Royal Town Planning Institute-sponsored ‘fast track’ one-year Masters, which has reduced

Action competence


Planning

Sustainable regeneration

46

the opportunities for students to engage in wider (and perhaps even deeper) concepts, including that of sustainable development. This paper explores this through discussion of a specific project developed at Queen’s University Belfast, facilitated by a grant from the UKHigher Education Academy. Working with a local community, this entailed a group of students working on their Masters thesis collectively addressing issues of sustainable regeneration in a small Irish market town. The design of the project draws heavily on the concepts of enquiry based learning, experiential learning and action competence, which are seen as being central to improving education for sustainable development (ESD). The paper explores the benefits of such an approach and discusses the ways in which this experience can help enhance student’s experience of ESD.

Hurlimann, A.C.(2009)

Responding to environmental challenges: An initial assessment of higher education curricula needs by Australian planning professionals. Environmental Education Research, 15(6), 643-659.

This exploratory study investigates the perceptions of environmental planning professionals in relation to curricula needs. An online survey (including qualitative and quantitative components) of planning professionals across Australia is undertaken to ascertain key gaps in the education (e.g. knowledge and skills) of environmental planners. Results indicate gaps in environmental knowledge with regard to climate change and water management, and in skills relating to critical thinking and independent enquiry. The findings of this research suggest: a need to review and update current urban planning curricula in Australia, to offer continual education for planners in practice and address any existing/further knowledge/skill gaps identified. Two limitations of the article are: the small sample size (N=50); and that no

Australia

Consultation

Curriculum

Environment

Professionals

Sustainability

Urban planning

47

suggestions or framework are offered. However this is only an exploratory study and the authors point out that further research is required to establish the best way to facilitate this planning. Given the increasing importance of environmental education, and the key role urban planners play in influencing a more sustainable future, these results could be of particular benefit to urban planning and related environmental curricula, and to the implementation of sustainability.

Napan, K.Mamula-Stojnic, L.(2005)

A process that empowers: Self and peer assessment as a component of education for sustainability. Paper presented at the Making a Difference: Evaluations and Assessment Conference, 30 November-1 December, 2005, Sydney.

Abstract onlyThe tertiary education sector has wholeheartedly accepted ideas of postmodernism, reflective teaching and learning, empowerment and sustainability and these terms are very present in teaching contents across disciplines, but when it comes to assessment, educators more often revert to traditional and familiar methods which do not reflect the principles of education for sustainability and the needs for development of reflective, collaborative practitioners committed to lifelong learning. This paper explores practical ways of employing learning contracts and self and peer assessment combined with reflective journal writing for the purpose of creating empowering contexts for collaborative learning where students can become lifelong learners committed to continuous improvement of their knowledge and skills and open to challenge with regard to their beliefs and attitudes.

Assessment


Collaborative learning

Resource management education

Reflection

Self/peer assessment

GeographyDengler, M.(2008)

Classroom active learning complemented by an online discussion forum to teach sustainability. Journal of

This case study of a UK Masters course “Principles of Environmental Sustainability” identifies some of the pedagogical benefits that active learning coupled with an online discussion forum, can bring to sustainability

Active learning

Blended/ hybrid delivery

48

Geography in Higher Education, 32(3), 481-494.

education. Dengler outlines the course design and discusses how active learning develops critical thinking, problem solving skills and citizenship. Several role playing exercises developed by the author are described in detail. The first example is a mock climate change negotiation exercise designed to expose students to the practical complexities of negotiating an international treaty and to develop critical thinking skills. A number of other teaching activities are also described including classroom writing exercises and an online discussion forum.

The study lends support to previous research which promotes e-learning as an effective way of increasing student participation, especially for students who are reluctant to engage in traditional classroom discussions. It also supports active learning as a way of encouraging the development of critical thinking skills by exposing students to complex issues of environmental governance in practice and the challenges of finding solutions framed in environmental and social justice. A limitation of the case study is that it is based on a small class size of only 10 students, however the author addresses the transferability of these activities to larger classes. As the teaching activities offered can be practised in any classroom, they provide a more accessible option than the program outlined by Haigh (2006) which would require considerably more time, resources and commitment at an institutional level.

Course design and delivery

Critical thinking

E-learning

Environmental government for sustainability

Haigh, M.J.(2006)

Promoting environmental education for sustainable development: The value of links between higher education and non-

This detailed case study examines the impact of a joint community based land reclamation project between Oxford Brookes University and the NGO Earthwatch (which is based in the USA but has branches in other countries

Case study

Earthwatch

49

governmental organisations (NGOs). Journal of Geography in Higher Education, 30(2), 327-349.

including Australia). The aim of the affiliation is to develop teaching and research by linking traditional university applied geography research to sustainability education, with the ultimate goal of promoting environmental education and the cause of sustainable development. The focus of the study is the benefits that Earthwatch project volunteers felt that they gained by way of environmental sustainability education. Data is obtained via surveys and focus groups.

The author argues that informal environmental education by way of experience based learning has succeeded where traditional environmental sustainability education has failed, and provides the most effective way to promote life long learning. Engaging students in such projects makes them aware of their personal responsibilities and their capacity to effect change in relation to sustainable development, which they will carry into the workplace. For more practical ‘how to’ activities that can be used in the classroom refer to Dengler (2008).


Environmental education in the community

Experience based learning

Lifelong learning

NGOs

Non-formal education

MathematicsPetocz, P.Reid, A.(2003)

What on earth is sustainability in mathematics? New Zealand Journal of Mathematics, 32, 135-144.

Reid and Petocz examine problems of integrating sustainability into the curriculum of university mathematics courses, and suggest ways in which teachers can successfully achieve this without compromising the discipline specific content. They report the findings of two studies – one on university teacher understandings and conceptualisations of sustainability, and another on university student perceptions of sustainability. In both studies interview data is analysed using a phenomenographic approach. The authors discuss how

Conceptions

Curriculum

Mathematics education

Research paper

Sustainability

50

different views influence approaches to learning and teaching of sustainability in mathematics. Student responses to learning activities demonstrate how broader and more holistic conceptions of maths allow integration with broader conceptions of sustainability, while narrower conceptions inhibit engagement. Finally the authors draw attention to the importance of creating learning environments that encourage students to use broader conceptions and apply deeper learning strategies - the article by Warburton (2003) also points to the importance of deep learning strategies.

TechnologyFilho, W.L.Manolas, E.Pace, P.(2009)

Education for sustainable development: current discourses and practices and their relevance to technology education. International Journal of Technology & Design Education, 19(2), 149–165.

Abstract onlyTechnology education is a well-established field of knowledge whose applications have many ramifications. For example, technology education may be used as a toolin meeting the challenges of sustainable development. However, the usefulness of technology education to the sustainability debate as a whole and to education for sustainable development in particular, has largely been overlooked in the past. Indeed, there is a paucity of academic studies which examine the contribution technology education may provide to education for sustainable development. On the basis of the need to address this knowledge gap, this paper reviews the state of affairs in relation to education for sustainable development and considers its links and appropriateness to technology education.A further objective of this paper is to present examples of initiatives and existing practices around the world, drawing partly from the results of the 1st European Conference on

Education for sustainable development Initiatives and practices

Secondary and higher education

Transformative pedagogies

51

Education for Sustainable Development held in Greece in October 2007, as well as from other initiatives undertaken in Europe and North America. Finally, some measures thatmay be adopted in order to enhance the contribution of technology education to education for sustainable development are outlined.

HUMAN SCIENCESEducationHammond, C.McCallum, F.(2009)

Interdisciplinarity: Bridging the university and field of practice divide. Australian Journal of Teacher Education, 34(2), 50-63.

Abstract onlyModeling inter-disciplinary teaching and learning practiceswithin a critical pedagogical framework has produced powerful learning outcomes for graduates of the Primary/Middle Bachelor of Education degree at the University of South Australia. This paper explores the notion of how best to prepare beginning teachers to workwith students in their middle years of schooling in Studies of Society and Environment. Of particular focus are teacher education courses that model interdisciplinary ways of working. The inquiry found that interdisciplinary course work was replicated and built upon by beginning teachers and where schools encouraged the notion of interdisciplinarity beginning teachers flourished as designers of curriculum. The authors argue that Studies of Society and Environment is currently well placed to be incorporated into interdisciplinary curriculum frameworks and assist in meeting the goals of middle schooling philosophy.


Interdisciplinarity

Teacher education

Martin, K.Summers, D.Sjerps-Jones, H.(2007)

Sustainability and teacher education. Journal of Further & Higher Education, 31(4), 351-362.

Abstract onlySustainability is now a key concept in both government policy and wider global concerns. Issues of climate change and global warming can no longer be ignored in teacher

Professional skills

Sustainability

52

education programmes in the post-compulsory education and training sector. Government policy-makers, notably theDepartment for Education and Skills (DfES), Learning Skills Council (LSC) and the Teacher Training Agency (TTA) are all looking to educators to take the lead. This article proposes that sustainability needs to be embedded in a notion of professionalism that has a professional valuesframework at its heart. This framework should underpin all teacher education programmes and energise professional practice. A college in the south-west of England is used as an example of how post-16 institutions can embed sustainability, not only in teacher education programmes but the whole ethos of the college.

Teacher education

Summers, M.Childs, A.Corney, G.(2005)

Education for sustainable development in initial teacher training: Issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623-647.

Abstract onlyThis article considers interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives. In identifying challenges for interdisciplinary innovation, it brings to bear research evidence from three sources: questionnaires sent to ITT partnership schools; questionnaire surveys of geography and science graduate student teachers; and questionnaire surveys of their school mentors. Key findings are that: schools are not yet well developed as sites for student teacher learning in the domain; student teachers generally have greater understanding of sustainable development than their mentors; geography mentors perceive themselves to be better prepared for mentoring in this area than their science counterparts (who feel ill-prepared); for both students and mentors, there are significant gaps in understanding of ESD compared with representations found

Interdisciplinary


Teacher education

53

in the literature. Some implications and possible ways forward for interdisciplinary ESD in teacher education partnerships are discussed.

MedicineAUQA(multiple authors)(2005)

Proceedings of the 2005 Australian universities quality forum: Engaging communities. Sydney, Australia, 6-8 July. Melbourne: AUQA.

A series of papers which focus on themes of quality assurance; internationalisation; teaching & learning; community engagement; plagiarism and academic values; and transnational education in higher education. While there is no direct focus on sustainability, the overarching theme is community engagement which includes sustainability and social responsibility. The paper by Gregory Phillips, “’Relationships, Respect and Responsibility’: Cultural Safety and Ensuring Quality Curriculum for Indigenous Health in Medical Education” outlines the implementation of an Indigenous Health Curriculum Project which is based on the notion of ‘cultural safety’. The author suggests that relationships, respect and responsibility (all aspects of cultural safety) can be used to ensure quality implementation of Indigenous health in medical education. This is a policy paper, presenting the content of the overarching framework. There are no specific details on the implementation.

Cultural safety

Indigenous health

Medical education

Policy

PsychologyKoger, S.M.Scott, B.A.(2007)

Psychology and environmental sustainability: A call for integration. Teaching for Psychology, 34(1), 10-18.

In this paper Koger and Scott address the issue of psychology’s relevance to environmental education, and the lack of attention it has received in curricula development, noting that few undergraduate programs link psychology to environmental issues. As they point out human behaviour is the primary cause of ecological damage and psychology is an essential discipline for understanding why individuals behave in unsustainable


Psychology education

54

ways. The authors provide examples of how research in several traditional areas of psychology (learning, cognitive, social, developmental, clinical/ abnormal and health psychology) can inform our understanding of environmental issues. While they offer suggestions for integrating sustainability issues into psychology courses these are not discussed in detail. Koger and Scott have developed an online resource Teaching Psychology for Sustainability which is also reviewed in this bibliography under the website section.

Saunders, C.D.(2003)

The emerging field of conservation psychology. Human Ecology Review, 10(2), 137-149.

The intention of this discussion paper is to explore the possibilities of psychology research geared towards the goal of environmental sustainability. Saunders defines conservation psychology, explores its relationship to other disciplines (conservation biology, environmental psychology and other fields of social science), speculates on the types of research topics that this area might address and discusses them in relation to two outcome areas: motivating people to act in environmentally friendly ways and encouraging people to care about the natural world and their role in it. She also addresses the process of determining research questions, and provides a framework for using and considering such research (both theoretical and applied). While the ideas outlined in this paper appear to be largely the author’s personal opinion, they are adequately supported by evidence from the literature.

Conservation psychology

Environmental psychology

Environmentally responsible behaviour

Human-nature relationships

Environmental values

Sustainable relationship with nature

Psychology

55

research

Policy / research reportsAuthor and year


Dawe, G.Jucker, R.Martin, S.(2005)

Sustainable development in higher education: Current practice and future developments. A report for the Higher Education Academy (HEA), UK.

Reports the results of a study commissioned by the HEA, the purpose of which was to investigate how different disciplines were contributing to the development of sustainability literate graduates, identifying good practice in approaches to teaching and curriculum development/barriers to embedding sustainable development in institutional teaching and learning strategies, and assessing the support required for the embedding process. Several recommendations are made, emphasising the importance of adopting a broader and more flexible approach to the development and teaching of academic disciplines. The report is based on a literature review, a survey and focus groups with staff across several higher education institutions in the UK. It provides a useful overview of the approaches to teaching currently adopted in the practice of teaching sustainability.

Literature review

Policy

Research study


Teaching approaches

Tilbury, D.Cooke, K.(2005)

A national review of environmental education and its contribution to sustainability in Australia: Frameworks for sustainability (Vol. 5 Further and higher education). Canberra: Australian Government Department of the Environment and Water Resources and Australian Research Institute in Education for Sustainability (ARIES).

The purpose of this review (undertaken by ARIES) was to assess current practice in Environmental Education (EE), and identify areas of need across the various sectors. The report is useful for anyone involved in the design and delivery of EE, i.e. policy makers, funding bodies, educators and researchers. It can be downloaded in several sections and there are summary brochures available. Volume 5 is on Further and Higher Education, and it provides an overview of current approaches to sustainability in universities and TAFE. Chapter 5.2 discusses sustainability and the curriculum. A number of recommendations for policy, practice

Australia


Higher education

Policy

56

Executive Summary: http://www.aries.mq.edu.au PDF Version: http://www.aries.mq.edu.au [accessed 19 July 2010]

and research are offered and the authors argue that learning for sustainability initiatives can assist in achieving organisational change within the sector. This is a policy document intended for change at the faculty/institutional level and does not contain examples of individual teaching strategies. Refer also to the summary of Macquarie University, ARIES under the following section on websites.

WebsitesAuthor and year


AASHE Association for the Advancement of Sustainability in Higher Education (AASHE)www.aashe.org [accessed 13 July 2010]

A US based association of colleges and universities developed to empower the higher education sector lead the sustainability ‘transformation’. The site only has a small section on education programs with a sustainability focus (the remainder is focused on policy, professional development, conferences, newsletters, blogs etc), and this section contains links to resources (research papers, conference papers, discussion forums etc) on curriculum and co-curricula activities. Most resources are strongly oriented towards the US higher education sector, and viewing of some requires membership to the association.

Higher education


ALTC (multiple authors including some from Macquarie)(2009)

Graduate skills. Collaborative project funded by the ALTC www.graduateskills.com/

A collaborative action research project funded by the ALTC designed to addresses the issue of how to embed graduate skills within business faculties in a way that is educationally meaningful and professionally relevant for students, academics and their future employers. The site contains many practical resources including identified standards for the development of graduate skills, a literature review of recent research on

Business education

Graduate capabilities

Sustainability

57

http://www.graduateskills.com/

http://www.aashe.org/

http://www.aries.mq.edu.au/


education for sustainability and resources for assessment and learning activities. Such activities include stakeholder analyses, debates and case studies. The resources are empirically based, developed from workshops undertaken with university students. Other graduate capabilities considered are critical thinking, ethical practice and teamwork. This site is an excellent resource for anyone involved in teaching of sustainability within business/management education. Tasks could also be modified for use in other discipline areas.

Benn, S.UNSW(1999)

Education for sustainability: Integrating environmental responsibility into curricula: A guide for UNSW facultywww.ies.unsw.edu.au/Zoldsite/about/greeningUNSW/greeningCurriculum/education/EducationForSustainabilityTesting.pdf [accessed 19 July 2010]

Although published over 10 years ago, this concise resource (available as a PDF document) is an excellent summary of key learning and teaching issues associated with education for sustainability. It also provides a range of strategies to assist staff integrate sustainability into curricula. Topics include the development of learning outcomes, curriculum design, teaching activities across a range of disciplines (arts and social sciences, fine arts, design, built environment, commerce and economics, engineering, law, life sciences, medicine, science and technology) and assessment. There is case studies, a sustainability checklist and links to references and resources (although most of these are now outdated). Refer also to the Griffith University toolkit.

Assessment

Learning outcomes

Teaching activities


Toolkit

Griffith University(2005)

Ethical behaviour and social responsibility toolkitwww.griffith.edu.au/gihe/teaching-learning-curriculum/graduate-attributes [accessed 19 July 2010]

This toolkit (available in PDF) is designed to assist academics involved in teaching ethical behaviour and social responsibility. While sustainability is only mentioned a few times in this resource, some of the themes covered under the broad title of social responsibility share commonalities with issues relevant to sustainability. This is not a “how to” guide, but rather a resource that brings together perspectives of academic staff, students, graduates and employers on graduate attributes relating to ethics

Assessment

Perspectives of staff/ students/employers/graduates

Teaching

58

http://www.griffith.edu.au/gihe/teaching-learning-curriculum/graduate-attributes

http://www.griffith.edu.au/gihe/teaching-learning-curriculum/graduate-attributes

http://www.ies.unsw.edu.au/Zoldsite/about/greeningUNSW/greeningCurriculum/education/EducationForSustainabilityTesting.pdf



and social responsibility. Nevertheless, it does contain excellent ideas and examples of teaching activities, assessment tasks and links to resources. Griffith has produced a series of toolkits on the teaching of other graduate attributes which are also available on the website.

activities

Toolkit

Macquarie University

The Australian Research Institute in Education for Sustainability (ARIES)www.aries.mq.edu.au [accessed 13 July 2010]

Based at the Graduate School of Environment, Macquarie University, this research centre specialises in education, participatory change and learning for sustainability. Working in collaboration with all disciplinary backgrounds to inform, promote and support change in sustainability, the centre adopts a systems based, participatory and holistic approach, with a large number of projects involving action research. While the centre does undertake research in the area of sustainability and education, there are only a few links to teaching and learning resources (most of which relate to pre-service teacher education). Nevertheless the site does provide links to a large number of resources including research projects, government reports and policy documents, and publications for the general community and business sector.

Australia

Government policy

Research projects

Resources on sustainability

Sustainable Living Challenge Team, Faculty of the Built Environment, UNSW

Teachsustainability.com.au: A resource sharing database for teacherswww.teachsustainability.com.au [accessed 13 July 2010]

This online resource exchange developed and maintained by UNSW is designed as a one stop shop for high school teachers on sustainability teaching resources. The site and associated education projects are designed to complement the UN Decade of Education for Sustainable Development (2005-2014) and the NSW Government’s Learning for Sustainability: NSW Environmental Education Plan. The layout and search functions of the database are very well organised and include case studies of lessons, resources available to download (Word, PowerPoint and PDF format), links to websites, and networking opportunities. Teachers are encouraged to upload and share their contributions. The site covers a wide variety of topic areas

Australia

High school

Sustainable education

Teaching resources

59

http://www.teachsustainability.com.au/


including business and economics, built environment, biodiversity, policy and research, globalisation, and indigenous studies, however, some of the resources provide only limited information. While designed to support high school teachers, it can be used by anyone involved in sustainable education, and may be particularly useful for education lecturers and students.

Higher Education Academy

The Education for Sustainable Development (ESD) Project www.heacademy.ac.uk/ourwork/teachingandlearning/sustainability [accessed 27 May 2010]

The HEA is a UK organisation that works with individual academics to provide access to professional recognition, advice and support, networking and development opportunities. The objective of the sustainability project is to assist institutions, teachers and educational developers develop curricula and pedagogy that will give students the skills and knowledge to live and work sustainability. There are links to a number of UK networks, newsletters, research projects and resources including academic papers. These papers relate to funded research projects (both in progress and complete) are presented in the form of project reports, case studies etc. Unfortunately the website does not include much in the way of practical strategies however as its focus is solely on higher education its content is more relevant than other sites such as UNESCO which have a broader focus.

Case studies

Higher education

Research projects


United Nations Decade for Education for Sustainable Development

Teaching and learning for a sustainable future: A multi media teacher education program. www.unesco.org/education/tlsf/ [accessed 27 May 2010]

The purpose of this website developed by UNESCO is to promote and improve the integration of Education for Sustainable Development into the educational strategies and action plans at all levels/sectors of education on a global scale. The website is user friendly because of its simple design and common template for all sections. It contains 25 modules (multi media) on sustainability which although focused at high school level can be adapted to other levels of education. The “Dissemination and Training Toolbox” contains guidelines


Reflection

Practical activities


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http://www.unesco.org/education/tlsf/

http://www.heacademy.ac.uk/ourwork/teachingandlearning/sustainability

http://www.heacademy.ac.uk/ourwork/teachingandlearning/sustainability

and sample resources to assist in planning and facilitating workshops and developing students’ practical skills including 100 hours of interactive activities designed to enhance the teacher's understanding of sustainable development and related themes. The resource is intended to accommodate for all learning types and a diverse student body. It is aimed at teachers, student teachers, teacher educators, curriculum developers, education policy makers and authors of educational materials. A holistic and interdisciplinary approach is adopted, with a particular focus on experiential learning and reflection. The site also contains links to other useful websites.

Scott, B.A.Koger, S.M.(and contributions from other leading teachers & researchers in the field)(2005)

Teaching psychology for sustainability: A manual of resources www.teachgreenpsych.com/tg_overview.html [accessed 27 May 2010]

The purpose of this site is to provide resources to assist teachers integrate psychology and environmental issues into their courses. It is very comprehensive and includes general resources, teacher resources (discussion topics, class activities, multimedia resources and suggested readings), a bibliography and collection of syllabi from teachers currently involved in teaching psychology for sustainability. The site is very user friendly with sub discipline resources organised in the same way. The resource section is extensive, covering all the main sub disciplines of psychology, i.e. cognition, motivation/emotion, social psychology, environmental psychology and research methods. In addition to teaching materials there is a list of books, journal articles and other published scholarly material on the area (including tables of contents for edited volumes and links to publisher sites for authored books). A limitation of the site is that it only focuses on environmental sustainability.

Teaching resources


Psychology

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http://www.teachgreenpsych.com/tg_overview.html

http://www.teachgreenpsych.com/tg_overview.html

Documents

Annotated Bibliography – Teaching Sustainability€¦ · Web view · 2016-05-24Annotated Bibliography – Teaching Sustainability. This is an annotated bibliography of some of