The Education for Sustainability Jig-Saw Puzzle: Implementation in Universities
Affiliation(s)
School of Global Studies, Social Science and Planning, RMIT University, Melbourne, Australia. School of Property Construction and Project Management, RMIT University, Melbourne, Australia.
School of Global Studies, Social Science and Planning, RMIT University, Melbourne, Australia. School of Property Construction and Project Management, RMIT University, Melbourne, Australia.
ABSTRACT
Why is it taking so long to implement curriculum change for Education for Sustainability (EfS)? Despite a wealth of literature and government reporting about the need for EfS, we have seen few moves to include EfS across the curriculum in universities. Importantly, the sort of curriculum change we are seeking represents a complex process in complex organizations. No single factor affects this type of change. Rather there are several interconnecting aspects of organizations, disciplines, individuals, and beliefs. Hence, in discussing curriculum change we identify the roles of: organizational change; institutional strategies; academic development; curriculum development; learning and teaching practice; pedagogy; the campus; graduate attributes; and professional associations. Overall we do not offer a quick solution, rather we identify the need for a systemic approach to recognizing the range of elements that make up the EfS picture, and how they relate to one another. In parallel we recognize the role that the values of disciplines, and the academics themselves, play in influencing all the elements we have discussed. Our proposition is that if we all recognize the issues discussed, and tailor our responses to the situations of the university (and disciplines) we have targeted, then we can facilitate implementation of EfS.
Why is it taking so long to implement curriculum change for Education for Sustainability (EfS)? Despite a wealth of literature and government reporting about the need for EfS, we have seen few moves to include EfS across the curriculum in universities. Importantly, the sort of curriculum change we are seeking represents a complex process in complex organizations. No single factor affects this type of change. Rather there are several interconnecting aspects of organizations, disciplines, individuals, and beliefs. Hence, in discussing curriculum change we identify the roles of: organizational change; institutional strategies; academic development; curriculum development; learning and teaching practice; pedagogy; the campus; graduate attributes; and professional associations. Overall we do not offer a quick solution, rather we identify the need for a systemic approach to recognizing the range of elements that make up the EfS picture, and how they relate to one another. In parallel we recognize the role that the values of disciplines, and the academics themselves, play in influencing all the elements we have discussed. Our proposition is that if we all recognize the issues discussed, and tailor our responses to the situations of the university (and disciplines) we have targeted, then we can facilitate implementation of EfS.
Cite this paper
Thomas, I. , Hegarty, K. & Holdsworth, S. (2012). The Education for Sustainability Jig-Saw Puzzle: Implementation in Universities. Creative Education, 3, 840-846. doi: 10.4236/ce.2012.326125.
Thomas, I. , Hegarty, K. & Holdsworth, S. (2012). The Education for Sustainability Jig-Saw Puzzle: Implementation in Universities. Creative Education, 3, 840-846. doi: 10.4236/ce.2012.326125.
References
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Carpenter (Eds.), University sustainability in the Australasian university context (pp. 107-128). Frankfurt: Peter Lang Scientific Publishers. [31] Holdsworth, S., Bekessy, S., Hayles, C., Mnguni, P., & Thomas, I. (2006b). Beyond leather patches: Sustainability education at RMIT University, Australia. In W. L. Filho (Ed.), Innovation, education and communication for sustainable development (pp. 153-176). Frankfurt: Peter Lang Scientific Publishers. [32] Holdsworth, S., Wyborn, C., Bekessy, S., & Thomas, I. (2008). Professional development for education for sustainability: How advanced are Australian universities? International Journal of Sustainability in Higher Education, 9, 131-146. doi:10.1108/14676370810856288 [33] Holdsworth, S., Bekessy, S. & Thomas, I. (2009). Evaluation of curriculum change at RMIT: Experiences of the BELP project. Reflecting Education, 5, 51-72. [34] Huckle, J. (2005). Education for sustainable development: A briefing paper for the Teacher Training Agency. URL (last checked 1 February 2009). www.ttrb.ac.uk/viewArticle2.aspx?contentId=11324 [35] Jones, P., Trier, C. J., & Richards, J. P. (2009). 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, 2-10. [36] Kolb, D. (1976). Learning style inventory: Technical manual. Boston, MA: McBar. [37] Kemmis, S., & Smith, T. J. (2008). Enabling praxis: Challenges for education. Rotterdam: Sense Publishers. [38] Khaleeli, R. (2006). Engineering. URL (last checked August 2006). http://www.bth.se/ste/tmslm.nsf/pages/821a557770b7f60ac12571810028acf5!OpenDocument [39] Kreber, C. (1999). A course-based approach to the development of teaching-scholarship: A case study, Teaching in Higher Education, 4, 309-325. doi:10.1080/1356251990040301 [40] Lang, J., Thomas, I., & Wilson, A. (2006). Education for sustainability in Australian universities: Where is the action? Australian Journal of Environmental Education, 22, 45-58. [41] Lederer, J., & Seasons, M. (2005). Understanding the university-community alliance: The Waterloo experience. Canadian Journal of Urban Research, 14, 237-261. [42] Marinova, D., & McGrath, N. (2004). A transdisciplinary approach to teaching and learning sustainability: A pedagogy for life. In Seeking educational excellence, proceedings of the 13th annual Teaching and Learning Forum. Murdoch, WA: Murdoch University, [43] M’Gonigle, M., & Starke, J. (2006). Planet U: Sustaining the world, reinventing the university. Gabriola Is, BC: New Society Publishers. [44] McGinty, S., & McTaggart, R. (2000). Changing university teaching and curriculum: Points of reference for university teachers. Annual Conference of the Australian Association for Research in Education, Sydney, 4-7 December. [45] Macquarie University (1981). The Macquarie Dictionary. McMahons Point, NSW: Macquarie Library. [46] Morris, J. P. (2005) The hidden economics of campus sustainability. Facilities Manager, 21, 24-26. [47] Noonan, D., & Thomas, I. (2004). Greening universities in Australia: Progress and possibilities. Australian Journal of Environmental Education, 20, 67-80. [48] Oblinger, D. G. (2009) Sustainability. Review, 44, 112. [49] Parker, J., Wade, R., & Van Winsum, A. (2004). Citizenship, and community from local to global: Implications for higher education of a global citizenship approach. In J. Blewitt, & C. Cullingford (Eds.), The sustainability curriculum: The challenge for higher education (pp. 63-77). London: Earthscan. [50] Parkin, S., Johnston, A., Buckland, H., Brookes, F., & White, E. (2004). Learning and skills for sustainable development: Developing a sustainability literate society—Guidance for higher education institutions, London: Forum for the Future. [51] Pitman, T., & Broomhall, S. (2009). Australian universities, generic skills and lifelong learning. International Journal of Lifelong Education, 28, 439-458. doi:10.1080/02601370903031280 [52] RMIT (2012). About RMIT. URL (last checked July 2012). http://www.rmit.edu.au/about [53] Robinson, K. (2001) Out of our minds: Learning to be creative. West Sussex: Capstone Publishing. [54] Rowland, S. (2003). Academic development: A practical or theoretical business? In H. Eggins, & R. Macdonald (Eds.), The scholarship of academic development (pp. 13-22). Buckingham: Society for Research into Higher Education and Open University Press. [55] Savan, B. (2004). Community-university partnerships: Linking research and action for sustainable community development. Community Development Journal, 39, 372-384. doi:10.1093/cdj/bsh033 [56] Sherren, K. (2007). Is there a sustainability canon? An exploration and aggregation of expert opinions. Environmentalist, 27, 341-347. doi:10.1007/s10669-007-9046-3 [57] Sterling, S. (2001). Sustainable education: Re-visioning learning and change. Bristol: Schumacher Briefings. [58] Sterling, S., & Thomas, I. (2006). Education for sustainability: The role of capabilities in guiding university curricula. International Journal of Innovation and Sustainable Development, 1, 349-370. doi:10.1504/IJISD.2006.013735 [59] Sustainable Campus Group (2009). Victorian sustainable campus group report for 2008. URL (last checked June 2009). http://www.monash.edu/research/sustainability-institute/assets/documents/1_victorian_scg_report_for_2008_final.pdf [60] Thomas, I. G. (2004). Sustainability in tertiary curricula: What is stopping it happening? International Journal of Sustainability in Higher Education, 5, 33-47. doi:10.1108/14676370410517387 [61] Thomas, I. G., & Nicita, J. (2002). Sustainability education and Australian universities. Environmental Education Research, 8, 475-492. doi:10.1080/1350462022000026845 [62] Thomas, I., Hegarty, K, Whitman, S., & MacGregor, V. (2012). Professional associations: Their role in promoting sustainable development, Journal of Education for Sustainable Development, 6, 123-138. doi:10.1177/097340821100600119 [63] Tilbury, D., Keogh, A., Leighton, A., & Kent, J. (2005). A national review of environmental education and its contribution to sustainability in Australia: Further and higher education. URL. http://www.aries.mq.edu.au/project.htm [64] Trigwell, K. (1995). Increasing faculty understanding of teaching. In W. A. Wright (Ed.), Teaching improvement practices: Successful faculty development strategies (pp. 76-100). Boston, MA: Anker. [65] University Leaders for a Sustainable Future (2006). Home Page. URL (last checked September 2006). http://www.ulsf.org [66] Wells, C. W., Savanick, S., & Manning, C. (2009). Using a class to conduct a carbon inventory: A case study with practical results at Macalester College. International Journal of Sustainability in Higher Education, 10, 228-238. doi:10.1108/14676370910972549
[1] Association for the Advancement of Sustainability in Higher Education (2010). Curriculum. URL (last checked June 2010). http://www.aashe.org/resources/curriculum.php [2] Australian Institute of Management (2008). Code of conduct—Guides to good management practice. URL (last checked January 2010). http://www.aim.com.au/about/conduct.html [3] Babylon Ltd. (2009). Definition of professional associations. URL (last checked January 2010). http://dictionary.babylon.com/professional%20associations [4] Barnett, R. (1997). Higher education: A critical business. Buckingham: Open University Press. [5] Beringer, A. (2006). Campus sustainability audit research in Atlantic Canada: Pioneering the campus sustainability assessment framework. International Journal of Sustainability in Higher Education, 7, 437- 455. doi:10.1108/14676370610702235 [6] Bowden, J., & Masters, G. N. (1993). Implications for higher education of a competency-based approach to education and training. Canberra, ACT: Australian Government Publishing Service. [7] Boyer, E. (1990). Scholarship Reconsidered: Priorities for the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching, University of Princeton. [8] Brunetti, A. J., Royann, J. P., & Sawada, B. (2003). Team project- based leaning enhances awareness of sustainability at the University of British Columbia, Canada. International Journal of Sustainability in Higher Education, 4, 210-217. doi:10.1108/14676370310485401 [9] Carr-Saunders, A. M., & Wilson, P. A. (1968). The professions. London: Frank Cass and Co. [10] Creighton, S. H. (1998) Greening the Ivory Tower: Improving the environmental track record of universities, colleges, and other institutions. Cambridge, MA: MIT Press. [11] Corneya, G., & Reid, A. (2007). Student teachers’ learning about subject matter and pedagogy in education for sustainable development. Environmental Education Research, 13, 33-54. doi:10.1080/13504620601122632 [12] Cotton, D. R. E., Warren, M. F., Maiboroda, O., & Bailey, I. (2007). Sustainable development, higher education and pedagogy: A study of lecturers’ beliefs and attitudes. Environmental Education Research, 13, 579-597. doi:10.1080/13504620701659061 [13] Dawe, G., Jucker, R., & Martin, S. (2005). Sustainability literacy in higher education: Current practice and future developments. London: The Higher Education Academy, U.K. [14] De la Harpe, B., & Thomas, I. (2009). Curriculum change in universities: Conditions that facilitate education for sustainable development. Journal of Education for Sustainable Development, 3, 75-85. doi:10.1177/097340820900300115 [15] Department of the Environment, Water, Heritage and the Arts (2009). Living Sustainably: The Australian Government’s National Action Plan for Education for Sustainability. Canberra, ACT: Australian Government Department of the Environment, Water, Heritage and the Arts. [16] Department of Innovation, Industry and Regional Development (2010). Jobs for the Future Economy: Victoria’s Action Plan for Green Jobs. Melbourne, VIC: Department of Innovation, Industry and Regional Development. [17] Dzinkowski, R. (2007). Saving the environment. Strategic Finance, 89, 50-54. [18] Eckel, P. D. (2002). Assessing change and transformation in higher education: An essential task for leaders. Metropolitan Universities: An International Forum, 13, 81-93. [19] Eckel, P. D., Green, M., Hill, B., & Mallon, W. (1999). Taking charge of change: A primer for colleges and universities. Washington DC: American Council on Education. [20] Engineers Australia (2006). Engineers Australia policy on accreditation of professional engineering programs. URL (last checked July 2009). http://www.engineersaustralia.org.au/ [21] Fien, J. (2001). Education for sustainability: Reorientating Australian schools for a sustainable future. Melbourne, Victoria: Australian Conservation Foundation. [22] Filho, W. L. (2000). Dealing with misconceptions on the concept of sustainability. International Journal of Sustainability in Higher Education, 1, 9-19. doi:10.1108/1467630010307066 [23] Ford, M. (2002). Beyond the modern university: Towards a constructive post-modern university. Westport, CT: Praeger. [24] Gardner, H. (2006) Minds viewed globally: A personal introduction. In H. Gardner (Ed.) Five minds for the future (pp. 1-19). Boston: Harvard Business School Press. [25] Gibbs, G. (1995). Changing teachers’ conceptions of teaching and learning through action research. In A. Brew (ed.), Directions in staff development (pp. 21-35). Buckingham: Society for Research into Higher Education and Open University Press. [26] Gonczi, A. (1994). Competency based assessment in the professions in Australia. Assessment in Education: Principles, Policy and Practice, 1, 27-44. doi:10.1080/0969594940010103 [27] Hegarty, K. (2008). Shaping the self to sustain the other: Mapping impacts of academic identity in education for sustainability. Environmental Education Research, 14, 681-692. doi:10.1080/13504620802464858 [28] Higher Education Academy (2006) Sustainable development in higher education: Current practice and future developments: A progress report for senior managers in higher education. URL (March 2006). http://www.heacademy.ac.uk/4074.htm [29] Higher Education Funding Council for England (HEFCE) (2009). Sustainable development in higher education 2008 update to strategic statement and action plan. London: Higher Education Funding Council for England. [30] Holdsworth, S., Bekessy, S., Hayles, C., Mnguni, P., & Thomas, I. (2006a). Beyond leather patches project for sustainability education at RMIT. In W. L. Filho, & D. Carpenter (Eds.), University sustainability in the Australasian university context (pp. 107-128). Frankfurt: Peter Lang Scientific Publishers. [31] Holdsworth, S., Bekessy, S., Hayles, C., Mnguni, P., & Thomas, I. (2006b). Beyond leather patches: Sustainability education at RMIT University, Australia. In W. L. Filho (Ed.), Innovation, education and communication for sustainable development (pp. 153-176). Frankfurt: Peter Lang Scientific Publishers. [32] Holdsworth, S., Wyborn, C., Bekessy, S., & Thomas, I. (2008). Professional development for education for sustainability: How advanced are Australian universities? International Journal of Sustainability in Higher Education, 9, 131-146. doi:10.1108/14676370810856288 [33] Holdsworth, S., Bekessy, S. & Thomas, I. (2009). Evaluation of curriculum change at RMIT: Experiences of the BELP project. Reflecting Education, 5, 51-72. [34] Huckle, J. (2005). Education for sustainable development: A briefing paper for the Teacher Training Agency. URL (last checked 1 February 2009). www.ttrb.ac.uk/viewArticle2.aspx?contentId=11324 [35] Jones, P., Trier, C. J., & Richards, J. P. (2009). 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, 2-10. [36] Kolb, D. (1976). Learning style inventory: Technical manual. Boston, MA: McBar. [37] Kemmis, S., & Smith, T. J. (2008). Enabling praxis: Challenges for education. Rotterdam: Sense Publishers. [38] Khaleeli, R. (2006). Engineering. URL (last checked August 2006). http://www.bth.se/ste/tmslm.nsf/pages/821a557770b7f60ac12571810028acf5!OpenDocument [39] Kreber, C. (1999). A course-based approach to the development of teaching-scholarship: A case study, Teaching in Higher Education, 4, 309-325. doi:10.1080/1356251990040301 [40] Lang, J., Thomas, I., & Wilson, A. (2006). Education for sustainability in Australian universities: Where is the action? Australian Journal of Environmental Education, 22, 45-58. [41] Lederer, J., & Seasons, M. (2005). Understanding the university-community alliance: The Waterloo experience. Canadian Journal of Urban Research, 14, 237-261. [42] Marinova, D., & McGrath, N. (2004). A transdisciplinary approach to teaching and learning sustainability: A pedagogy for life. In Seeking educational excellence, proceedings of the 13th annual Teaching and Learning Forum. Murdoch, WA: Murdoch University, [43] M’Gonigle, M., & Starke, J. (2006). Planet U: Sustaining the world, reinventing the university. Gabriola Is, BC: New Society Publishers. [44] McGinty, S., & McTaggart, R. (2000). Changing university teaching and curriculum: Points of reference for university teachers. Annual Conference of the Australian Association for Research in Education, Sydney, 4-7 December. [45] Macquarie University (1981). The Macquarie Dictionary. McMahons Point, NSW: Macquarie Library. [46] Morris, J. P. (2005) The hidden economics of campus sustainability. Facilities Manager, 21, 24-26. [47] Noonan, D., & Thomas, I. (2004). Greening universities in Australia: Progress and possibilities. Australian Journal of Environmental Education, 20, 67-80. [48] Oblinger, D. G. (2009) Sustainability. Review, 44, 112. [49] Parker, J., Wade, R., & Van Winsum, A. (2004). Citizenship, and community from local to global: Implications for higher education of a global citizenship approach. In J. Blewitt, & C. Cullingford (Eds.), The sustainability curriculum: The challenge for higher education (pp. 63-77). London: Earthscan. [50] Parkin, S., Johnston, A., Buckland, H., Brookes, F., & White, E. (2004). Learning and skills for sustainable development: Developing a sustainability literate society—Guidance for higher education institutions, London: Forum for the Future. [51] Pitman, T., & Broomhall, S. (2009). Australian universities, generic skills and lifelong learning. International Journal of Lifelong Education, 28, 439-458. doi:10.1080/02601370903031280 [52] RMIT (2012). About RMIT. URL (last checked July 2012). http://www.rmit.edu.au/about [53] Robinson, K. (2001) Out of our minds: Learning to be creative. West Sussex: Capstone Publishing. [54] Rowland, S. (2003). Academic development: A practical or theoretical business? In H. Eggins, & R. Macdonald (Eds.), The scholarship of academic development (pp. 13-22). Buckingham: Society for Research into Higher Education and Open University Press. [55] Savan, B. (2004). Community-university partnerships: Linking research and action for sustainable community development. Community Development Journal, 39, 372-384. doi:10.1093/cdj/bsh033 [56] Sherren, K. (2007). Is there a sustainability canon? An exploration and aggregation of expert opinions. Environmentalist, 27, 341-347. doi:10.1007/s10669-007-9046-3 [57] Sterling, S. (2001). Sustainable education: Re-visioning learning and change. Bristol: Schumacher Briefings. [58] Sterling, S., & Thomas, I. (2006). Education for sustainability: The role of capabilities in guiding university curricula. International Journal of Innovation and Sustainable Development, 1, 349-370. doi:10.1504/IJISD.2006.013735 [59] Sustainable Campus Group (2009). Victorian sustainable campus group report for 2008. URL (last checked June 2009). http://www.monash.edu/research/sustainability-institute/assets/documents/1_victorian_scg_report_for_2008_final.pdf [60] Thomas, I. G. (2004). Sustainability in tertiary curricula: What is stopping it happening? International Journal of Sustainability in Higher Education, 5, 33-47. doi:10.1108/14676370410517387 [61] Thomas, I. G., & Nicita, J. (2002). Sustainability education and Australian universities. Environmental Education Research, 8, 475-492. doi:10.1080/1350462022000026845 [62] Thomas, I., Hegarty, K, Whitman, S., & MacGregor, V. (2012). Professional associations: Their role in promoting sustainable development, Journal of Education for Sustainable Development, 6, 123-138. doi:10.1177/097340821100600119 [63] Tilbury, D., Keogh, A., Leighton, A., & Kent, J. (2005). A national review of environmental education and its contribution to sustainability in Australia: Further and higher education. URL. http://www.aries.mq.edu.au/project.htm [64] Trigwell, K. (1995). Increasing faculty understanding of teaching. In W. A. Wright (Ed.), Teaching improvement practices: Successful faculty development strategies (pp. 76-100). Boston, MA: Anker. [65] University Leaders for a Sustainable Future (2006). Home Page. URL (last checked September 2006). http://www.ulsf.org [66] Wells, C. W., Savanick, S., & Manning, C. (2009). Using a class to conduct a carbon inventory: A case study with practical results at Macalester College. International Journal of Sustainability in Higher Education, 10, 228-238. doi:10.1108/14676370910972549