Radicalizing education for sustainability

When capitalism faltered and real change seemed possible, institutionalised Education for Sustainability (EfS) failed to overcome its organizational constraints and internal limitations and seize the opportunity to offer radical alternatives. If EfS is to resist further neoliberal corporatization and make a real contribution to the emergence of a more socially just and environmentally sustainable society it must embrace an alternative and radical critical pedagogy.

The green campus is also a virtual one

This paper analyses the role of education for sustainability as enabling future sustainability practitioners to become key change agents and leaders. It is important that generic skills and understandings are married to a capability to lead beyond one's disciplinary or professional authority. 'Academic' education for future (and current) sustainability professionals should focus on transdisciplinary learning and research, new media affordances and distributed learning. This raises important questions about the nature of experiential learning and the meaning of 'living sustainability'. With reference to various developments in e-learning, including the European Union's aim to establish a virtual campus for a sustainable Europe, this paper argues that the digital environment is an integral part of our lifeworld connecting people to place, with each other and to possibilities for creative transdisciplinary inquiry. The role of new media in education for sustainability is rarely discussed, is under theorised and its potential largely ignored. © 2010 Inderscience Enterprises Ltd.

Sustainability in higher education:stories and strategies for transformation

Book review of Peggy F. Bartlett and Geoffrey W. Chase (eds.), Sustainability in Higher Education: Stories and Strategies for Transformation

Building bridges for future sustainability? Breaching the research-teaching nexus in engineering education

The relationship between research and learning and teaching represents what has been described as amongst the most intellectually tangled, managerially complex and politically contentious issues in mass higher education (Scott, 2005, p 53). Despite this, arguments that in order to achieve high quality scholarly outcomes, university teachers need to adopt an approach to teaching similar to that of research (founded upon academic rigour and evidence), has long been discussed in the literature. However, the practicalities of promoting an empirical and evidence-based approach to teaching in engineering education make dealing with the research / teaching nexus a somewhat challenging proposition. Using a phenomenographic approach, bringing together and applying the findings of a mixed methodological study, the workshop will adopt an activity based, interactive approach to encourage staff to consider the challenges and benefits of adopting an evidence-based approach to learning and teaching through the utilisation of research to inform their own practice. © 2009 Authors.

"Ignorance was bliss, now I'm ignorant and that is far more difficult":transdisciplinary learning and reflexivity in responsible management education

Purpose – The collapse of world economic systems brought the interconnectedness between business and global events sharply into focus. As Starkey points out: “leading business schools need to overcome their fascination with a particular form of finance and economics […] to broaden their intellectual horizons […] (and to) look at the lessons of history and other disciplines”. The purpose of this paper is to provide evidence from three years of research on the Aston MBA suggesting that an emphasis on developing capabilities within a far broader, connected and reflexive business curriculum is what business students and practitioners now recognise as an essential way forward for responsible management education. Design/methodology/approach – This research paper examines the reflective accounts of 300 MBA students undertaking a transdisciplinary Business Ethics, Responsibility and Sustainability core module. Findings – As Klein argues, transdisciplinarity is simultaneously an attitude and a form of action. The student reflections provide powerful discourses of individual learning and report a range of outcomes from finding “the vocabulary or the confidence” to raise issues to acting as “change agents” in the workplace. Originality/value – As responsibility and sustainability requires learners, researchers and educators to engage with real world complexity, uncertainty and risk, conventional disciplinary study, especially within business, often proves inadequate and partial. This paper demonstrates that creative and exploratory frames need to be developed to facilitate the development of more connected knowledge – informed by multiple stakeholders, able to contribute heterogeneous skills, perspectives and expertise.

Lifelong learning and environmental sustainability

The current policy focus on lifelong learning ensures a gendered and class-based skills-driven agenda, with lifelong learners expected to become neo-liberal subjects rather than empowered members of communities. What complexities and challenges arise from attempts to align lifelong learning with social justice? What are the costs of a focus on learning which rests on economic imperatives? Lifelong learning is at the forefront of the educational arena, both nationally and internationally, although what it means is highly contestable. In recent times, lifelong learning has increasingly come to mean vocational education and training within a globalised knowledge economy.

Higher education for a sustainable world

Purpose: The paper aims to explore the nature and purpose of higher education (HE) in the twenty-first century, focussing on how it can help fashion a green knowledge-based economy by developing approaches to learning and teaching that are social, networked and ecologically sensitive. Design/methodology/approach: The paper presents a discursive analysis of the skills and knowledge requirements of an emerging green knowledge-based economy using a range of policy focussed and academic research literature. Findings: The business opportunities that are emerging as a more sustainable world is developed requires the knowledge and skills that can capture and move then forward but in a complex and uncertain worlds learning needs to non-linear, creative and emergent. Practical implications: Sustainable learning and the attributes graduates will need to exhibit are prefigured in the activities and learning characterising the work and play facilitated by new media technologies. Social implications: Greater emphasis is required in higher learning understood as the capability to learn, adapt and direct sustainable change requires interprofessional co-operation that must utlise the potential of new media technologies to enhance social learning and collective intelligence. Originality/value: The practical relationship between low-carbon economic development, social sustainability and HE learning is based on both normative criteria and actual and emerging projections in economic, technological and skills needs.

Responsible management education from across the pond:innovations and experiences in UK business schools

The session draws upon experiences highlighted within a series of ongoing CSR/sustainability teaching days organized through the British Academy of Management CSR Special Interest Group, designed to encourage UK schools to develop new innovative curricula and to engage with the UN PRME initiative. The panel will consist of representatives from UK universities all of which are at different stages of developing responsible management curricula and have adopted different approaches towards these challenges.

Using an experiential business game to stimulate sustainable thinking in marketing education

Recent years have seen a significant increase in the importance of environmental protection and sustainability to consumers, policy makers, and society in general. Reflecting this, most organizations are at least aware of this new agenda and wish to be seen as taking steps to improve behaviors in this regard. However, there appears to be a gap between this evolving agenda and the comparatively low level of knowledge that marketing managers actually have of the environmental impact of their own functional decisions. We suggest that this low knowledge level may be due, in part, to the marketplace focus of foundational marketing educational programs, and we attempt to show how broadening the horizons of marketing courses can help students (i.e., future managers) more deeply understand the environmental consequences of their actions. We demonstrate the use of a novel business game, based on the Life Cycle Assessment method, as the foundational cornerstone for the development of a broad understanding of the environmental impact of marketing decisions and actions for the entire life cycle of a product—from raw material extraction to ultimate disposal. The results of an empirical study show that this approach increases students’ appreciation for, and understanding of, these fundamental environmental sustainability concepts.

Educating for sustainability in language degrees:a tale of 2 case-studies

Purpose According to the 2014 joint report drafted by the Quality Assurance Agency and Higher Education Academy (QAA/HEA), universities have a key role to play in the development of sustainability literate graduates who can contribute to an environmentally responsible society. In this paper, the authors aim to assess language students’ understanding of sustainable development (SD) issues. Design/methodology/approach Study 1 surveys two cohorts of final year language students about to enter the graduate job market, and Study 2 surveys first year language students before and after the inclusion of SD content in one of their modules. The questions to the students are provided along with qualitative and quantitative results. Findings Results suggest that only 48% of language graduates are currently aware that they will need to take account of the environmental impact of their work as professional practitioners, and 52% do not consider it appropriate to learn about SD during their degree. However, results also suggest that incorporating SD early on in the language curriculum could contribute positively to the development of sustainability literate graduates. Originality/value While many language departments are aware of the importance of integrating sustainability into their curricula, and while employers are increasingly demanding sustainability literate graduates, there is little evidence that language students leave university with a real understanding of sustainability issues. This paper presents evidence of the current situation as well as a novel way to integrate sustainability into the language curriculum in order to remedy the situation.