Educating Earth-literate Leaders

Martin, Stephen James; Jucker, Rolf

doi:10.1080/03098260500030298

Cited by 68 publications

(42 citation statements)

References 6 publications

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“…However, it is evident that there is a lack of sustainability literate managers and leaders, based on the CIPD Annual Survey Report of 2012, andBIS (2012) findings. This is in line with Martin and Jucker (2005) who have criticized highly educated world leaders, calling them 'sustainability illiterate', due to the failure to achieve sustainable global targets. Similarly, Cortese (2003) and Rickets (2012) have pointed out that education without SD can worsen already existing problems, because society is led by professionals graduating from universities, who have developed into '…effective vandals of the Earth' (Orr, 2004, p.5).…”

Section: Education For Sustainable Development In Higher Education Insupporting

confidence: 57%

Sustainability Literate Graduates: Linking Education for Sustainable Development within Higher Education with the ‘Skills Gap’ in the Employment Market

2015

Fields: Journal of Huddersfield Student Research

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This paper considers the effects of education for sustainable development (ESD) on undergraduates within higher education (HE), through learning outcomes from courses and campus activities. It is high on the agenda of global governments and educational authorities to encourage organisations and economies to become more sustainable, which can be achieved primarily by educating future decision makers, professionals and leaders. Firstly, an overview of secondary data on sustainability and ESD in HE is offered; then, findings and further discussion, contributing to the knowledge and creating opportunities for further explorations in the field. The data was obtained from University of Huddersfield undergraduate students and 'LinkedIn TM ' discussion groups. This paper highlights a lack of sustainability skills and confidence between students, despite strong interest in the subject, and identifies potential issues, leading to a lack of sustainability literate graduates in the UK employment market.

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Section: Education For Sustainable Development In Higher Education Insupporting

confidence: 57%

Sustainability Literate Graduates: Linking Education for Sustainable Development within Higher Education with the ‘Skills Gap’ in the Employment Market

2015

Fields: Journal of Huddersfield Student Research

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“…Students who are motivated to address real world problems are key to solving critical sustainability issues, particularly in a world which desperately needs more "earth-literate leaders" (Martin and Jucker, 2005;Clark and Wallace, 2012). The students described in this research were given a valuable opportunity: to see a problem and learn how to work within a bureaucratic system to solve it.…”

Section: Resultsmentioning

confidence: 99%

Growing a student organic garden within the context of university sustainability initiatives

Duram

Williams²

2015

International Journal of Sustainability in Higher Education

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Abstract:Purpose-The purpose of this paper is to examine the evolution of a student organic garden at a large public university, as an example of student initiatives that promote both campus sustainability and student-focused sustainability education on campus.Design/ Methodology/ Approach-The authors conducted quantitative and qualitative analysis to document the evolution of the university's Local Organic Gardening Initiative of Carbondale (LOGIC), which is the student initiated and operated organic garden. Findings-The student organic garden evolved in three stages, each of which had specific goals and accomplishments. Stage I (establishment): students in Geography courses took action to get the garden established; key components included funds from a sustainability scholarship and the student initiated campus Green Fund, dedicated undergraduate students, negotiating campus bureaucracy, and motivating broad support. Stage II (evolution): a high tunnel was added to the original garden, a graduate assistant position was filled to manage the garden, additional funds were secured, a Permaculture demonstration site was added, the volunteer base was established, and LOGIC began being included in campus and community events. Stage III (future) challenges include: consistent leadership, long-term funding, guarantee of land availability, student graduation/turnover, and increasing student involvement.Originality/ Value-This paper provides a longitudinal perspective on the evolution of student-led sustainability efforts which require progressive, inclusive action from multiple stakeholders across campus and in the community. Several replicable practices include student leadership in sustainability initiatives, actions for promoting local food in the university structure, and methods of negotiating complex institutional settings.

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“…Another study on attempts to implement sustainability into the curriculum was done by Moore (2005c), whose case study focused on the undergraduate programs at the University of British Columbia, Canada, an early signatory to the Talloires Declaration Moore's findings confirm a concern other researchers (Haigh, 2005;Herreman & Reid, 2002;Martin & Jucker, 2005) have voiced. The fact that an institution signs a sustainability declaration does not automatically mean that the necessary policy changes will be made public and will be enacted on a broad scale.…”

Section: Infusing Esd Into College Coursessupporting

confidence: 60%

“…Haigh (2005) praises the latest efforts to improve campus operations but cautions that these initiatives alone do not impact the quality of the formal programs of study. Indeed, despite these vital efforts, the integration of ESD across the entire curriculum, which Martin and Jucker (2005) regard as perhaps the most significant aspect of the sustainability agenda, still remains to be addressed by most institutions.…”

Section: Statement Of the Problemmentioning

confidence: 99%

The Role of Community College Faculty in Teaching and Learning for Sustainable Development

Rachelson¹

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DEDICATIONTo my family, thank you for your patience. The purpose of this study was to explore the attitudes, beliefs, and practices of community college professors regarding education for sustainable development (ESD).In-depth interviews with 14 professors from different disciplines were conducted. The The study found that the professors considered ESD an essential issue. The majority discussed the economic and social aspects of ESD; however, the environmental aspect was mentioned most frequently. The professors' conceptualizations of ESD were influenced by their experiences and evidenced by the metaphors they used. Although their engagement with ESD differed, the professors expressed optimism toward ESD vi related teaching and learning. They regarded ESD as compatible with their subjects, and most had already been infusing sustainability into their courses or planned to do so.Additionally, the participants' teaching practices reflected many of the characteristics of ESD. Even though the professors considered ESD challenging, they believed that they could make contributions to the college's effort. The metaphor of "Planting a Seed" was frequently used to describe this holistic approach. The study also found that many professors regarded interpersonal relationships and communication significant factors for the advancement of ESD.The participants described several challenges to integrating ESD at their college.These related to time constraints, density of curriculum, institutional size and fragmentation, dearth of administrative support and incentives, students' lack of academic preparation and sustainability awareness, students' inability to focus on ESD because of personal, social, or economic circumstances, and professors' frustration about a divisive atmosphere as a result of their engagement with sustainability. Despite these obstacles, the professors believed that ESD could be successfully woven into the community college experience.

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Educating Earth-literate Leaders

Cited by 68 publications

References 6 publications

Sustainability Literate Graduates: Linking Education for Sustainable Development within Higher Education with the ‘Skills Gap’ in the Employment Market

Sustainability Literate Graduates: Linking Education for Sustainable Development within Higher Education with the ‘Skills Gap’ in the Employment Market

Growing a student organic garden within the context of university sustainability initiatives

The Role of Community College Faculty in Teaching and Learning for Sustainable Development

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