Education for sustainable development and global citizenship

Glover, Alison; Peters, Carl; Haslett, Simon K.

doi:10.1108/14676371111118192

Cited by 42 publications

(4 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Comparisons of sustainability assessment tools in the literature can be found in Shriberg (2002), Yarime and Tanaka (2012), and Kamal and Asmuss (2013), while in-depth reviews of individual tools are very scarce (e.g. Glover, Peters, and Haslett 2011). Some tools for sustainability assessment of universities' core activities are (Ceulemans, Molderez, and Van Liedekerke Forthcoming) the following:…”

Section: Data Treatment and Methods Limitationsmentioning

confidence: 98%

Measuring the linkage between strategies on sustainability and institutional forces: an empirical study of Spanish universities

Jorge

Madueño

Peña

2015

Journal of Environmental Planning and Management

View full text Add to dashboard Cite

Policy documents are commonly identified as key outcomes that guide initiatives directed by senior university leaders towards sustainability through plans and policies. Many studies have called for a more integration of sustainability into universities. Nevertheless, the interest in sustainability issues has been more recent in the specific case of Spain. This study analyses the strategic plans developed by Spanish universities in the last decade with two different aims: first, we examine the extent to which Spanish universities are incorporating strategies on sustainability. The second goal evaluates whether the presence of strategies on sustainability in Spanish universities could be associated with coercive and mimetic pressures. Findings indicate the low presence of strategies on sustainability in Spanish universities. Moreover, the results seem to suggest that the presence of strategies on sustainability in Spanish universities could be linked with coercive and mimetic pressures emanating from the State performance funding for universities. The results indicate that universities usually incorporate practices and strategies on sustainability as a response of the pressure exerted by institutional forces, such as the funding systems of higher education institutions.

show abstract

Section: Data Treatment and Methods Limitationsmentioning

confidence: 98%

Measuring the linkage between strategies on sustainability and institutional forces: an empirical study of Spanish universities

Jorge

Madueño

Peña

2015

Journal of Environmental Planning and Management

View full text Add to dashboard Cite

show abstract

“…In Wales, HEFCW 5 provided funding for universities to conduct audits of sustainability curriculum provision. The Sustainability Tool for Auditing University Curricula in Higher Education (STAUNCH) was selected by the Welsh authorities as the auditing method for that purpose (Glover et al 2011). This tool scores sustainability course content across three categories: economic, environmental and social.…”

Section: Sustainability Curriculum Provision Auditsmentioning

confidence: 99%

“…Including a curriculum provision baseline in the institution's sustainability report may thus contribute to outside stakeholders' better tracking of a university's ESD performance. In Wales, sustainability curriculum reporting was a government requirement, which supports the institutionalisation of sustainability in higher education (Glover et al 2011). In the rest of the UK, the Quality Assurance Agency (QAA) for higher education has complemented its quality audits with an ESD component (QAA 2014).…”

Section: Introductionmentioning

confidence: 99%

Sustainability Curriculum in UK University Sustainability Reports

Kosta

2017

World Sustainability Series

View full text Add to dashboard Cite

One of the major barriers to incorporating sustainability in the HE curriculum is its absence from the university's sustainability strategy, the annual reflection of which is the institution's sustainability report. While strategies stipulate future targets, reports record what has already been achieved in the previous academic year. In that respect, sustainability reports function as internally created reviews of an institution's sustainability activity. Various reviews of sustainability curriculum have taken place in the UK HE sector. This is the first effort to explore sustainability curriculum provision exclusively through HEIs' sustainability reports. The sample consists of the most recent, whole-institution sustainability reports issued by UK HEIs in the past five years. An exploratory content analysis identified the reports' sustainability curriculum coverage patterns. The findings suggest that UK universities are widely heterogeneous in their sustainability curriculum reporting practices. Of the universities that have issued a whole-institution sustainability report in the past five years, 37% cover their sustainability curriculum provision in a comprehensive way, in their reports. These findings might be of interest to sustainability professionals in the reporting or the curriculum provision end. The study hopes to encourage wider coverage of the sustainability curriculum provision in universities' wholeinstitution sustainability reports.

show abstract

“…• En el caso del currículo 48 : la herramienta Sustainability Tool for Assessing Universities' Curricula Holistically (STAUNCH) (Glover et al, 2011;Lozano, 2010). También, el Sustainability Presence Map del proyecto EDINSOST (Sánchez-Carracedo et al, 2019;Sánchez-Carracedo, Ruiz-Morales et al, 2021;Sánchez-Carracedo, Segalas et al, 2021).…”

Section: Antecedentes Clave En Otras Enseñanzas Universitariasunclassified

Enseñanza de la Arquitectura y Educación para el desarrollo sostenible en España. Experiencia académica en grado y resultados de aprendizaje del alumnado del Máster Universitario en Arquitectura

Ventura¹

View full text Add to dashboard Cite

Architectural education has been called to become education for sustainable development to empower future professionals to make conscious decisions and act responsibly in favour of environmental quality, social justice and an equitable and viable economy in the long term. To achieve this, it is essential to understand what is being done and what can be improved in its transformation towards this type of education: Are architects being trained so that they can promote the achievement of sustainable development? Are the characteristics necessary to do so being integrated into education? To what extent does their qualifying training contribute to attaining it? However, there are gaps in knowledge on that subject at the national and international levels.As a response to this situation, and to facilitate the integration of education for sustainable development in the training of future architects, the main objective of this doctoral thesis is (MO) to know the students' perception regarding the current state of the Spanish qualifying academic program constituted by a bachelor's and a master's degree concerning education for sustainable development. To that end, four specific objectives have been established: (SO1) to determine the degree to which they consider that they have acquired the learning outcomes required to achieve sustainable development, (SO2) to establish the level at which they think that their bachelor's learning experience has integrated the characteristics of this type of education, (SO3) to estimate the level at which they believe that this learning experience has contributed to acquiring the assessed learning outcomes, and (SO4) to analyse the relationship between the degree acquisition that they attribute to these learning outcomes and the level of integration of the characteristics of education for sustainable development that they assign to the bachelor's learning experience.To achieve objectives SO1, SO2 and SO3, a descriptive, quantitative, nonexperimental and cross-sectional study has been carried out through surveys created ad hoc addressed to students from the Spanish Master's Degree in Architecture (Máster Universitario en Arquitectura) through a non-probabilistic sampling. Its distribution has allowed knowing the perception that 282 students from 19 of the 22 schools of architecture that offered these studies during the academic year 2020/2021 have in this regard. In addition, to achieve the specific objective SO4, a correlation and a regression analysis of these responses have been developed.

show abstract

Education for sustainable development and global citizenship

Cited by 42 publications

References 13 publications

Measuring the linkage between strategies on sustainability and institutional forces: an empirical study of Spanish universities

Measuring the linkage between strategies on sustainability and institutional forces: an empirical study of Spanish universities

Sustainability Curriculum in UK University Sustainability Reports

Enseñanza de la Arquitectura y Educación para el desarrollo sostenible en España. Experiencia académica en grado y resultados de aprendizaje del alumnado del Máster Universitario en Arquitectura

Contact Info

Product

Resources

About