Integrating value education and sustainable development into a Dutch university curriculum

Muijen, Heidi

doi:10.1108/14676370410512571

Cited by 26 publications

(21 citation statements)

References 4 publications

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“…Third, despite the fact that the environmental impact of education might be lower than in other services, several environmental groups and experts highlight its symbolic value (Lounsbury 2001;Muijen 2004). Universities can play a vital role in shaping the future by educating future generations of professionals, creating a resource base for sustainability efforts, and providing outreach and services to communities and nations (Coman 2008).…”

Section: Population and Sample Sizementioning

confidence: 97%

The Effect of Internal Barriers on the Connection Between Stakeholder Integration and Proactive Environmental Strategies

et al. 2011

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This paper examines the influence of internal barriers on the relationship between the organizational capability of stakeholder integration and proactive environmental strategies. We adopt a moderate hierarchical regression model to test the hypotheses using data from a sample of 73 managers in the business education industry. The paper contributes to stakeholder theory by showing that stakeholder integration positively influences the development of proactive environmental strategies when managers perceive internal barriers to the development of such strategies. This article also explores an ethical dilemma-managers may use the stakeholder integration capability to support their own interests rather than to benefit stakeholders.

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Section: Population and Sample Sizementioning

confidence: 97%

The Effect of Internal Barriers on the Connection Between Stakeholder Integration and Proactive Environmental Strategies

et al. 2011

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“…There is a large body of research discussing sustainability in the higher education sector albeit the main focus is on curriculum design and development alone (Chhokar, 2010;Fenner, 2005;Muijen, 2004;Shephard, 2008). There is also extensive literature providing evidence on how organisation's strategic plans can positively impact sustainable development, but they are predominantly focused on other sectors, such as Manufacturing and Retail (Erol et al, 2009;Garetti and Taisch, 2012;Gunasekaran and Spalanzani, 2012;Jones et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

Engaging sustainability good practice within the curriculum design and property portfolio in the Australian higher education sector

Poon

2017

IJSHE

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Purpose The aim of this research is to evaluate the extent which university’s strategic plans affect the level of incorporation of sustainability within the curriculum design and property portfolio. Design/methodology/approach This research adopted a case study approach. The case study institution was Deakin University in Australia. This paper used a qualitative research method. Desk-top study included the review of the University’s Strategic Plan, policy agenda on sustainability and the documents on sustainability courses and units. Semi-structured interviews were held with academics who have course development and management responsibility within the university, colleagues who have a sustainability-focused role on estate management and colleagues whose roles are to manage sustainability initiatives at institution level. All interviews were recorded and transcribed. Content analysis was used to analyse the interview data. Findings Despite the University having a clear strategic aims and initiatives on the incorporation of sustainability within curriculum design and property portfolio, there is disconnection between policy development and policy implementation. As a result, the incorporation of sustainability varies largely between curricula within the institution. The incorporation of sustainability within the property portfolio is clear and effective. However, within the curriculum it is polarised. The level of incorporation depends on the nature of the course or unit and is largely driven by the initiatives of the individual academic. Good practice identified in the incorporation of sustainability within the curriculum is to use a problem-based approach supported by real life projects to enhance the students’ authentic learning experience. The good practice for successfully incorporating sustainability into the property portfolio is to have clear vision of what it has planned to achieve and to ensure there is a balance between sustainability and value for money. Originality/value This is pioneering research to investigate the incorporation of sustainability into higher education in a more comprehensive way. This paper considered the impact of strategic planning on the incorporation of sustainability within a higher education, on both curriculum design and property portfolio management

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“…O terceiro artigo (2) aqui discutido é o de Muijen (2004) que, por meio de um referencial teórico pautado na fenomenologia, descreve um estudo piloto com foco nos processos de aprendizagem envolvidos na educação de valores e a questão de como uma perspectiva filosófica e ética da sustentabilidade pode estar integrada ao currículo. A autora explica que o Esnino Superior na Holanda apresenta dominante abordagem tecnológica da ciência nos currículos acadêmicos, entretanto a Universidade em que a pesquisa se desenvolveu tem como missão um ideal pedagógico de "formação acadêmica ampla", orientado para educar os alunos para que se tornem "cientistas e profissionais moralmente responsáveis e reflexivos".…”

Section: Discussionunclassified

“…O estudo sugere que os alunos precisam de mais conhecimento no campo dos valores, e que diferente dos dados empíricos é preciso aprender também por meio da intuição, da reflexão e da comunicação. Muijen (2004) se valeu de um modelo de aprendizagem baseado em dilemas sequenciados por quatro fases: a) fase intuitiva: os alunos leem um estudo de caso envolvendo dilemas e intuitivamente escolhem ações para essa situação específica, formulando os argumentos e valores morais subjacentes a sua escolha; b) aquisição de conhecimento: os alunos estudam conjuntos relevantes de conhecimento, e podem fazer outra opção e oferecer uma explicação de seus valores, em seguida, eles discutem entre si sobre suas escolhas; c) reflexão sobre conjuntos relevantes de conhecimento: os alunos refletem sob uma perspectiva filosófica, em seguida, eles refazem suas escolhas, apresentam os seus argumentos e clarificam seus valores, também nesta fase, eles discutem suas escolhas e valores uns com os outros, e d) reflexão sobre o processo de aprendizagem: os alunos refletem sobre suas escolhas e fazem uma descrição verbal do seu processo de aprendizagem. O que se intenciona por meio dessa metodologia é propiciar uma comunicação dialógica e uma reflexão sobre questões morais, principalmente, no que dizem respeito ao desenvolvimento sustentável.…”

Section: Discussionunclassified

Educação Ambiental e Apropriação de Valores: um Diálogo Possível na Educação Infantil

Bissaco

2019

Rev. Ens. Educ. Cienc. Hum.

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Partindo do entendimento de que a Educação Ambiental deve ser uma prática intencionalizada e coerente, este trabalho se propõe a realizar uma revisão bibliográfica que articule o campo teórico da Educação Ambiental com o da Educação Infantil, a fim de observar os limites e as possibilidades da prática docente ao tratar da construção ou apropriação de valores. Assim, os seguintes questionamentos norteiam a pesquisa: que práticas docentes podem ser identificadas em relação à apropriação de valores? Elas abarcam a temática ambiental? Em que contextos são pesquisadas? A Educação Infantil é um desses contextos? Para tal discussão foram levantados nove artigos internacionais, que levam o leitor a compreender que as práticas docentes em relação aos valores ensinados são distintas de um artigo para outro: sendo dois deles como prática moral, três como construção, dois como socialização, um como formação de hábitos e um como clarificação. Apenas dois dos artigos não abarcam a temática ambiental. Em relação ao contexto de pesquisa, neste levantamento os artigos estão assim distribuídos: cinco destinados à Infância - Educação Básica, um trata da Educação básica com adolescentes e três destinados ao Ensino Superior. Portanto, concluiu-se que a Educação Infantil é um dos contextos em que a Educação Ambiental tem sido pesquisada, principalmente, no que se refere à apropriação de valores pertinentes à temática ambiental. Palavras-chave: Educação Moral. Meio Ambiente. Infância. AbstractBased on the understanding that Environmental Education should be an intentional and coherent practice, this paper proposes to perform a literature review that articulates the theoretical field of Environmental Education with that of Early Childhood Education, in order to observe the limits and possibilities of teaching practice, when dealing with the value construction or appropriation. Thus, the following questions guide the research: What teaching practices can be identified in relation to the values appropriation ? Do they cover the environmental theme? In what contexts are they researched? Is early childhood education one of these contexts? For this discussion nine international articles were raised, which lead the reader to understand that teaching practices in relation to the values taught are distinct from one article to another: two of them as moral practice, three as construction, two as socialization, one as habits formation and one as clarification. Only two of the articles do not cover the environmental theme. Regarding the research context, in this survey the articles are directed to: five for Childhood - Basic Education, one for Basic Education with adolescents and three for Higher Education. Therefore, it was concluded that early childhood education is one of the contexts in which environmental education has been researched, especially regarding the appropriation of values relevant to the environmental theme. Keywords: Moral Education. Environment. Childhood.

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Integrating value education and sustainable development into a Dutch university curriculum

Cited by 26 publications

References 4 publications

The Effect of Internal Barriers on the Connection Between Stakeholder Integration and Proactive Environmental Strategies

The Effect of Internal Barriers on the Connection Between Stakeholder Integration and Proactive Environmental Strategies

Engaging sustainability good practice within the curriculum design and property portfolio in the Australian higher education sector

Educação Ambiental e Apropriação de Valores: um Diálogo Possível na Educação Infantil

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