The impact of COVID-19 on academic aeromobility practices: Hypocrisy or moral quandary?

Tseng, Sherry H. Y.; Lee, Craig; Higham, James

doi:10.1080/17450101.2022.2121658

Cited by 6 publications

(2 citation statements)

References 37 publications

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“…research but at the same time substantially increases institutions' carbon emissions from travel [29], leading to air travel becoming "increasingly entrenched" and part of career expectations [30,31]. With regards to sustainable conference travel, it is argued that academics to some degree "have the power and freedom to strategize, to organize effective action and to lobby" for change, without having to wait for systemic change [32].…”

Section: Plos Climatementioning

confidence: 99%

Wanting to be part of change but feeling overworked and disempowered: Researchers’ perceptions of climate action in UK universities

Latter,

Demski,

Capstick

2024

PLOS Clim

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Interest in the relationship between the activities of universities and action on climate change is growing, but until recently there has been little focus on the critical role of researchers, particularly with regards to how research practices and culture can enable or inhibit change. This study addresses this gap, exploring researchers’ perceptions of universities’ measures to tackle their own emissions, their own engagement on issues surrounding the climate crisis, and challenges and opportunities for researchers to contribute to them. We present findings from a representative survey of 1,853 researchers from 127 UK universities across disciplines and career stages, including comparing responses across these professional differences, and analysis based on over 5,000 open text responses provided by the survey participants. The results show that while most have some knowledge of actions being taken by their universities and feel that universities’ public declarations of a climate emergency are making a difference, almost half think not enough is being done. They feel that responsibility for university climate action sits across government, universities and research councils, but almost all researchers are also personally worried about climate change and want to do more themselves to address it. For the most part, they also strongly support climate advocacy by those engaged in research. Yet high workload, uncertainty about what actions to take, perceived lack of agency or power, inflexible university processes and pressure to travel are just some of the many barriers researchers face in taking action. The study highlights how these barriers can be overcome, and the steps universities and researchers can take to better incorporate climate action into their research culture and practices.

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Section: Plos Climatementioning

confidence: 99%

Wanting to be part of change but feeling overworked and disempowered: Researchers’ perceptions of climate action in UK universities

Latter,

Demski,

Capstick

2024

PLOS Clim

View full text Add to dashboard Cite

show abstract

“…From an institutional perspective, there is ongoing debate about the role that academics have to play in putting into practice the implications of climate science for carbon emissions reductions. This has most notably been focused on the issue of "academic flying" and debates around the trade-offs required to maintain scientific activity while reducing carbon emissions (Higham and Font, 2020;Tseng et al, 2022aTseng et al, , 2022b. Indeed, the rising importance of international student income for funding UK universities heightens the tension between the need to tackle the climate emergencies declared by many universities and the economic need to generate income from overseas fees (Shields, 2019).…”

Section: Personal Agency For Climate Changementioning

confidence: 99%

Do we really make a difference? A case study on the value of taught environmental sustainability postgraduate programmes within geography

Rodway-Dyer,

Barr

2023

IJSHE

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Purpose The purpose of this research was to discover the impacts of taught environmental sustainability-focused geography postgraduate programmes on student attitudes, behaviours and practices in relation to environmental awareness within two research-intensive universities in the UK. Design/methodology/approach A case study involved online surveys to measure environmental attitudes, behaviours and practices at the start and end of four taught geography postgraduate programmes. Findings There was widespread attitudinal change and an increasing prioritisation of environmental issues reported among participants after they had completed their programme. However, behavioural change was limited, and there was little evidence of greater awareness being translated into changed practices. The learning benefits included a greater focus on interdisciplinarity, holistic thinking and critical self-reflection. Practical implications The findings demonstrate that postgraduate taught (PGT) programmes in sustainability improve student awareness and concern about environmental issues but do not necessarily lead to widespread behavioural change. This raises questions for programme convenors about how education for sustainability can be truly transformational and avoid leading students to develop eco-anxieties over the scale of change required. Originality/value There is a lack of research engaging with students on PGT programmes, especially in understanding their impacts on environmental attitudes, behaviours and practices. The research provides an evidence base for understanding the effects of PGT programmes in challenging student values, attitudes and practices and by implication knowledge transfer post-graduation, with the potential to help protect the environment and identify ways of living better with the ever-changing planet.

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Outside Learning: Blending Formal, Informal, and Non-formal Higher Education During the COVID-19 Pandemic

Cairns

2023

Handbook of Children and Youth Studies

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The impact of COVID-19 on academic aeromobility practices: Hypocrisy or moral quandary?

Cited by 6 publications

References 37 publications

Wanting to be part of change but feeling overworked and disempowered: Researchers’ perceptions of climate action in UK universities

Wanting to be part of change but feeling overworked and disempowered: Researchers’ perceptions of climate action in UK universities

Do we really make a difference? A case study on the value of taught environmental sustainability postgraduate programmes within geography

Outside Learning: Blending Formal, Informal, and Non-formal Higher Education During the COVID-19 Pandemic

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