The Seven Competences of the Sustainable Professional

Roorda, Niko; Rachelson, Anouchka

doi:10.4324/9781351122634

Cited by 4 publications

(5 citation statements)

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“…However, these discussions are conducted by various researchers using different research methodologies, perspectives and paradigms. In consequence, the existing research reveals a gap in the relevance of sustainability competencies for the labour market [18,19]. While these are precisely specified and investigated in the field of higher education, their application in the labour market context is only described to a limited extent.…”

Section: Introductionmentioning

confidence: 99%

Development of Sustainability Competencies for the Labour Market: An Exploratory Qualitative Study

Jelonek

Urbaniec

2019

Sustainability

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The aim of this paper is to explore the key sustainability competencies increasing the employability of higher education graduates in Poland. Based on the results of a broad literature review on key sustainability competencies, the substantive contribution to a coherent framework of typologies of sustainability competencies will be synthesised. The developed research framework will subsequently be analysed with empirical data, collected by in-depth interviews (IDI) and focus group interviews (FGI) on the relevant employability competencies for the Polish labour market. This enables the elimination of critical gaps in the conceptualisation of the key sustainability competencies of higher education (HE) graduates related to the current and future labour market needs. The results of the analysis can make a contribution to sustainable HE graduate employability literature by exploring the links between employability and sustainability competencies. The results may be relevant to institutional support in the design and review of educational programs and training in order to foster sustainability competencies development.

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Section: Introductionmentioning

confidence: 99%

Development of Sustainability Competencies for the Labour Market: An Exploratory Qualitative Study

Jelonek

Urbaniec

2019

Sustainability

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“…The section of society that benefits from higher education, particularly those who graduate from Masterís programmes, tend to occupy significant decision-making roles in their professional careers. Roorda and Rachelson (2018) recognise that this confers a unique role on higher education, in terms of responding to the ecological crises facing society, by developing ësustainably competent professionalsí. While this may appear self-evident, there are significant challenges to reaching a position where higher education actually develops such graduates across all professions.…”

Section: An Esd Approach To Teaching and Learningmentioning

confidence: 99%

“…This approach is reflected in the work of Roorda and Rachelson (2018) who developed a framework of six competences that are additional to, but sit alongside, discipline specific competences in order to develop the kind of professional needed across all disciplines to address multiple sustainability crises. Entitled RESFIA+D, the areas of competence are: Responsibility, Emotional Intelligence, System Orientation, Future Orientation, Personal Involvement and Action Skills.…”

Section: Competences and Esdmentioning

confidence: 99%

“…The final section recognises these essential learning outcomes have to sit alongside the discipline-specific outcomes of any Masterís course. In this way the framework echoes the RESFIA+D approach (Roorda & Rachelson, 2018) where the ëDí represents discipline-specific learning outcomes. It is quite possible that in some cases these could overlap with the essential learning outcomes for sustainable development already listed.…”

Section: A Framework For Esd Assessmentmentioning

confidence: 99%

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Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

Gajparia

Strachan

Vare

et al. 2021

Discourse and Communication for Sustainable Education

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This paper offers a rationale for how ESD related learning at postgraduate level can be assessed. It proposes a framework for evaluating whether assessments in Master’s level programmes align with the pedagogical approach of Education for Sustainable Development (ESD). If assessment is to contribute to the overall learning process, then the nature of the assessment should reflect the pedagogy, values and principles associated with ESD. Utilising an Appreciative Inquiry model, existing models of competences for sustainable development have been used to develop the framework. The framework is not aimed at the performance of the students; rather, it is applied to the course itself to identify if assessment opportunities are in keeping with an ESD approach. The framework is applied to three examples from Master’s programmes, with which the authors are affiliated in England and Jamaica. The findings identify key characteristics that should feature in assessing learning for sustainability. The framework enabled the authors to gauge the extent to which their assessment regimes are in line with the aims, purpose and content of their programmes. While the examples cited are from the field of education, the framework can be applied to any Master’s programmes containing elements of sustainable development.

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“…The first book in this series was written in Dutch (Roorda 2015), who also developed the RESFIA+D model. For the second version, written in English and based upon stories about American and Canadian professionals, Roorda cooperated with an American professor of Miami Dade College (Roorda, Rachelson 2018). The English book has the same structure and theoretical contents as the Dutch one; only the stories have been replaced.…”

Section: All Levelsmentioning

confidence: 99%

The Seven Sustainability Competences according to the RESFIA+D Model

Roorda¹,

Rachelson

2019

CEREM

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Aim:The article describes the origins, structure and applications of a model for professional competences for sustainable development, called RESFIA+D. The model provides an assessment and policy instrument that can easily be applied practically.Companies, NGO’s and other organizations may apply RESFIA+D as a structured tool for human resource development (HRD). Institutions for higher and vocational education can use the instrument for education (re)development, where curricula and didactic approaches are derived from a systematically designed competence profile in which sustainable development is integrated. Finally, individual professionals may use RESFIA+D as a tool for professional development. Design / Research methods:The article defines the concepts of ‘competence’ and ‘competent professionals’, in an easily understandable style. Next, the structure of the RESFIA+D model is described. Scientific details, such as origins and validation, are described elsewhere; references are made to other sources.The basic set of RESFIA+D competences is combined with a structure of seven competence levels, which allows users to express the assessment results on an ordinal scale. This scale enables users to design plans for systematic improvements, both at a strategic and an operational level. Conclusions / findings:As illustrated in the article, RESFIA+D was applied successfully within companies, universities, and by individual professionals. Originality, value of the article:The article focuses in a unique way on the roles towards sustainability of individual professionals, whereas most or all usual assessment models focus on the roles of either entire organizations, or of individual persons seen as civilians or customers.

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The Seven Competences of the Sustainable Professional

Cited by 4 publications

References 0 publications

Development of Sustainability Competencies for the Labour Market: An Exploratory Qualitative Study

Development of Sustainability Competencies for the Labour Market: An Exploratory Qualitative Study

Identifying Assessment Opportunities in Postgraduate Learning for Sustainability

The Seven Sustainability Competences according to the RESFIA+D Model

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