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Autor/inn/enThomas, Ian; Barth, Matthias; Day, Teresa
TitelEducation for Sustainability, Graduate Capabilities, Professional Employment: How They All Connect
QuelleIn: Australian Journal of Environmental Education, 29 (2013) 1, S.33-51 (19 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0814-0626
DOI10.1017/aee.2013.14
SchlagwörterForeign Countries; Sustainability; Sustainable Development; Educational Experience; Employment Potential; College Graduates; Curriculum Design; College Curriculum; Higher Education; Change Agents; Industry; Employer Attitudes; Australia
AbstractEducation for Sustainability (EfS) has an intimate relationship with professional employment as we seek to develop graduates who will take EfS values and understanding into their workplaces to build a sustainable future. The connection is through the capabilities that employers are wanting in the people they employ, and they are the outcomes of the educational experiences that we educators provide for the graduates. This article discusses the role of capabilities and their articulation in universities, particularly the types of capabilities sought by employers, both in Australia and more generally. We discuss similarities and differences articulated by academics and industry, and the implications for curriculum design and outcomes. In parallel, we note the discussion of capabilities associated with EfS and identify similarities with more broadly defined graduate capabilities. Research associated with the exploration of the breadth of the environment profession provides examples of the connections. These insights combine to highlight tension between what is sought by industry and what is needed to embed sustainable development actions into industry through the change agents graduated from our universities. (As Provided).
AnmerkungenCambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/AEE
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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