Sustainability in Tertiary Curricula: What Is Stopping It Happening?

Autor/in	Thomas, Ian
Titel	Sustainability in Tertiary Curricula: What Is Stopping It Happening?
Quelle	In: International Journal of Sustainability in Higher Education, 5 (2004) 1, S.33-47 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/14676370410517387
Schlagwörter	Environmental Education; Sustainable Development; Postsecondary Education; Foreign Countries; Strategic Planning; Change Strategies; Educational Change; Program Implementation; Curriculum Enrichment; Organizational Change; Performance Factors; Case Studies; Australia + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Post-secondary education; Tertiäre Bildung; Ausland; Strategy; Planning; Strategie; Planung; Lösungsstrategie; Bildungsreform; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Organisationswandel; Leistungsindikator; Case study; Fallstudie; Case Study; Australien
Abstract	The concepts of environmental education and education for sustainability have been acknowledged by many tertiary institutions for over a decade. An appreciable number of institutions have signed agreements to educate students in all disciplines about sustainability. Although several Australian institutions of higher education have signed the Talloire Declaration, a recent survey finds little indication that their curricula have been changed to include sustainability education. Despite the apparent widespread support for the concept of student education in sustainability, there is little implementation. The experience of Royal Melbourne Institute of Technology (RMIT) University suggests that those concerned about education and environment/sustainability need more than conviction and vision. A strategic approach--based on change management and supported by staff development--is needed to implement these sorts of changes. Rather than attempting to outline a grand plan or model for implementation, this paper identifies key issues and looks into the current experience associated with implementation approaches. (As Provided).
Anmerkungen	Emerald. 875 Massachusetts Avenue 7th Floor, Cambridge, MA 02139. Tel: 888-622-0075; Fax: 617-354-6875; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10