Linking the Components of a University Program to the Qualification Profile of Graduates: The Case of a Sustainability-Oriented Environmental Science Curriculum

Autor/in	Hansmann, Ralf
Titel	Linking the Components of a University Program to the Qualification Profile of Graduates: The Case of a Sustainability-Oriented Environmental Science Curriculum
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 5, S.537-569 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20286
Schlagwörter	Qualifications; Graduates; Education Work Relationship; Communication Skills; Science Curriculum; Higher Education; Science Education; Environmental Education; Problem Solving; Surveys; Multiple Regression Analysis; Ecology; Sustainable Development; Constructivism (Learning); Evaluation + Suchen Sie Ihr Suchwort? Qualifikation; Qualifikationsstufe; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Kommunikationsstil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Problemlösen; Survey; Umfrage; Befragung; Ökologie; Nachhaltige Entwicklung; Evaluierung
Abstract	A university Environmental Sciences curriculum is described against the background of requirements for environmental problem solving for sustainability and then analyzed using data from regular surveys of graduates (N = 373). Three types of multiple regression models examine links between qualifications and curriculum components in order to derive some conclusions about which qualifications are enhanced by which curriculum components. The underlying rationale of these models is that assessments of the importance of a certain component (and the time graduates think should be allocated to it) should increase with the workplace demand for the qualifications it provides. A comprehensive set of 19 qualifications was used, subdivided into three areas of environmental problem-solving skills (A, basic scientific and technological skills; B, transformation-oriented skills; and C, sociopolitical skills) and two areas of transferable skills (D, individual key skills and E, social and communication skills). Relationships identified by different regression models are discussed in terms of mutual consistency and with regard to the design, content, and learning goals of the curriculum components. Many plausible relationships were identified. Using such regression models is a promising indirect method that may be generally applicable for the explorative qualification-oriented evaluation of university curricula and their fundamental components based on graduates' judgments. (Contains 8 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10