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Статті в журналах з теми "Sustainable development Study and teaching (Higher) Australia"
1
Shah, Zawar, Shannon Kennedy-Clark, Yancong Xie, Md Shamsur Rahim, Mehregan Mahdavi, and Andrew Levula. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia." Sustainability 14, no. 14 (July 10, 2022): 8431. http://dx.doi.org/10.3390/su14148431.
Повний текст джерелаАнотація:
Higher education for sustainable development (HESD) plays a key role in achieving the United Nations’ 17 Sustainable Development Goals (SDGs). This research study specifically examined HESD in terms of eLearning initiatives in Australian private higher education providers from the perspective of teachers. A qualitative structured interview method was adopted wherein 10 teachers were interviewed in order to gain an understanding of their general knowledge of HESD, their attitudes and experience towards HESD, their teaching practices related to HESD, and their understandings of strategy as well as planning initiatives for their institution. The main findings suggest that (1) teachers in private higher education providers tend to have a limited knowledge of sustainability concepts and limited experience in teaching sustainability; (2) eLearning can be a valuable approach in teaching sustainability, but this approach presents teachers with challenges such as student engagement; and (3) private higher education providers require proper resources and governance frameworks in order for any sustainability initiative to be successful. This research highlights the resourcing aspect of private higher education providers in training staff, developing learning materials, and developing practical guidelines to achieve the SDGs by 2030.
2
Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.
Повний текст джерелаАнотація:
The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.
3
Sen, Gaurangi, Hing-Wah Chau, Muhammad Atiq Ur Rehman Tariq, Nitin Muttil, and Anne W. M. Ng. "Achieving Sustainability and Carbon Neutrality in Higher Education Institutions: A Review." Sustainability 14, no. 1 (December 26, 2021): 222. http://dx.doi.org/10.3390/su14010222.
Повний текст джерелаАнотація:
Universities and higher education institutions play an important role in achieving a sustainable future through their teaching and by undertaking cutting edge research to combat climate change. There have been several efforts towards a sustainable future and achieving carbon neutrality at higher education institutions in Australia and around the world. This study has reviewed the sustainability strategies of numerous universities in Australia and has identified as study cases six universities that are committed to and leading the implementation of initiatives to achieve carbon neutrality. The initiatives implemented at the selected universities were classified into eight “sustainability categories”, namely, built environment, energy, food and gardens, GHG emissions, natural environment, resource and waste management, transport, and water. Among the selected leading universities in sustainability, Charles Sturt University and the University of Tasmania (UTAS) are the only universities in Australia certified as carbon neutral. An interesting aspect of this review is the way in which universities are implementing sustainability initiatives in line with their mission and strategies. Despite striving towards the same end goal of achieving carbon neutrality, different institutions offer individually unique approaches towards sustainability. For example, UTAS values the creation, expansion and dissemination of knowledge and the promotion of continual learning, which is clearly demonstrated through its initiatives and policies. The findings in this review are critical in identifying those institutions of higher education which are role models in their strong commitment to achieving carbon neutrality. Such role model universities can pave the way for similar climate action at other universities.
4
Bobe, Belete J., and Ralph Kober. "Measuring organisational capabilities in the higher education sector." Education + Training 57, no. 3 (April 13, 2015): 322–42. http://dx.doi.org/10.1108/et-09-2013-0114.
Повний текст джерелаАнотація:
Purpose – Drawing on the resource-based view (RBV), the purpose of this paper is to develop a framework and instrument to measure the organisational capabilities of university schools/departments. In doing so, this study provides evidence of the way competitive resources are bundled to generate organisational capabilities that give university schools/departments a sustainable competitive advantage. Design/methodology/approach – A questionnaire to measure the resources that contribute to the capabilities of university schools/departments was developed. Constructs were determined, and the questionnaire was refined based on an analysis of responses from 166 Heads of schools/departments across all 39 Australian public universities. Findings – Heads conceive of the development of capabilities within their schools/departments along the core operating functions of research, teaching, and networking. Reliability and supplementary analysis confirm these constructs have strong convergent and discriminant validity as well as internal consistency. Research limitations/implications – The findings confirm that effective management and coordination of research, teaching, and networking with important stakeholders are keys to success. The framework and instrument developed in this paper also provides the opportunity to investigate university performance through the perspective of the RBV, which will enhance the understanding of the determinants of universities’ performance. Practical implications – The framework and questionnaire developed in this study can be utilised by Heads as a diagnostic tool to gain an understanding of their department’s/school’s organisational capabilities in the areas of research, teaching, and networking. Originality/value – This paper is the first study to develop a framework and questionnaire to measure organisational capabilities for university academic schools/departments.
5
Wang, Liangliang, Mingfang Fan, and Feng Zhang. "Integrated Centripetal Forces: A Study on the Benefits that Australian Learning and Teaching Centers (LTCs) will Contribute to the Development of Double First-rate Universities in China." Asian Social Science 13, no. 9 (August 24, 2017): 1. http://dx.doi.org/10.5539/ass.v13n9p1.
Повний текст джерелаАнотація:
An investigation of eight university-based Learning and Teaching Centers (LTCs) at Australian top-tier universities could provide benefits for the development of China’s Double First-rate universities. This paper contributes to our understanding of integrated centripetal forces in four ways. Firstly, we describe integrated organizational centripetal force. Then, we examine integrated staff centripetal force, which imply that LTCs regard teacher education as dynamic, sustainable processes providing enriched teaching and professional developmental resources. Next, LTCs facilitate the integrated discipline centripetal force that reveals the required technical guidance and identification of academic leaders. Finally, we realize the integrated centripetal force of the quality of education resulting from the development of high-quality learning environments for student engagement and scientific evaluation, and feedback from lecturers’ teaching. Therefore, the experience from LTCs can promote the organization and construction of Double First-rate universities, letting teachers respond to students’ changing in suitable ways, benefiting academic’s centripetal force of self-improvement, producing the centripetal force that benefits both the teacher and the discipline. Eventually, LTCs could fundamentally integrate all stakeholders’ centripetal forces in promoting first-class disciplines and first-class universities in China’s higher education.
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Stokes, Jennifer, and John Pike. "Future ready? Engaging learners and building transferable skills through authentic assessment and digital literacy." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 13, 2022): 46–47. http://dx.doi.org/10.24135/pjtel.v4i1.139.
Повний текст джерелаАнотація:
Students are excited by the possibilities presented through digital technologies and their applicability across a broad range of industries. Digital literacy has been identified as a foundational 21st Century skill by the Australian Government (2020, p. 4), which is ‘essential for individuals to participate effectively in today’s society’. The need for strong transferable skills has accelerated during the pandemic as many industries have migrated to digital contexts. Digital literacy is a transferable skill sought after by employers, alongside other emerging transferable skills required for 21st Century success, including critical thinking, creativity and problem-solving (FYA 2017, p. 8). In this paper, we will provide a case study of authentic assessment in an innovative digital literacy course at an Australian university, designed to support students from underrepresented backgrounds to build transferable skills for degree study and future careers.
Authentic assessment provides opportunities for meaningful learning as students complete assessments aligned with their aspirations and career interests: ‘Authenticity automatically gives relevance to the learning journey; relevance encourages engagement and enthusiasm, which should bring about meaningful learning’ (ACEL 2016). The scaffolded course design focuses on embedding professional practice through authentic assessment. Recent student projects include: an infographic of wellbeing techniques for children designed for educational contexts, an informative website to support refugees, a share-economy inspired app for deep cleaning, an infographic on sustainable architecture, a blog on brand development, and a review of robot programming for IT students. We will provide strategies for authentic assessment through technology-enhanced learning, which will offer insight and inspiration for educators interested in adopting these approaches.
Choice is a key element of course design, allowing students to demonstrate key concepts through the creation of unique and meaningful projects. First, students demonstrate threshold concepts, then they follow industry practice to pitch and produce an individual digital project. Course design is grounded in Universal Design for Learning (UDL) and enabling pedagogy (Stokes 2017). UDL techniques, including multiple modes of representation, action and expression, and engagement, support the learning of all students (CAST 2011). Enabling pedagogical approaches work to support the development of confidence, capability and agency, while valuing the strengths individual students bring (Stokes 2021). Students aiming for diverse fields have followed their interests to create digital projects aligned with their career aspirations, from game development to health apps, business sites to educational modules, critical digital reviews to music videos, animations to augmented and virtual reality content. Production work is negotiated with tutors, who provide guidance and mentorship, following a production company ethos. Students adhere to industry standards for copyright and ethical practice in assessments, while building their professional portfolio and skills for future success.
The combination of digital literacy and authentic assessments motivates students to follow their passions and create digital products they care about. This approach has resulted in outstanding student evaluations and learning outcomes, above average retention, and institutional recognition through a Digital Learning citation. Importantly, this approach supports students to build professional skills and knowledge for emerging industries and future career opportunities.
References
ACEL. (2016). Authentic learning: what, why and how? e-Teaching, 10. http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf
Australian Government. (2020). Foundation Skills for Your Future Program: Digital Literacy Skills Framework, Canberra: Commonwealth of Australia.
Australian Technology Network. (2020). ATN joint statement on authentic assessment, Australian Technology Network. https://www.atn.edu.au/news-and-events/latest-news/atn-joint-statement-on-authentic-assessment
CAST. (2011). Universal Design for Learning Guidelines Version 2.0. Massachusetts: Wakefield.
Foundation for Young Australians (2017). The new work smarts. https://www.fya.org.au/report/the-new-work-smarts
Stokes, J. (2017). Inclusion and engagement by design: Creating a digital literacy course to inspire diverse learners in an Australian university enabling program. International Studies in Widening Participation, 4(2), 65–78. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/download/85/103
Stokes, J. (2021). Those skills to take on the world: developing capitals through university enabling programs. The International Journal of Learning in Higher Education, 28 (2), 133-146. DOI: 10.18848/2327-7955/CGP/v28i02/133-146
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Howlett, Cathy, Jo-Anne Ferreira, and Jessica Blomfield. "Teaching sustainable development in higher education." International Journal of Sustainability in Higher Education 17, no. 3 (May 3, 2016): 305–21. http://dx.doi.org/10.1108/ijshe-07-2014-0102.
Повний текст джерелаАнотація:
Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.
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Liu, Zhimin, Goodluck Jacob Moshi, and Cynthia Mwonya Awuor. "Sustainability and Indicators of Newly Formed World-Class Universities (NFWCUs) between 2010 and 2018: Empirical Analysis from the Rankings of ARWU, QSWUR and THEWUR." Sustainability 11, no. 10 (May 14, 2019): 2745. http://dx.doi.org/10.3390/su11102745.
Повний текст джерелаАнотація:
In the 21st century, sustainability and indicators of world-class universities have come within the scope of an academic cottage industry. The complex problem of university sustainability implies a big challenge for countries and educators to implement important strategies in an integrated and comprehensive way. This paper highlights and analyzes the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018. The integration of three global ranking scales—the Academic Ranking of World Universities (ARWU), the Quacquarelli–Symonds World University Ranking (QS) and the Times Higher Education World University Rankings (THEs)—allows us to minimize the impact of the methodology used. This study integrates regression analysis by using statistical grouping, case studies and normative analysis. Our principal findings are as follows: among the commonly ranked top 100 universities in 2018, the ARWU, QS and THE counted 57, compared with 47 in 2010. Thus, comparing 2010 and 2018 shows that 44 of the universities appeared simultaneously in ARWU, QS and THE rankings and maintained a sustainable position in any ranking system in the family of top 100 groups. Three lower-ranked NFWCUs in the hybrid list for 2010 lost their ranking and did not appear in the group of top 100 universities in 2018, which are covered by some catch-up and young universities. The NFWCUs were from US, Australia, China, Singapore, Germany and Belgium. By systematic comparison, the US and UK continued to dominate the stability of NFWCUs in 2010 and 2018. The key sustainability indicators include a high concentration of talent, abundant resources to offer a rich learning environment and conduct advanced research. Generally, the factors were negatively associated with ranking suggesting that a higher score result in top ranking and vice versa. Teaching, research, citation and international outlook were negatively correlated with THE ranking in 2018. Similarly, Alumni and PUB were negatively associated with ARWU ranking in 2018. All factors except international student ratio were significantly correlated in QS ranking either in 2010 or 2018, where negative association was observed. The significant contribution of our study is to highlight that for the sustainability of universities, it is necessary to have an increasing emphasis on the effectiveness and efficiency of government-supported research, stability of investments and more approaches to employ international initiatives. The results also confirm the appropriate governance, developing global students and place emphasis on science and technology as additional factors in the approaches of pathways to NFWCUs, with delivery of outstanding educational programs and comprehensive internationalization as a key indicator for performance improvement and global university ranking systems.
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Tran, Ly Thi. "Teaching and Engaging International Students." Journal of International Students 10, no. 3 (August 15, 2020): xii—xvii. http://dx.doi.org/10.32674/jis.v10i3.2005.
Повний текст джерелаАнотація:
International student mobility has been increasingly subject to turbulences in politics, culture, economics, natural disasters, and public health. The new decade has witnessed an unprecedented disruption to international student flows and welfare as a consequence of the COVID-19 outbreak. COVID-19 has laid bare how fragile the current transactional higher education model is, in Australia and in other major destination countries like the United States, United Kingdom, Canada and New Zealand. This health crisis hitting international education presents a range of challenges for host universities. In such a fallout, the connection between university communities and international students is more critical than ever. This connection is vital not only to university’s operations and recovery but more importantly, to international students’ learning and wellbeing. This in turn will have longer term impacts on host countries’ and universities’ sustainable international recruitment and reputation as a study destination. Therefore, it is timely to reflect on how we view and conceptualize the way we engage and work with international students. This article presents a new frame for conceptualizing the teaching, learning, and engagement for international students, which emphasizes people-to-people empathy and people-to-people connections.
Conceptualize Student Connection Through Formal and Informal Curriculum
Dis/connection has been argued to play “an important role in shaping international students’ wellbeing, performance and life trajectories” (Tran & Gomes, 2017, p. 1). Therefore, it is important to frame international student connectedness not only within the context of formal teaching and learning on campus, but also in a broader setting, taking into account the dynamic, diverse, and fluid features of transnational mobility.
Some of the primary dimensions of international student connection vital to their academic and social experience and wellbeing have been identified as:
• Connection with the content and process of teaching and learning• Bonding between host teachers and international students• Engagement with the university communities• Interaction between domestic and international students and among international peers• Integration into relevant social and professional networks, the host community, and the host society• Connection with family and home communities• Online and digital connection
Based on interviews with around 400 international students, teachers, and international student support staff across different research projects, I identified four main principles underpinning effective engagement and support for international students. Most participants stressed the importance of understanding international students’ study purposes, needs, expectations, and characteristics in the first place in order to meaningfully and productively engage with and cater for this cohort (Tran, 2013). Second, effective teaching of and engagement with international students is based on understanding not only their academic needs but also other aspects that are interlinked with their academic performance, including pastoral care needs, mental health, employment, accommodation, finance, life plans, and aspirations. Third, a sense of belonging to the content of teaching and learning and the pedagogy used by teachers is essential to international students’ engagement with the classroom community. In this regard, connection is intimately linked to international students being included and valued intellectually and culturally in teaching and learning, and in being treated as partners (Green, 2019; Tran, 2013) rather than ‘others’ in the curriculum. Fourth, to position international students as truly an integral component of campus communities, it is essential to develop explicit approaches to engage them not only academically and interculturally, but also mentally and emotionally, especially during hard-hitting crises in international education such as the 2019–2020 COVID-19 outbreak, the 2003 SARS epidemic, and the 2001 September 11 attacks.
Productive Connectedness
The lack of engagement between international and domestic students is often identified as a primary area for improvement for universities that host international students, especially in Anglophone countries (Leask, 2009). While international education is supposed to strengthen people-to-people connections and enrich human interactions, ironically it is this lack of connection with the local community, including local students, that international students feel most dissatisfied about in their international education experience. To support and optimize the learning and wellbeing of international students, productive connectedness is essential. Productive connectedness is not simply providing the mere conditions for interaction between domestic and international peers (Tran & Pham, 2016). These conditions alone cannot ensure meaningful and real connectedness but can just lead to artificial or surface engagement between international students and the host communities. Productive connectedness is centered around creating real opportunities for international and local students to not only increase their mutual understandings, but importantly also to reciprocally learn from the encounter of differences and share, negotiate, and contribute to building knowledge, cultural experiences, and skills on a more equal basis. In this regard, productive connectedness is integral to optimizing teaching and learning for international students.
Teaching and Learning for International Students
Over the past 15 years, I and my colleagues have undertaken various research on conceptualizing the teaching and learning process for international students, an evolving and dynamic field of scholarship (Tran, 2011; Tran, 2013a, 2013b; Tran & Nguyen, 2015; Tran & Gomes, 2017; Tran & Pham, 2016). Figure 1 summarizes the six interrelated dimensions of teaching and learning for international students emerging from our research: connecting, accommodating, reciprocating, integrating, “relationalizing,” and empathy.
Connecting
It is critical in effective teaching and learning for international students that conditions are provided to engage them intellectually, culturally, socially, and affectively. Curriculum, pedagogies, and assessment activities should aim at supporting international students to make transnational knowledge, skills, experience, and culture, as well as people-to-people connections (Tran, 2013).
Accommodating
Effective teaching and learning for international students cannot be achieved without an effort to understand their purposes to undertake international education, their cultural and educational backgrounds, their characteristics, their identities, and their aspirations. Good teaching and learning practices in international education are often built on educators’ capacities to tailor their curriculum and pedagogies to cater to international students based on an understanding of their study purposes, backgrounds, and identities.
Reciprocating
Reciprocal learning and teaching is integral to international education (Tran, 2011). It is centered around positioning international students as co-constructors of knowledge and educators as reciprocal co-learners (Tran, 2013b). It refers to extending beyond mutual understanding and respect for diversity, to validate and reciprocally learn from diverse resources, experiences, and encounters of differences that international classrooms can offer. This is vital to making international students feel included and valued as an integral part of the curriculum and the university community.
Integrating
Integrating refers to the purposeful incorporation of international examples, case studies, materials, and perspectives into the curriculum. Strategies to diversify the teaching and learning content and pedagogies are closely connected with de- Westernizing the curriculum and moving away from Euro-centric content (Tran, 2013a). Integrating contributes to enriching students’ global awareness, world mindfulness, and intercultural competence, which are central to internationalizing student experience and outcomes.
“Relationalizing”
“Relationalizing” is crucial in assisting domestic and international students to develop open-minded and ethno-relative perspectives. Engaging students in a comparing–contrasting and reflexive process about professional practices, prior experiences, and cultural norms in different countries represents a critical step in assisting them to develop multiple frames of reference and build capacities to relationally learn from richly varied perspectives and experiences that an international classroom can offer.
Empathy
International students’ sense of belonging to the classroom and university community significantly depends on the empathy local teachers and students display toward them. Teachers can develop activities that enable students to develop an understanding and empathy toward what it feels like to be an international student in an unfamiliar academic and social environment, studying in a language that is not their mother tongue. One of the teacher-participants in our research shared an activity she used to help all students develop empathy:I asked for volunteers, I’d speak to them in English and they had to answer in their language. The group had to try and figure out from their body language and tone of voice what they were actually saying to me...But what I try and make them understand that part of the reason we’re doing that, not in English, is because it’s like excluding the local students and it’s making them look like foreigners and to understand the challenge.
Conclusion
Effective practices in engaging, teaching, and learning for international students enrich the international classroom community and optimize learning for all, including international and domestic students and teachers themselves (Carroll & Ryan, 2007; Tran, 2013b; Tran & Le, 2018). Good pedagogical practices in teaching and learning for international students depend on teachers’ commitment to step outside of their comfort zone and take on a new learning curve (Tran, 2013). It is, however, vital that internationalizing teaching and learning and building intercultural interactions among students from diverse backgrounds and—in particular between international and domestic students—should be prioritized at both program and course development levels, making them explicit in course objectives and assessments (Tran & Pham, 2016). It is crucial to have a coherent whole-institution approach toward a purposeful, transformative, and empathetic internationalization of teaching and learning content, pedagogies, and assessment, one that is supported by the broader institution’s core goals about internationalizing the student experience and graduate outcomes. An internationalized program of learning for international and domestic students alike should prioritize enhancing their abilities to learn from global encounters, abilities to connect and empathize, skills to navigate intercultural relationships, and skills to capitalize on opportunities and also to deal with pressures and challenges. Importantly, the teaching and learning for international students needs to be built on an approach emphasizing people-to-people empathy and people-to-people connections.
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Kononenko, Lesia, Olha Chumachenko, Iryna Sysolina, Nataliia Sysolina, and Serhii Kononenko. "OPTIMIZATION OF METHODS OF TEACHING HIGHER EDUCATION IN HIGHER EDUCATION." Sworld-Us Conference proceedings, usc11-01 (July 30, 2019): 69–72. http://dx.doi.org/10.30888/2709-2267.2022-11-01-017.
Повний текст джерелаАнотація:
In the work the transformation of the educational environment with the purpose of realization of the concept of sustainable development is considered. Advantages and disadvantages of distance form of study are given. It is noted that the teacher gives the
Дисертації з теми "Sustainable development Study and teaching (Higher) Australia"
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Shieh, Li-Ting. "A learning project : the development of sustainable support in the use of instructional technology." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118288.
Повний текст джерелаАнотація:
This monograph documents my effort as well as examines the process of developing sustainable support in the use of instructional technology in a consulting project over a ten month period. It is written in a narrative recording the occurrences and my interventions during this ten-month period, along wdth my reflections in italics in light of the review of the literature and the analysis of the narrative. This results in a deeper understanding and insights in the field of instructional technology, and leads to the elaboration of a mission statement, which represents my present thinking about instructional design and consultation.
2
White, Miki Machell. "Analysis and Development of Post Secondary Curriculum on Sustainability." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2488/.
Повний текст джерелаАнотація:
This thesis examines existing curricula at colleges and universities about sustainability and uses results to develop an introductory post secondary course curriculum. The proposed course is organized around three major elements - - science, philosophy, and economics - - all integral to understanding sustainability. Materials needed to teach the proposed 3-semester hour course including syllabus, teaching modules, transparencies, handouts, and exams were developed. Suggestions on how to teach a one-semester hour course on sustainability and a workshop on sustainability are also presented. The following research and curriculum development was a project established and funded by the Texas Energy Office, Renewable Resources and Sustainability Program.
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Njeri, Millicent. "Students' Perceptions on the Curriculum and their Intentions to Work in the Sustainable Industry." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157530/.
Повний текст джерелаАнотація:
The purpose of this study is to examine hospitality and tourism students' attitudinal process shaping their intentions to work in the sustainable industry. The cognitive-affective-conative-attitude framework is used to examine students' intentions to work in the sustainable industry. This study proposes that intentions to work in the sustainable industry is as a result of students' satisfaction of and affective engagement with programs teaching sustainability courses. Sustainability knowledge, program perceptions and perceived value on sustainability education are identified as the factors impacting satisfaction and affective engagement. Four hundred sixty responses were collected from 14 institutions in the U.S. and Asia. A total of 342 responses were used to test the hypotheses. Factor analysis is used to identify the independent variables of the study, and multiple regression analysis is used to test the hypotheses. The results reveal that students´ satisfaction of programs teaching sustainability courses is as a result of their perceptions the program. Affective engagement with the programs teaching sustainability courses is as a result of their perceptions of the program and perceived value on sustainability education. The findings also provide evidence that affective engagement and program satisfaction are directly associated with intentions to work in the sustainable industry. Finally, the findings provide important implications to ensure sustainability is increasingly integrated into the hospitality and tourism curricula.
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Puhl, Les. "An evaluation of the procedures used to assess and remediate the perceived writing difficulties of undergraduate students in the Faculty of Education at Edith Cowan University." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1127.
Повний текст джерелаАнотація:
The standards of written literacy of teacher-education students at Edith Cowan University are perceived by many staff to be inadequate. The Faculty of Education's response to this perceived inadequacy is to carry out a mandatory skills-based remedial writing programme for students whose literacy competencies are judged to be deficient, The instrument used to assess the students' literacy competencies is the English Skills Assessment test. The students' performances in the various skills which the test purports to measure, also determine the area in which they are given remedial instruction if the results of the test suggest this is necessary. However, many Faculty of Education staff are concerned that there are important conceptual, structural, and organisational inadequacies in students' writing which are not identified by the English Skills Assessment test and, therefore, are not attended to in remediation programmes based on the results generated by this test. This study was an evaluation of the remedial literacy programme conducted by the Faculty of Education at Edith Cowan University. The programme was evaluated from two perspectives (a) a theoretical perspective and (b) a practical perspective. Firstly, the study evaluated the procedures used by the Faculty of Education to diagnose and remediate writing difficulties among its first year student intake by comparing the assumptions underlying those procedures to the assumptions underlying a contemporary perspective of writing and the teaching of writing. This comparison revealed that not only were many of the procedures used by the Faculty ineffectual, but also some of the procedures used had the potential to inhibit the literacy development of its students. Secondly, the study investigated whether the English Skills Assessment test was able to identify (a) all the areas in which students experienced difficulties inwriting and (b) the students who were likely to experience the difficulties. The performances of 426 first year primary and secondary teacher education students attending the Mount Lawley Campus of the Edith Cowan University in the English Skills Assessment test were compared with their performances in a research-essay assignment, carried out as a normal part of their course work. The results of this aspect of the study reinforce the findings of an earlier study (Holbrook & Bourke, 1989) which reported that the English Skills Assessment test neither identified all the areas in which tertiary level students experience difficulty in their real writing nor the students likely to experience difficulties, This study shows that Holbrook and Bourke's findings, which related to narrative text, also applied when students wrote expository text. These results challenge the validity of the Faculty's use of the English Skills Assessment test as a means of identifying students with writing problems and show that any remedial writing programme based solely on the areas identified by the test will have a limited impact on the development of students' written literacy. In addition to the data originally sought for this study, other information came to light which showed the limitations of the way in which the Faculty conceptualises students' literacy needs. The emphasis of this programme is diagnosis and remediation. This conceptualisation has produced a literacy unit which is peripheral to the mainstream academic programme and which teaches the surface features of language in decontextualised, skills-based lessons. As a consequence, the unit: (a) is accorded marginal status by lecturers and students alike, ( b ) bears little relationship to what is happening in other units of the course, and (c) contributes little, if anything, to students' literacy development. It is clear from the findings of this study that the Faculty of Educator's remedial literacy programme contains serious flaws which cannot be rectified by attempting to modify the existing programme, The study concludes by recommending that the Faculty of Education should abandon its existing programme, along with its remedial emphasis, and institute a new programme designed to cater for the literacy needs of all its students. That is, all incoming students should be required to undertake a foundation unit which outlines the Faculty of Education's requirements and expectations of students, and teaches them the structures and processes (reading, writing, and thinking) required for successful learning in Bachelor of Arts (Education) courses.
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Dube, Carolina. "Implementing education for sustainable development : the role of geography in South African secondary schools." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71683.
Повний текст джерелаАнотація:
Thesis (PhD)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning of environmental education and education for sustainable development (EE and ESD) in schools is one of the main responses to the worsening state of the global environment. Environmental concerns are integrated into the South African school curricula; in the General Education and Training (Grades R-9) (GET) and Further Education and Training (FET) phases through the principles that underpin the curricula such as social justice, a healthy environment, human rights and inclusivity. While a cross-curricula approach to teaching and learning is followed in the GET phase, environmental concerns are infused in each subject at FET level. Because geography deals with human-environment relationships and is interdisciplinary, it is considered to be one of the main vehicles for teaching EE and ESD. To respond to the need for better teaching and learning of EE and ESD during the DESD, the main aim of this research project was to find out how EE and ESD are being implemented through the geography curriculum in South African secondary schools at FET level. The investigation sought answers to questions related to: opportunities for teaching EE and ESD in the geography National Curriculum Statement; the geography teachers’ perspectives on EE and ESD; the extent to which the teachers incorporate the teaching of EE and ESD in the geography lessons; pedagogical approaches used by the geography teachers; and, the barriers to teaching environmental concerns through the geography curriculum. A qualitative case study research design, underpinned by the interpretive research paradigm, was used. A sample of 10 senior geography teachers comprising 8 males and 2 females participated in the study. They were drawn from five Western Cape secondary schools selected through purposeful sampling in such a way that the sample of schools is representative of the socio-economic and sociocultural context of the Western Cape as far as possible. Data were generated from biographic questionnaires and semi-structured interviews. Data were also generated from lesson observation and the analysis of documents such as the geography NCS, work schedules and lesson plans. The use of different research instruments ensured the triangulation of data sources in order to address issues of validity and reliability. The qualitative data were then analysed through thematic analysis. The study found that the sustainable development theme is central to the curriculum. Additionally, strategies of implementing EE and ESD such as the enquiry approach, the issues-based approach and the need to impart critical thinking skills are suggested in the curriculum. The teacher participants experience conceptual barriers concerning the nature of EE and ESD and that of notion of integrated geography promoted by the curriculum document. As a result, some of the teacher participants have difficulties in identifying EE and ESD themes in the curriculum document and incorporating them in the lessons. Furthermore, the teacher participants have difficulties in distinguishing learner activities from learnercentred approaches underpinned by constructivist learning theories as observed by Janse van Rensburg & Lotz-Sisitka (2000) and in using the enquiry learning approach. Some teacher participants prefer using traditional teacher-centred approaches which enable them to finish syllabuses in time for examinations. The use of learner-centred approaches such as fieldwork is hindered by barriers such as shortage of resources, class time, large classes, deteriorating discipline, heavy workload and policy contradiction. This study revealed a gap between policy rhetoric and practice in the teacher participants’ efforts to implement EE and ESD through the geography NCS.
AFRIKAANSE OPSOMMING: Beter omgewingsopvoeding-onderrig en -leer van volhoubare ontwikkeling (OO/OVO) in skole is een van die hoofresponse op die toenemende agteruitgang in die toestand van die wêreldomgewing in die Dekade van Opvoeding vir Volhoubare Ontwikkeling (DOVO) (2004-2015). OO/OVO is geïntegreer in die Suid-Afrikaanse skoolkurrikulum; in die Algemene Onderwys en Opleidingfase (Grade R tot 9) (AOO) en die Verdere Onderwys en Opleidingsfase (VOO) deur die beginsels wat die leerplan onderlê soos sosiale geregtigheid, ‘n gesonde omgewing, menseregte en inklusiwiteit. Alhoewel ‘n kruiskurrikulêre benadering tot onderrig en leer in die AOO-fase gevolg word, word OO/OVO by elke vak op die VOO-vlak geïntegreer. Omdat geografie oor mens-omgewingverhoudings handel en interdissiplinêr is, word die vak as een van die hoofvoertuie vir die onderwys van OO/OVO beskou. Om op die behoefte vir beter onderrig en leer van OO/OVO tydens die DOVO te reageer, is die hoofdoel van hierdie navorsingsprojek om vas te stel hoe OO/OVO deur die geografiekurrikulum in Suid-Afrikaanse sekondêre skole op VOO-vlak geïmplimenteer word. Die ondersoek het antwoorde gesoek op vrae wat verband hou met: geleenthede vir die onderrig van OO/OVO in die geografie Nasionale Kurrikulumverklaring (NKV); die perspektiewe van geografie-onderwysers oor OO/OVO; die mate waartoe onderwysers die onderrig van OO/OVO in geografie-lesse inkorporeer; die pedagogiese benaderings wat geografie-onderwysers gebruik; en die hindernisse ten opsigte van die onderrig van OO/OVO in die geografie-kurrikulum. ‘n Kwalitatiewe gevallestudie-navorsingsontwerp, ondersteun deur die interpretatiewe navorsingsparadigma, is ingespan. ‘n Steekproef van 10 senior geografie-onderwysers, bestaande uit agt mans en twee vroue is by die studie betrek. Hulle is uit vyf Wes-Kaapse sekondêre skole geselekteer deur middel van doelgerigte steekproefneming op so ‘n wyse dat die monster van skole so ver moontlik die sosiaal-ekonomiese en sosiaal-kulturele kontekste van die Wes-Kaap weerspieël. Inligting is verkry uit biografiese vraelyste en semi-gestruktureerde onderhoude, asook deur waarneming van lesse en deur die ontleding van dokumente soos die NKV vir geografie, werkskedules en lesplanne. Die van verskillende navorsingsinstrumente is gebruik ter ondersteunin van die triangulasie van data ten einde geldigheids- en betroubaarheidskwessies aan te spreek. Die kwalitatiewe data is daarna aan tematiese ontleding onderwerp. Die studie bevind dat volhoubare ontwikkeling ‘n sentrale tema in die kurrikulum is. Daarbenewens word strategieë om OO/OVO te implementeer, soos die ondersoekleerbenadering, die kwessiegebaseerde benadering en die behoefte om kritiese denkvaardighede te ontwikkel, in die kurrikulum voorgestel. Die onderwyserdeelnemers ervaar konseptuele hindernisse met betrekking tot die aard van OO/OVO en die nosie van geïntegreerde geografie wat die kurrikulumdokument bevorder. Gevolglik vind sommige onderwyserdeelnemers dit moeilik om OO/OVO in die leerplandokument te identifiseer en in hul lesse te inkorporeer. Verder ondervind die onderwyserdeelnemers probleme om leerderaktiwiteite te onderskei van die leerdergesentreerde benaderings wat onderlê word deur konstruktiwistiese leerteorieë soos deur Janse van Rensburg & Lotz-Sisitka (2000) waargeneem en om die ondersoekleerbenadering te gebruik. Sommige onderwyserdeelnemers verkies om tradisionele onderwysergesentreerde benaderings wat hulle in staat stel om kurrikula betyds vir eksamens af te handel. Die gebruik van leerdergesentreerde benaderings soos veldwerk word gestrem deur belemmeringe soos hulpbrontekorte, beperkte klastyd, groot klassse, verswakkende dissipline, hoë werklading en teenstrydighede in die beleid. Die studie het ‘n gaping tussen beleidsretoriek en die praktyk in die onderwyserdeelnemers se pogings om OO/OVO te implementeer wat in die geografie NKV ingewerk is, uitgewys.
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Sherren, Katherine Dove (Kate), and katesherren@yahoo com au. "Sustainability Bound? A study of interdisciplinarity and values in universities." The Australian National University. Centre for Resource and Environmental Studies, 2008. http://thesis.anu.edu.au./public/adt-ANU20080507.100919.
Повний текст джерелаАнотація:
The United Nations declared 2005 to 2014 to be the Decade of Education for Sustainable Development. This agenda is being implemented enthusiastically in university facilities management and operations, and while research in sustainability is increasingly common, tertiary curriculum has not experienced a similar push. This thesis undertakes to explore the expressions of sustainability in the academic activities of universities, and to determine what sort of change (if any) is appropriate. It also seeks to mediate what has become a polarised debate between idealists and pragmatists around the implementation of EFS. Two key features of the work are: 1) the investigation of sustainability in the aggregate student experience, rather than individual subjects; and 2) returning to first principles to avoid a normative stance a priori.¶
A range of methods is employed adaptively through the process of this alternately broad and deep exploratory study, including: participant observation, interviews, content analysis, questionnaires, social network analysis, bibliometrics, and data clustering. A systemic approach to Canadian and Australian case work captures the diversity of institutional roles and academic motivations at play in adaptation to the EFS agenda.¶
A stasis exists between the literature around higher education curriculum for sustainability and its implementation. The problem is exacerbated by the lack of pedagogical training in most university academics. A long-standing utilitarian sectoral culture and an increasingly job-focused student market further challenge such public-good concepts as sustainability in the academy. Four simple ideas sit at the heart of 35 years of environmental and sustainability education literature, despite changes in jargon: liberal education and broad foundations; interdisciplinarity in problem-solving; cosmopolitan philosophies; and civic action. Relevant disciplinary content includes biology, environmental science, policy, philosophy, human society, economics, and culture. Most of these elements are rare in the Australian sector, which instead offers science and technology-focused environmental programs with flexible requirements. A transition to the human realm is evident in programs targeting sustainability.¶
Curriculum cannot be viewed in isolation, however, as it concerns only one of a universitys many constituencies, and one facet of academic staff scholarship. For example, even in higher education sectors more sympathetic to a diversity of university niches and curricular models, like Canadas, sustainability offerings operate at a tension from low-cost and low-effort teaching models. So-called umbrella networking structures on cross-cutting topics must walk a careful line to be comprehensive yet non-competitive. They present great opportunities for sustainability teaching but are almost uniformly research-focused. A distinct sense emerges that the erosion of the collective identity and activities of academe has weakened the ability of universities to respond to new information and challenges in anything but corporate, isomorphic ways.¶
Two detailed Australian cases of research, research training and curriculum development activities around sustainability paint a rich picture of the agenda. The intractability of fragmentation between disciplines is evident, even in so-called interdisciplinary units. Problem-based topics often do not have an established social network or committee structure, and priorities can differ by budget unit. Disciplines provide identity, peers and cohesive research directions that can be compelling for individual academics. The most fascinating pattern that arises during the mapping of research co-authorship and co-supervisory relationships around sustainability is the bi-directional orientation: academics collaborate outside their departmental home on papers, but within that home to mentor research students. This combination unifies two contrasting theories of social capital transmission those preferring dense and sparse networks, respectively and may be ideal. Students then receive consistent messages while gaining access to the largest (non-redundant) set of human and technical resources via their supervisors personal networks. This hypothesis should be explored further: if supported, it would have major impacts on the rhetoric around collaboration in interdisciplinary units in particular.¶
Curriculum design processes in utilitarian universities are subject to the same fallibilities in adapting to sustainability as other institutions and the wider society. Change is motivated and moderated by financial imperatives and the scale of thought is often coincident with budgets. Engagement processes are often incomplete or undemocratic, hampered by inadequate leadership and shifting membership. Group learning via research, experimentation or vigorous debate is surprisingly rare. Finally, ad-hoc or project-based academic teams are rarely mandated to tackle the causes of problems, some of which can be intractable, and are limited to treating the symptoms. Incremental pragmatism may be a necessary element to university adaptation for EFS.¶
A number of recommendations are offered to improve interdisciplinarity and university values more generally. Individual academics should: offer additive alternatives to metrics and incentive schemes that maintain existing functions; act on common ground to rebuild a community of scholars; wield to the fullest the freedom in the classroom, and the opportunity to reflect, that university teaching allows; and, continue to debate ideas with passion and rigour, avoiding academic correctness. University management can contribute by: establishing a clear academic identity for the university beyond excellence, and supporting firm foundations for students based on that particular vision; taking a proactive view of course review and development and facilitating experimentation in those settings; intentionally fostering interdisciplinary units differently to disciplinary ones; and, establishing and recognising equivalence across a range of successful academic career archetypes.¶
This methodologically innovative work also suggests opportunities for extending the research, including: refining and testing the sustainability canon developed here; better understanding collaborative behaviour and the impact of various models of supervisory teams on student career paths; and, finding better ways of defining, modelling and evaluating interdisciplinary scholarship. Sustainability is likeliest to emerge from a healthy and independent tertiary sector, than one operating as an overt policy instrument.
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Gyan, Cecilia Adwoa. "A comparative analysis of environmental policies of South African universities." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008067.
Повний текст джерелаАнотація:
There has been ongoing global concern on environmental issues and which is supposed to have moved down into smaller institutions and areas through local agenda 2l. Environmental issues are associated not only with care for the environment but also sustainable development. Various universities are beginning to strive for sustainable development and care for the environment. Some universities are therefore integrating care for the environment in their curricula and in their daily operations on campus. The greening of higher educational institutions as models is important as they are the seat for research and training of undergraduates who will become future leaders and policymakers and caretakers of the environment. It is therefore important for undergraduates to be exposed to greening processes in operations, research and curricula whilst still on campus. This study examines the process of formulating a policy and applies that to forming an environmental policy. The study involved a comparative analysis of environmental policies of various tertiary educational institutions from different countries. The study focused on how many universities in South Africa have environmental policies and how the universities which have environmental policies went about their formulation process. The study further examines the duration of the formulation process and the constraints encountered by universities. The study then reviews strategies on how the environmental policy is being implemented and how effective the implementation process is practically and the constraints these institutions face. The findings of the study reveal that few universities ill South Africa have an environmental policy. The universities are making efforts in their implementation process however, not all the principles found in the policies are being implemented effectively as there are no environmental management systems in place and there are no measurable objectives and targets set for proper evaluation of the success or failure of the policy.
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Meyer, Verena 1965. "The ecological footprint as an environmental education tool for knowledge, attitude and behaviour changes towards sustainable living: a case study." Diss., 2004. http://hdl.handle.net/10500/2248.
Повний текст джерелаАнотація:
The investigation used the Ecological Footprint as an educational tool to assist Environmental Management and Water Care learners at Technikon Northern Gauteng, Soshanguve learners in gaining insight in their consumption of natural renewable and non-renewable resources and generation of wastes. In addition, it also aimed to assist them in understanding the ecological impacts of their behavior on the available international and national productive land and thus on planet earth.
The results of the investigation indicated a significant decrease in the post-test questionnaire knowledge, attitude, and behaviour scores of the learner group. The implication however was clear; the Ecological Footprint did not directly have an effect on the attitude and behaviour of the learners but indirectly influenced the knowledge base of the learners, which then should have an impact on their attitude and behaviour over time.
The Ecological Footprint could thus be an educational tool that could be incorporated into the curricula of the two academic programs at TNG, viz Water Care and Environmental Management for increasing knowledge and improving the attitude and behaviour of learners towards a more sustainable lifestyle.Educational Studies
M.Ed.(Environmental Education)
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Sherren, Katherine Dove (Kate). "Sustainability Bound? A study of interdisciplinarity and values in universities." Phd thesis, 2008. http://hdl.handle.net/1885/48190.
Повний текст джерелаАнотація:
The United Nations declared 2005 to 2014 to be the Decade of Education for Sustainable Development. This agenda is being implemented enthusiastically in university facilities management and operations, and while research in sustainability is increasingly common, tertiary curriculum has not experienced a similar push. This thesis undertakes to explore the expressions of sustainability in the academic activities of universities, and to determine what sort of change (if any) is appropriate. It also seeks to mediate what has become a polarised debate between idealists and pragmatists around the implementation of EFS. Two key features of the work are: 1) the investigation of sustainability in the aggregate student experience, rather than individual subjects; and 2) returning to first principles to avoid a normative stance a priori. ¶ A range of methods is employed adaptively through the process of this alternately broad and deep exploratory study. A systemic approach to Canadian and Australian case work captures the diversity of institutional roles and academic motivations at play in adaptation to the EFS agenda. ¶ ...
Книги з теми "Sustainable development Study and teaching (Higher) Australia"
1
Mlinar, Anton. Trajnost in univerza: Možnost, retorika, resničnost. Koper: Univerzitetna založba Annales, 2011.
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2
Warren, Jones. Research and development in colleges of advanced education in Australia. Hawthorn, Vic: Australian Council for Educational Research, 1987.
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3
Robertson, Margaret. Schooling for sustainable development: A focus on Australia, New Zealand, and the Oceanic Region. Dordrecht: Springer, 2012.
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4
Zhang, Felicia. Sustainable language support practices in science education: Technologies and solutions. Hershey: Information Science Reference, 2011.
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5
Moore, Euna A. A review of tertiary level courses in Barbados relevant to sustainable development in the Caribbean. [Mona, Jamaica]: University of the West Indies, Centre for Environment and Development, 1994.
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6
Ríos, Rafael Pérez. Estudio sobre el desarrollo sustentable en las instituciones de educación superior de Sonora. Hermosillo [México]: Universidad de Sonora, 1999.
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Inka, Bormann, Haan Gerhard de 1951-, and Germany. Bundesministerium für Bildung und Forschung., eds. Kompetenzen der Bildung für nachhaltige Entwicklung: Operationalisierung, Messung, Rahmenbedingungen, Befunde. Wiesbaden: VS Verlag für Sozialwissenschaften, 2008.
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8
Higher education for sustainability: Cases, challenges, and opportunities from across the curriculum. New York, NY: Routledge, 2012.
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9
1961-, Putman Andrea, ed. Boldly sustainable: Hope and opportunity for higher education in the age of climate change. Washington, D.C: National Association of College and University Business Officers, 2009.
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10
Catholic University of Eastern Africa. Centre for Social Justice and Ethics and International Conference on African Universities: Educating for Peace (2009 : Nairobi, Kenya), eds. African universities: Educating for peace : proceedings of an international conference held at the Catholic University of Eastern Africa, Nairobi-Kenya, 13th-15th May 2009. Nairobi, Kenya: CUEA Press, 2011.
Знайти повний текст джерелаЧастини книг з теми "Sustainable development Study and teaching (Higher) Australia"
1
Macgregor, Colin J. "Urban Sustainability Profiling: A Case Study from Far North Queensland, Australia." In Handbook of Theory and Practice of Sustainable Development in Higher Education, 457–74. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47877-7_31.
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2
Martinez-Gutierrez, Rodolfo, Maria Marcela Solis-Quinteros, Maria Esther Ibarra-Estrada, and Angel Ernesto Jimenez-Bernardino. "Observatory of Sustainable Development in Postgraduate Study Programs in Baja California." In Sustainable Development. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104641.
Повний текст джерелаАнотація:
The scientific research project to build an observatory of sustainable development in postgraduate study plans in Baja California, as an initial phase. It will allow a systemic analysis to be carried out in higher education institutions that incorporate the dimension of sustainability in their study plans, through teaching, research, and university management. To establish the variables for the development of an electronic survey that yields information as a tool for the analysis of the culture of sustainability and inclusion in the current university model. The project has three objectives: (1) determine the level of culture of sustainable development, (2) evaluate the implementation of sustainable development goals (SDG) in postgraduate study plans, and (3) design the prospective variables for an observatory of sustainable development. The United Nations 2030 Agenda promotes sustainable development; the social, economic, and environmental dimensions. To promote in society culture and awareness of learning about sustainable development and the benefits for quality of life and comprehensive development in society. Research-based on the Systemic Fifth Helix Methodology [QHS in Spanish], involving sectors of Government, Academia, Companies, Organizations–Associations, and specialized consultants.
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Melles, Gavin. "Integrating Sustainable Development into the Postgraduate Curriculum in the UK: A Mixed Method Study." In Innovations in Higher Education Teaching and Learning, 123–40. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000019012.
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Lonie, Jean P., Mark A. Brennan, and Theodore R. Alter. "Perceived Public Value, Community Building, and Sustainable Leadership Development in Agriculture: A Case Study of Capacity Building through the Nuffield International Farming Scholars Program." In Innovations in Higher Education Teaching and Learning, 83–99. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000022006.
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López, Martha Elena Núñez, Robert Huddleston, and Roberto Pablo Martínez Lozano. "Integrating Sustainable Development into the Curriculum: A Case Study on the Developing of Sustainability Competencies in Industrial Design Students at a Bachelor Level in Mexico." In Innovations in Higher Education Teaching and Learning, 57–71. Emerald Publishing Limited, 2020. http://dx.doi.org/10.1108/s2055-364120200000018022.
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Barrientos-Báez, Almudena, Eduardo Parra-López, and José Alberto Martínez-González. "Inclusivity in Higher Tourism Studies." In Handbook of Research on the Role of Tourism in Achieving Sustainable Development Goals, 300–312. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5691-7.ch018.
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The university as an institution plays a key role in its role in improving the quality of life of people. On the other hand, education is shown as a fundamental pillar to achieving an ideal configuration of a heterogeneous, diversified, organized, and inclusive society. Teamwork and respect among the people who are part of the academic community are reflected in the development of the teaching units that make up the Teaching Guides adapted to the European Education Area. With this premise, the objective of this research is to establish the interrelationship between inclusive education in the university and the tourism industry. To this end, it will be analysed to what extent the Tourism Degree curriculum contains subjects related to inclusiveness, particularly with aspects such as disability and mobility. A thorough literature review on this field of study and the analysis of real cases of a sample of Spanish universities is carried out.
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Willems, Julie, Cathy Haigh, Marianne Tare, Margaret Simmons, David Reser, Adelle McArdle, and Shane Bullock. "Toward Sustainable Teaching: Staff Perceptions of the Delivery of a Rural Medical Program during the COVID-19 Pandemic." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109417.
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What can be learned through teaching and learning in crises, such as bushfires, floods, and the global COVID-19 disruption? How can insights gained be applied to prepare for inevitable future disruption to normal operation, especially in regions identified to be prone to natural hazards? In 2021, focus groups and individual interviews were conducted with academics, clinical tutors, and professional staff members to explore staff perceptions in a regional medical school in eastern Victoria, Australia, about their experiences of teaching and learning during the COVID-19 pandemic. Strategies are suggested to sustain teaching in times of crisis or natural disaster to future-proof against inevitable change including protocols, policy, staff checklists, and staff continuing professional development.
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Quintal, Vanessa Ann, Tekle Shanka, and Pattamaporn Chuanuwatanakul. "Mediating Effects of Study Outcomes on Student Experience and Loyalty." In Marketing Strategies for Higher Education Institutions, 61–83. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch006.
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This paper aims to examine whether expectations of the student experience have an impact on student loyalty that is mediated by expectations of study outcomes at their university. To achieve this, a 15-minute pen and paper survey was self-administered to a convenience sample of students at a major university in Western Australia. The total sample size was 400 students, with 200 students each drawn from the home and international student populations. Findings suggest the university’s image and facilities that prepare students for career, personal and academic development were positively related to home student loyalty, while teaching and support services that prepare students for career development were positively related to both home and international students’ loyalty. Since the global trend is toward a customer-oriented model, universities can remain competitive by providing the ‘gestalt’ student experience that helps students to achieve their study outcomes and develop loyalty toward their university.
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Hunt, Lynne, and Michael Sankey. "Getting the Context Right for Quality Teaching and Learning." In Cases on Quality Teaching Practices in Higher Education, 261–79. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3661-3.ch016.
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This is the story of top-down, middle-out, and bottom-up change to promote learning and teaching at a regional university in Australia. The case study documents a whole-of-university change process designed to get the context right to enhance university learning and teaching. It describes the baseline for action, the planning processes, and implementation strategies that adapted a project management approach. The chapter explores contestable issues associated with centralised university change processes versus devolved, faculty initiatives, and it shows how these might be combined. It also outlines the guiding principles of the change process, which was informed by a concern to develop coherent student learning journeys, cross-institutional planning, and a community development approach to engage the hearts and minds of staff. It also featured a systems approach designed to make it difficult for staff to get things wrong.
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Lefoe, Geraldine, and Dominique Parrish. "Changing Culture." In Cases on Quality Teaching Practices in Higher Education, 239–60. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3661-3.ch015.
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This chapter presents a framework for the development of leadership capacity in higher education institutions that is underpinned by the concept of distributed leadership; this approach focuses on the development of all members of the institution as leaders, not just those in formal leadership positions. The case study used to illustrate this approach is drawn from an initial program at a regional university in Australia. This program, known as the Faculty Scholars Program, has become embedded in practice at the university. The program empowered a group of academics, who were not in formal leadership positions, to lead key change initiatives within the institution. The chapter describes the pilot program initiated locally and how the program was expanded in 2006-2008 through funding by the Australian Learning and Teaching Council to include three other institutions, with further funding provided in 2009 to expand to two more institutions.
Тези доповідей конференцій з теми "Sustainable development Study and teaching (Higher) Australia"
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Petrović, Nataša, Jelena Andreja Radaković, Mateja Živadinović, Jasna Petković, and Kristina Stanojević. "Case Study Teaching Method in Effective Higher Environmental Education for Sustainable Development Goals." In 37. mednarodna konferenca o razvoju organizacijskih znanosti, Portorož, Slovenija/ 37th International Conference on Organizational Science Development, Portorož, Slovenia. Univerzitetna založba Univerze v Mariboru / University of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-146-9.66.
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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.
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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
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Assif, Maria, Sonya Ho, Shalizeh Minaee, and Farah Rahim. "Undergraduate Students as Partners in a Writing Course: A Case Study." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.012.
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Abstract Engaging undergraduate students and faculty as partners in learning and teaching is arguably one of the most important and flourishing trends higher education in the 21st century, particularly in the UK, North America, Australia, and New Zealand. Students as partners is a concept that intersects with other major teaching and learning topics, such as student engagement, equity, decolonization of higher education, assessment, and career preparation. In this context, the aim of this presentation is to report on a case study, where four undergraduate students (hired as undergraduate research students) and a faculty/program coordinator collaborated in the fall of 2020 to review and re-design the curriculum of English A02 (Critical Writing about Literature), a foundational course in the English program at the University of Toronto Scarborough. This presentation will serve as a platform for these students and faculty to share the logistics of this partnership, its successes, challenges, future prospects, and possible recommendations for faculty and students who may partake similar projects in the future. Keywords: Students as Partners (SaP), writing, curriculum, decolonization
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Chonteva, Zhaneta, and Kate Trajkova. "Lesson Study: Contemporary Motivating Tool for Active and Reflective Learning Approach." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.271.
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Innovation of teaching approaches and motivation of students to become active and reflective learners had been at the core of education reform taking place in North Macedonia over the last 20 years. One key reform tool was the introduction of the Lesson Study. A lesson study is a collaborative approach towards developing and researching pedagogy. In attempting to implement said approach, teachers develop a deeper knowledge of both pedagogy and subject content knowledge. This leads to higher standards of educational achievement of students on all educational levels. The main purpose of this paper is to analyze the utilizing of the Lesson Study approach in thirty primary schools in North Macedonia involved in the Erasmus Plus Project: Assessment for Learning: Setting and Using Success Criteria in Math and Science Lessons in Primary Education (2016-2019). Findings indicate that the Lesson Study approach is a useful way to deal with the reconstruction of the students’ role in the process of teaching and learning. Moreover, building students as active and reflective learners increase their preparedness to meet challenges of the complex social reality.
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Cardoso, Alexandra, and Clara Vasconcelos. "HIGHER EDUCATION STUDENTS’ KNOWLEDGE AND OPINION ABOUT GEOETHICS AND SUSTAINABLE DEVELOPMENT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end109.
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"Geoethics is a scientific area that has as its main concern the investigation of ethical conduct of humans with the Earth. Given that, geoethics has the potential to contribute to the achievement of the sustainable development. Geoscientists are professionals that investigate the Earth and have various professional responsibilities when performing their work. As such, geoethics started its emergency in the last decade and initially was focused on the geoscientists’ conduct. Afterwards, geoethics evolved to be concerned about every interaction of mankind with the Earth system, like mining, geoheritage conservation, and climate change. The present study aimed to understand students’ perceptions concerning geoethics and its relationship with Sustainable Development Goals of the 2030 Agenda of United Nations. The present study was developed under the scope of a Ph.D. thesis project with the aim to investigate and implement an innovative syllabus for teaching geoethics in higher education. Before the implementation of classes aligned with the mentioned syllabus, we conducted a survey that gathered data from 90 students studying geosciences higher education courses. Ages ranged between 18 and 58 years (mean=22.7) including 48 females and 42 males. The survey questionnaire comprised of 11 closed questions related to the importance of learning geoethics in higher education. The analysis of the closed questions’ answers allowed us to understand that students consider important to have and follow an ethical conduct (n=87, 96.7%) and think that geoscientists have responsibilities towards the planet (n=83, 92.2%). The majority of the participants assumed to have already heard the term geoethics (n=53, 58.9%). When confronted with the meaning of geoethics most of the respondents stated that its knowledge is essential to the future professional work (n=87, 96.7%), and gave importance to the teaching of geoethics in higher education (n=82, 91.1%). Concerning the 2030 Agenda for Sustainable Development, the majority of the students showed having some knowledge about the goals and considered them relevant due to the current state of the world and the need for citizen intervention on society (n=83, 92.2%; n=68, 75.6%; n=77, 85.5%). Most of the participants assumed that geoethics can contribute to sustainable development (n=89, 98.9%) and were able to point out three Sustainable Development Goals that they considered as related with geoethics. As our main conclusion, we can say that the participants of the study appraised geoethics as a relevant matter to be learned in higher education and grant it as a path for planetary sustainable development."
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Zeng, Min Qian (Michelle), Hailan Chen, Anil Shrestha, Chris Crowley, Emma Ng, and Guangyu Wang. "International Collaboration on a Sustainable Forestry Management OER Online Program – A Case Study." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11242.
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Over time, forest education has had to adapt to keep up with global changes and to accomodate the needs of students and society. While facing pressing global issues like climate change, deforestation, illegal logging and food security, the role of higher forest education has shifted away from traditional teaching approaches and practices to methods that emphasize sustainable development, community-based management and environmental conservation in forestry. In doing so, forest education has cultivated human expertise that understands the complexity of ever-changing environments, masters state of the art technologies to manage fores and natural resources, and is capable of creating, communicating and implementing related policies in global communities and societies. In this context, educational technology and online lerning enable flexible, accessible, effective, and high-quality forest education. A case study of a Sustainable Forest Management Online program led by the Faculty of Forestry, University of British Columbia (UBC) shows that appropriately integrating educational technologies into an interntionally developed and recognized high quality curriculum is an effective way to create accessible and affordable forest education in meeting the demand of evolving societal and environmental conditions.Keywords: forest education; educational technology; international collaboration, open educational resources
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Pailman, Whitney, and Jiska De Groot. "Curriculum transformation to address the Sustainable Development Goals: A holistic approach for embedding gender in higher education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12977.
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To better prepare a new generation of practitioners and thought leaders to meet the complex challenges highlighted in the sustainable development goals (SDGs), innovation is needed in the design and delivery of degree programmes. Gender inclusion and diversity are increasingly recognised as key tenets of Education for Sustainable Development. Energy access education in Africa provides an excellent context in which to explore ways of delivering gender inclusive Masters programmes and the curriculum transformations needed to address the dual challenges of SDG7 (energy access) and SDG 5 (gender equality). This paper explores the evolving context of gender mainstreaming in energy access education at Institutions of Higher Learning (IHLs) in Africa, drawing on a desktop study and interviews with 8 African Universities in the Transforming Energy Access Learning Partnership (TEA-LP). The paper calls for the adoption of a more holistic approach to mainstreaming gender in energy access education at IHLs, encompassing curriculum content, teaching methods, learning environments and the broader institutional enabling environment.
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Matušek, Vladimír, Dana Országhová, Mária Farkašová, and Radomíra Hornyák Gregáňová. "Digital Methods of Education and the Level of Students’ Knowledge in Mathematics." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.s.p.2021.129.
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The global pandemic caused by the COVID-19 disease significantly affected higher education in 2020 and resulted in the transition from full-time to distance learning. The question here is the effectiveness of the implementation of new methods of online teaching and learning in relation to the quality of students’ knowledge. The main goal is to analyze the mathematical knowledge and skills of students and compare the study results in Mathematics in the academic years 2018-2020 in the context of full-time teaching versus online teaching. The paper also points at the possibilities of teaching and studying mathematics using various tools and methods of digital education, e.g. LMS MOODLE, MS TEAMS and MS FORMS. The research sample consisted of students of the Faculty of Engineering and research data were retrieved from prelim tests, exam tests and final grades in mathematics exams and then were analyzed by selected methods of quantitative and qualitative research.
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Nuñez, ME, MX Rodriguez-Paz, and RPM Lozano. "EVALUATING THE DEVELOPMENT OF SUSTAINABILITY COMPETENCIES AND KNOWLEDGE IN THE ARCHITECTURE AND DESIGN STUDENTS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7125.
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Innovation in learning and teaching in higher education permits greater impact on students in the context of the current form of communication. Compared to the traditional model of teaching. employing innovative teaching resources offers opportunities to explore different global perspectives and can help students recognize the complexities behind the world's current challenges, including that of Sustainable Development. This study is part of an investigation that, through different methods has collected information to address the need for innovative resources to promote Sustainable Development Education (SDE) more efficiently into the higher education curricula, specifically into the Architecture and Design programs. This study seeks to respond to the call for responsible actions, based on rational principles and ethical values to integrate Sustainable Development (SD) in the study plans through the design of a digital platform and an online test that allows architecture and industrial design students to evaluate the sustainability of their projects. A survey was applied for the first time in June 2020 to a sample of 145 students from nine Project courses; the main results of this first application are presented in this paper. An important finding so far is that it is necessary to integrate SD more firmly and more efficiently and that a deeper reflection in students about SD must be promoted. It is also important to provide the students with an adequate variety of resources for the development of their projects, such as: tests to evaluate sustainability, links to workshops, online games, complementary courses and conferences, videos and webinars with experts, among others. Keywords: Sustainable development education, evaluation of competencies, higher education curricula
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Iftode, Dumitrita. "Sustainability Enhancement Through Information Technology in Higher Education." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/30.
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The quick evolution and development of digital technologies contribute to changes and turning points in every aspect of the modern society. Managing these the digital changes and turning them into long-term sustainable solutions for higher education could be a real challenge. Technology offers immeasurable opportunities to the learning environment and higher education is rapidly integrating information and communication technology (ICT). This paper is discussing the concept of enhanced sustainability in education through learning technologies like applications, electronic resources, and teaching methods for educational development. Technology in higher education is particularly important, therefore it is important to assess the quality that it can provide and the impact on sustainable education. The educational system has been also harshly affected by the latest pandemic situation, which brought significant consequences on the social, economic, and cultural life worldwide. This paper aims to contribute with insights to the literature in the field, by emphasizing that the latest situation around the world could be a great opportunity for further implementation and development of digital technologies for sustainable learning. The methodology used for fulfilling the study goal is a qualitative one, particularly the technique used is data analysis from secondary sources. The results of this analysis lead to the conclusion that there is need and room for improvement of digital sustainable resources in higher education, which includes the challenges that the academic environment face and need to overcome if their goal is to stay relevant on the education market.
Звіти організацій з теми "Sustainable development Study and teaching (Higher) Australia"
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities