Measurement of learning outcomes of ESD gains momentum. Evaluation methods are becoming more sophisticated and ESD research integrates more and more traditional educational and psychological research – especially in the field of competence measurement.
In October 2012 we started a longitudinal study using a mixed method approach to examine the impacts of the Leuphana study model on students’ affective attributes like attitudes, values, and interests during 6 semesters of study. Our research follows the question: Which effects has the broad integration of sustainability into university teaching on affective attributes and (planned) behaviour for SD of students? What are Drivers and Barriers for Learning?
At the end we would like to evaluate how students learn and develop themselves through the Leuphana study model and also if students from different subjects (within Leuphana) or different higher education institutions have different learning outcomes especially in terms of affective attributes in context of sustainability competencies.
Construct for the quantitative survey have been adapted from existing psychological or educational studies, some have been developed by us; e.g. environmental attitudes, coping with uncertainty and complexity, values, perception of self-efficacy or options to act sustainably. So far we “follow” two cohorts are in the quantitative part of the longitudinal study. Data is collected at least each two semesters in each cohort. The cohorts consist of ~ 1600 students each and we have reached a response rate of ~50%.
In 2015 first students will leave Leuphana University of Lüneburg and the first data set will be completed.
As far as we know this study approach is unique in Europe.
Please contact us if you have any question or comment!