Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence

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Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence. / Weiß, Marie; Barth, Matthias; Wiek, Arnim; Wehrden, Henrik.

in: Higher Education Studies, Jahrgang 11, Nr. 2, 03.2021, S. 42 - 64.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeTransferbegutachtet

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@article{f3f8a98a93c8434ca4a414aef9ec8b11,
title = "Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence",
abstract = "Progress on the Sustainable Development Goals (SDGs) depends, in part, on the sustainability competencies of professionals in various fields, and thus, on the implementation of sustainability curricula in higher education. While many universities now offer sustainability curricula, and many more aspire to, there is a lack of evidence on what supports or hinders such implementation. This article presents a meta-study on 133 case studies from universities around the world and synthesizes the main drivers and barriers, identifies information gaps, and tests prominent assumptions on implementing sustainability curricula in higher education. The findings confirm that such implementation is associated with strong leadership by the university; incentives and support through professional development; concurrent implementation of sustainability in research, campus operations, and outreach; formal involvement of internal and external stakeholders as well as sustainability champions, among others. Common research protocols for case studies are needed to yield comparable data on these influencing variables and to enhance reliability of cross-case comparisons. Most sustainability programs could utilize the findings for informing their implementation processes.",
keywords = "Sustainability education, barries, curriculum change, drivers, Education for sustainable development, universities, sustainablitiy, Higher education institution, meta-analysis, sustainability curricula implementation process",
author = "Marie Wei{\ss} and Matthias Barth and Arnim Wiek and Henrik Wehrden",
year = "2021",
month = mar,
doi = "10.5539/hes.v11n2p42",
language = "English",
volume = "11",
pages = "42 -- 64",
journal = "Higher Education Studies",
issn = "1925-4741",
publisher = "Canadian Center of Science and Education",
number = "2",

}

RIS

TY - JOUR

T1 - Drivers and Barriers of Implementing Sustainability Curricula in Higher Education - Assumptions and Evidence

AU - Weiß, Marie

AU - Barth, Matthias

AU - Wiek, Arnim

AU - Wehrden, Henrik

PY - 2021/3

Y1 - 2021/3

N2 - Progress on the Sustainable Development Goals (SDGs) depends, in part, on the sustainability competencies of professionals in various fields, and thus, on the implementation of sustainability curricula in higher education. While many universities now offer sustainability curricula, and many more aspire to, there is a lack of evidence on what supports or hinders such implementation. This article presents a meta-study on 133 case studies from universities around the world and synthesizes the main drivers and barriers, identifies information gaps, and tests prominent assumptions on implementing sustainability curricula in higher education. The findings confirm that such implementation is associated with strong leadership by the university; incentives and support through professional development; concurrent implementation of sustainability in research, campus operations, and outreach; formal involvement of internal and external stakeholders as well as sustainability champions, among others. Common research protocols for case studies are needed to yield comparable data on these influencing variables and to enhance reliability of cross-case comparisons. Most sustainability programs could utilize the findings for informing their implementation processes.

AB - Progress on the Sustainable Development Goals (SDGs) depends, in part, on the sustainability competencies of professionals in various fields, and thus, on the implementation of sustainability curricula in higher education. While many universities now offer sustainability curricula, and many more aspire to, there is a lack of evidence on what supports or hinders such implementation. This article presents a meta-study on 133 case studies from universities around the world and synthesizes the main drivers and barriers, identifies information gaps, and tests prominent assumptions on implementing sustainability curricula in higher education. The findings confirm that such implementation is associated with strong leadership by the university; incentives and support through professional development; concurrent implementation of sustainability in research, campus operations, and outreach; formal involvement of internal and external stakeholders as well as sustainability champions, among others. Common research protocols for case studies are needed to yield comparable data on these influencing variables and to enhance reliability of cross-case comparisons. Most sustainability programs could utilize the findings for informing their implementation processes.

KW - Sustainability education

KW - barries

KW - curriculum change

KW - drivers

KW - Education for sustainable development

KW - universities

KW - sustainablitiy

KW - Higher education institution

KW - meta-analysis

KW - sustainability curricula implementation process

U2 - 10.5539/hes.v11n2p42

DO - 10.5539/hes.v11n2p42

M3 - Journal articles

VL - 11

SP - 42

EP - 64

JO - Higher Education Studies

JF - Higher Education Studies

SN - 1925-4741

IS - 2

ER -

DOI