Educating sustainability change agents by design: Appraisals of the transformative role of higher education

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Standard

Educating sustainability change agents by design: Appraisals of the transformative role of higher education. / Brundiers, Katja; Savage, Emma; Mannell, Steven et al.
Palgrave Studies in Global Higher Education. Hrsg. / Z. Fadeeva; L. Galkute; C. Mader; G. Scott. Palgrave Macmillan, 2014. S. 196-229 (Palgrave Studies in Global Higher Education).

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Harvard

Brundiers, K, Savage, E, Mannell, S, Lang, DJ & Wiek, A 2014, Educating sustainability change agents by design: Appraisals of the transformative role of higher education. in Z Fadeeva, L Galkute, C Mader & G Scott (Hrsg.), Palgrave Studies in Global Higher Education. Palgrave Studies in Global Higher Education, Palgrave Macmillan, S. 196-229. https://doi.org/10.1057/9781137459145_10

APA

Brundiers, K., Savage, E., Mannell, S., Lang, D. J., & Wiek, A. (2014). Educating sustainability change agents by design: Appraisals of the transformative role of higher education. In Z. Fadeeva, L. Galkute, C. Mader, & G. Scott (Hrsg.), Palgrave Studies in Global Higher Education (S. 196-229). (Palgrave Studies in Global Higher Education). Palgrave Macmillan. https://doi.org/10.1057/9781137459145_10

Vancouver

Brundiers K, Savage E, Mannell S, Lang DJ, Wiek A. Educating sustainability change agents by design: Appraisals of the transformative role of higher education. in Fadeeva Z, Galkute L, Mader C, Scott G, Hrsg., Palgrave Studies in Global Higher Education. Palgrave Macmillan. 2014. S. 196-229. (Palgrave Studies in Global Higher Education). doi: 10.1057/9781137459145_10

Bibtex

@inbook{1e1338ba13ba4e3aa157ae2efef017ce,
title = "Educating sustainability change agents by design: Appraisals of the transformative role of higher education",
abstract = "While scholars observe positive trends in sustainability education, sustainability education as a field still finds itself mired between institutional inertia and strong drivers for transitions (Jones et al., 2010). As Van der Leeuw et al. (2012, p. 118) describe: Academic institutions remain so inertial because the professoriate remains in familiar and comfortable patterns. This is human nature, but denudes the academy of the energy and passion needed for change. Following form, the next generation of academics learns the habits, practices, and methods of their professors, replicating the status quo. A more bilateral relationship between faculty and students might produce different outcomes. If students played an equal role in the development of curricula, selection of course content, and initiation of applied projects, how different might the impact of the academy become? The vision implicit in this description is of sustainability education defined by innovative, multilateral relationships among faculty, students and surrounding communities. This chapter presents work in progress at three educational sustainability programmes — one each in Canada, Germany and the United States of America — seeking to contribute to transformative change for sustainability by way of educating {\textquoteleft}sustainability change agents{\textquoteright} (Moore, 2005; Svanstr{\"o}m et al., 2008).",
keywords = "Developmental evaluation, Food waste, Project partner, Sustainability research, Sustainability science, Transdisciplinary studies",
author = "Katja Brundiers and Emma Savage and Steven Mannell and Lang, {Daniel J.} and Arnim Wiek",
year = "2014",
doi = "10.1057/9781137459145_10",
language = "English",
isbn = "978-1-137-45913-8",
series = "Palgrave Studies in Global Higher Education",
publisher = "Palgrave Macmillan",
pages = "196--229",
editor = "Z. Fadeeva and L. Galkute and C. Mader and G. Scott",
booktitle = "Palgrave Studies in Global Higher Education",
address = "Switzerland",

}

RIS

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T2 - Appraisals of the transformative role of higher education

AU - Brundiers, Katja

AU - Savage, Emma

AU - Mannell, Steven

AU - Lang, Daniel J.

AU - Wiek, Arnim

PY - 2014

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N2 - While scholars observe positive trends in sustainability education, sustainability education as a field still finds itself mired between institutional inertia and strong drivers for transitions (Jones et al., 2010). As Van der Leeuw et al. (2012, p. 118) describe: Academic institutions remain so inertial because the professoriate remains in familiar and comfortable patterns. This is human nature, but denudes the academy of the energy and passion needed for change. Following form, the next generation of academics learns the habits, practices, and methods of their professors, replicating the status quo. A more bilateral relationship between faculty and students might produce different outcomes. If students played an equal role in the development of curricula, selection of course content, and initiation of applied projects, how different might the impact of the academy become? The vision implicit in this description is of sustainability education defined by innovative, multilateral relationships among faculty, students and surrounding communities. This chapter presents work in progress at three educational sustainability programmes — one each in Canada, Germany and the United States of America — seeking to contribute to transformative change for sustainability by way of educating ‘sustainability change agents’ (Moore, 2005; Svanström et al., 2008).

AB - While scholars observe positive trends in sustainability education, sustainability education as a field still finds itself mired between institutional inertia and strong drivers for transitions (Jones et al., 2010). As Van der Leeuw et al. (2012, p. 118) describe: Academic institutions remain so inertial because the professoriate remains in familiar and comfortable patterns. This is human nature, but denudes the academy of the energy and passion needed for change. Following form, the next generation of academics learns the habits, practices, and methods of their professors, replicating the status quo. A more bilateral relationship between faculty and students might produce different outcomes. If students played an equal role in the development of curricula, selection of course content, and initiation of applied projects, how different might the impact of the academy become? The vision implicit in this description is of sustainability education defined by innovative, multilateral relationships among faculty, students and surrounding communities. This chapter presents work in progress at three educational sustainability programmes — one each in Canada, Germany and the United States of America — seeking to contribute to transformative change for sustainability by way of educating ‘sustainability change agents’ (Moore, 2005; Svanström et al., 2008).

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KW - Food waste

KW - Project partner

KW - Sustainability research

KW - Sustainability science

KW - Transdisciplinary studies

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DOI