Key competencies in sustainability in higher education - toward an agreed-upon reference framework
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Standard
Key competencies in sustainability in higher education - toward an agreed-upon reference framework. / Brundiers, Katja ; Barth, Matthias; Cebrián, Gisela et al.
in: Sustainability Science, Jahrgang 16, Nr. 1, 01.2021, S. 13-29.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Key competencies in sustainability in higher education - toward an agreed-upon reference framework
AU - Brundiers, Katja
AU - Barth, Matthias
AU - Cebrián, Gisela
AU - Cohen, Matthew
AU - Diaz, Liliana
AU - Doucette-Remington, Sonya
AU - Harré, Niki
AU - Jarchow, Meghann
AU - Losch, Kealalokahi
AU - Michel, Jessica
AU - Zint, Michaela
AU - Mochizuki, Yoko
AU - Rieckmann, Marco
AU - Parnell, Roderic
AU - Walker, Peter
N1 - Publisher Copyright: © 2020, Springer Japan KK, part of Springer Nature.
PY - 2021/1
Y1 - 2021/1
N2 - Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.
AB - Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.
KW - Sustainability education
KW - key competencies
KW - learning objectives
KW - curriculum development
KW - sustainability problem solving
KW - education for sustainable development
KW - Sustainability Science
UR - http://www.scopus.com/inward/record.url?scp=85088800103&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/ff7a5ae8-3771-3a64-81f7-5828d612d02d/
U2 - 10.1007/s11625-020-00838-2
DO - 10.1007/s11625-020-00838-2
M3 - Journal articles
VL - 16
SP - 13
EP - 29
JO - Sustainability Science
JF - Sustainability Science
SN - 1862-4065
IS - 1
ER -