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How to assess transformative performance towards sustainable development in higher education institutions

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

How to assess transformative performance towards sustainable development in higher education institutions. / Mader, Clemens.
In: Journal of Education for Sustainable Development, Vol. 6, No. 1, 03.2012, p. 79-89.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Mader, C 2012, 'How to assess transformative performance towards sustainable development in higher education institutions', Journal of Education for Sustainable Development, vol. 6, no. 1, pp. 79-89. https://doi.org/10.1177/097340821100600114

APA

Mader, C. (2012). How to assess transformative performance towards sustainable development in higher education institutions. Journal of Education for Sustainable Development, 6(1), 79-89. https://doi.org/10.1177/097340821100600114

Vancouver

Mader C. How to assess transformative performance towards sustainable development in higher education institutions. Journal of Education for Sustainable Development. 2012 Mar;6(1):79-89. doi: 10.1177/097340821100600114

Bibtex

@article{b6e4ff1dfdef4cffb32bd28567e53f1e,
title = "How to assess transformative performance towards sustainable development in higher education institutions",
abstract = "This article highlights the role of sustainability appraisal for Higher Education Institutions (HEIs). Traditional HEI appraisal systems lack a way to assess the integration of sustainability principles reflecting societal needs with the consequences of research, education and management of HEIs. Two appraisal systems are discussed. The Austrian Sustainability Award is a first national attempt for sustainability appraisal for HEIs. The Graz Model for Integrative Development provides a tool for analysing the involvement of people (staff, students as well as society) in transformative processes in higher education. Using the five principles of the Graz Model in sustainability appraisal overcomes the problem of not recognising the social impact of a HEI in its assessment. The model looks at how society is involved and its needs reflected in an institution{\textquoteright}s research, management and outreach. Results of this paper can be used for the development of new sustainability appraisal systems and reflect on existing ones.",
keywords = "Sustainability education, Sustainability Science",
author = "Clemens Mader",
note = "Mader,C. (2012) How to assess transformative performance towards sustainable development in higher education, In: Journal of Education for Sustainable Development, 6 (1), Sage Publishing, p.79-89.",
year = "2012",
month = mar,
doi = "10.1177/097340821100600114",
language = "English",
volume = "6",
pages = "79--89",
journal = "Journal of Education for Sustainable Development",
issn = "0973-4082",
publisher = "SAGE Publications Inc.",
number = "1",

}

RIS

TY - JOUR

T1 - How to assess transformative performance towards sustainable development in higher education institutions

AU - Mader, Clemens

N1 - Mader,C. (2012) How to assess transformative performance towards sustainable development in higher education, In: Journal of Education for Sustainable Development, 6 (1), Sage Publishing, p.79-89.

PY - 2012/3

Y1 - 2012/3

N2 - This article highlights the role of sustainability appraisal for Higher Education Institutions (HEIs). Traditional HEI appraisal systems lack a way to assess the integration of sustainability principles reflecting societal needs with the consequences of research, education and management of HEIs. Two appraisal systems are discussed. The Austrian Sustainability Award is a first national attempt for sustainability appraisal for HEIs. The Graz Model for Integrative Development provides a tool for analysing the involvement of people (staff, students as well as society) in transformative processes in higher education. Using the five principles of the Graz Model in sustainability appraisal overcomes the problem of not recognising the social impact of a HEI in its assessment. The model looks at how society is involved and its needs reflected in an institution’s research, management and outreach. Results of this paper can be used for the development of new sustainability appraisal systems and reflect on existing ones.

AB - This article highlights the role of sustainability appraisal for Higher Education Institutions (HEIs). Traditional HEI appraisal systems lack a way to assess the integration of sustainability principles reflecting societal needs with the consequences of research, education and management of HEIs. Two appraisal systems are discussed. The Austrian Sustainability Award is a first national attempt for sustainability appraisal for HEIs. The Graz Model for Integrative Development provides a tool for analysing the involvement of people (staff, students as well as society) in transformative processes in higher education. Using the five principles of the Graz Model in sustainability appraisal overcomes the problem of not recognising the social impact of a HEI in its assessment. The model looks at how society is involved and its needs reflected in an institution’s research, management and outreach. Results of this paper can be used for the development of new sustainability appraisal systems and reflect on existing ones.

KW - Sustainability education

KW - Sustainability Science

U2 - 10.1177/097340821100600114

DO - 10.1177/097340821100600114

M3 - Journal articles

VL - 6

SP - 79

EP - 89

JO - Journal of Education for Sustainable Development

JF - Journal of Education for Sustainable Development

SN - 0973-4082

IS - 1

ER -

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Barth, M., Fischer, D., Michelsen, G., Nemnich, C. & Rode, H., 01.09.2012, In: Journal of Education for Sustainable Development. 6, 2, p. 301-312 12 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Other publications by the same author(s)

Catalysing Change in Higher Education for Sustainable Development: A review of professional development initiatives for university educators; Editorial

Mulà, I., Tilbury, D., Ryan, A., Mader, M., Dlouhá, J., Mader, C., Benayas, J., Dlouhý, J. & Alba, D., 2017, In: International Journal of Sustainability in Higher Education. 18, 5, p. 798-820 23 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Brief for GSDR 2015: Transforming Higher Education for Sustainable Development

Mader, C. & Rammel, C., 2015, New York: United Nations, 4 p.

Research output: Working paper › Working papers

Greenpeace Nachhaltigkeitsbarometer 2015: Nachhaltigkeit bewegt die jüngere Generation

Michelsen, G., Grunenberg, H., Mader, C. & Barth, M., 2015, 1 ed. Bad Homburg: VAS Verlag für Akademische Schriften. 263 p.

Research output: Books and anthologies › Monographs › Research

Leading Practice Publication: Professional development of university educators on Education for Sustainable Development in European countries

Michelsen, G. (Editor), Kapitulcinova, D. (Editor), Dlouha, J. (Editor), Dlouhy, J. (Editor), Ryan, A. (Editor), Barton, A. (Editor), Tilbury, D. (Editor), Mula, I. (Editor), Benayas, J. (Editor), Alba, D. (Editor), Mally, K. V. (Editor), Mader, C. (Editor) & Mader, M. (Editor), 2015, Prague: Charles University, Prague. 134 p.

Research output: Books and anthologies › Collected editions and anthologies › Research

The Education, Research, Society, and Policy Nexus of Sustainable Water Use in Semiarid Regions - A Case Study from Tunisia

Mader, C., Mahjoub, B., Bressler, K., Jebari, S., Kümmerer, K., Bahadir, M. & Leitenberger, A.-T., 2015, Sustainable Water Use and Management: examples of new approaches and perspectives. Leal Filho, W. & Sümer, V. (eds.). Cham: Springer International Publishing, p. 277-291 15 p. (Green Energy and Technology).

Research output: Contributions to collected editions/works › Chapter › peer-review

DOI

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