International Journal of Sustainability in Higher Education

Education for sustainable development beyond attitude change : Table of Contents

Katherine D. Arbuthnott — Sun Mar 15 14:15:07 GMT 2009

Abstract:
Purpose – Many education for sustainable development (ESD) programs are designed to change attitudes and values toward the natural environment. However, psychological research indicates that several factors in addition to attitude influence behavior, including contextual support, social norms, action difficulty, and habitual behavior. Thus, if attitude change is to translate into altered behavior, education must extend beyond attitudes to assist people to act in ways consistent with their values. The purpose of this paper is to review the psychological research showing weak correlation between attitudes and behavior, the factors that mediate this relationship, and to describe the implications of these findings for university institutions and ESD programs. Design/methodology/approach – The paper is organized as a review and editorial article, describing relevant research, and outlining implications and suggested actions. Findings – The results of the reviewed research indicate that attitude-behavior correlations are mediated by several factors, including contextual conditions such as inconvenience and personal factors such as habits. Practical implications – The implications of these findings are that ESD programs should specifically address factors that mediate the attitude-behavior relationship, including contextual changes and the development of personal management plans. Examples for each type of change are suggested. Originality/value – The implications of these findings for ESD programs have not previously been highlighted. Specifically, to achieve sustainable development requires attention to these mediating factors as well as to knowledge generation and attitude change. Thus, the value of this paper is to encourage ESD developers to expand their programs to encourage contextual change and personal behavior management plans.

Sustainable attitudes and behaviours amongst a sample of non-academic staff: A case study from an Information Services Department, Griffith University, Brisbane : Table of Contents

G. Davis, F. O'Callaghan, K. Knox — Sun Mar 15 14:15:07 GMT 2009

Abstract:
Purpose – The purpose of this paper is seek to characterise sustainable attitudes and behaviours (including recycling and waste minimisation, energy efficiency, water conservation and “green” purchasing) amongst non-academic staff within Griffith University, Queensland. Design/methodology/approach – For this study, the attitudes and behaviour of 100 individuals from a cross-sectional sample from a single Department, along with the determinants of pro-environmental behaviours were investigated. The survey tool administered used the theory of planned behaviour (TPB) and was delivered via an online survey, which was e-mailed directly to all participating staff across Griffith's five campuses. Findings – The research sought to pilot the use of the TPB to determine sustainable behaviours amongst staff. The survey successfully showed that the TPB was effective at determining staff attitudes and behaviours and determined that staff were overall satisfied with the current efforts by Griffith University to become more sustainable. However, a number of barriers were identified that should be addressed in order to more comprehensively incorporate sustainability into the work environment. Significant differences in opinions were more prevalent amongst various demographic groups rather than between other characteristics such as department/function. Originality/value – The TPB has been widely adopted to determine both waste minimisation and recycling behaviours amongst householders. This is a new focus for the tool, to determine if it can accurately determine a suite of additional attitudes and behaviours associated with sustainability and why these differences occur.

Defining sustainability metric targets in an institutional setting : Table of Contents

Jason N. Rauch, Julie Newman — Sun Mar 15 14:15:07 GMT 2009

Abstract:
Purpose – The purpose of this paper is to expand on the development of university and college sustainability metrics by implementing an adaptable metric target strategy. Design/methodology/approach – A combined qualitative and quantitative methodology is derived that both defines what a sustainable metric target might be and describes the path a university might take to get there. Local to global spatial scales and short to long-term time scales are accounted for. Four popular metrics are developed: carbon emissions, water use, recycling rate, and energy use. Sustainability metric data available from Yale University are utilized to show the applicability of this metric target strategy. Findings – Targets for sustainability metrics may be set at short, medium, and long-term time scales. While quantitative targets may be set for sustainability metrics, these are often long-term ideals that offer no information on the path to achieve them. If a path to achieving these targets is outlined, it is often arbitrary quantitatively, if not also qualitatively. This paper finds that sustainability metric targets can be founded upon clearly delineated, rigorously quantified targets. At the same time, the process framework for developing sustainability metric targets is adaptable to the unique situation of a particular university. This adaptable metric target strategy reflects the ideals of sustainability to be at one time both local and global in scope. The metric target strategy is globally applicably, but the sustainability metric targets produced will be unique to each institution. Research limitations/implications – The process framework for developing sustainable metric targets is only outlined for four popular metrics. Achieving these four targets alone will certainly not define a university as sustainable. Further development of other sustainability metrics utilizing the framework presented would be helpful. Practical implications – The application to real metric data shows the feasibility of this approach for use at other universities and colleges. They can define their own sustainability targets using the approach outlined. Originality/value – This paper highlights how sustainability metrics being collected by universities may be used to define a target path towards sustainability. The process framework presented has the potential to provide unique solutions for each institution while remaining a universal methodological approach.

Using reflective journals in a sustainable design studio : Table of Contents

Gowri Betrabet Gulwadi — Sun Mar 15 14:15:07 GMT 2009

Abstract:
Purpose – The purpose of this paper is to introduce a pedagogical method used in a design studio as part of a curriculum-greening process to encourage reflection on the complexity of sustainability and sustainable design. Online reflective journals were used in two semesters of a sustainable design studio to develop students' awareness and understanding of concepts relating to sustainability and sustainable design. Design/methodology/approach – In the first seven weeks of a semester-long senior design studio, interior design students recorded their reflections on readings and in-class discussions on sustainable thinking, sustainable actions and sustainable design. The content analysis of the journal entries (n=226) of two such groups of students (n=30) from two different semesters are presented in this paper. In assessing the pedagogical effectiveness of the technique in the design studio, Hatton and Smith's framework on the four operational aspects of reflection – descriptive, descriptive reflection, dialogic reflection, and critical reflection – is used to discuss the levels of reflection in the journal entries. Findings – All four levels of reflection are represented in the journal entries analyzed for this paper. Results indicate that depth and complexity of thought are possible to achieve within a semester long course and can be used as a starting point for design development using complex concepts such as sustainability. Originality/value – The pedagogical effectiveness of reflective journal writing in a sustainable design studio is assessed. By adding a reflective writing component to a design studio format that otherwise primarily engages students' visual and verbal skills, the paper offers one approach to greening the design curriculum.

The integration of green chemistry experiments with sustainable development concepts in pre-service teachers' curriculum: Experiences from Malaysia : Table of Contents

Mageswary Karpudewan, Zurida Hj Ismail, Norita Mohamed — Sun Mar 15 14:15:07 GMT 2009

Abstract:
Purpose – The purpose of this paper is to introduce green chemistry experiments as laboratory-based pedagogy and to evaluate effectiveness of green chemistry experiments in delivering sustainable development concepts (SDCs) and traditional environmental concepts (TECs). Design/methodology/approach – Repeated measure design was employed to evaluate the effectiveness of green chemistry experiments in delivering SDCs and TECs. Structured interviews were conducted to gather the students' feedback on the course content and course structure. Findings – Green chemistry have enhanced students' understanding of both TECs and SDCs. However, students understanding of SDCs are significantly higher than the TECs. During the interview sessions, students described that the course content as interesting and timely accurate. The course also succeeded in changing students' values and behaviors. Green chemistry was noted as a teaching pedagogy that the student teachers will implement in their future teaching. The course has also provided a space for them to improve their skills in communication, problem solving, and decision making. Practical implications – This paper outlines a new teaching strategy and will be a good source for student teachers engaged in science education program. This new teaching strategy embeds scientific concepts grounded in economic, environmental, and societal imperatives. Originality/value – The paper highlights the importance of education for SD (ESD) in higher education, with particular focus in teacher education. The paper proposes green chemistry experiments integrated with SDCs as laboratory-based pedagogy in a teacher education program as an effort to green the existing curriculum and ultimately addresses the ESD.

Addressing the time lag dilemma in curriculum renewal towards engineering education for sustainable development : Table of Contents

Cheryl J. Desha, Karlson (Charlie) Hargroves, Michael H. Smith — Sun Mar 15 14:15:07 GMT 2009

Abstract:
Purpose – The purpose of this paper is to present the case for engineering departments to undertake rapid curriculum renewal (RCR) towards engineering education for sustainable development (EESD), to minimise the department's risk exposure to rapidly shifting industry requirements, government regulations and program accreditation. This paper then outlines a number of elements of RCR. Design/methodology/approach – This paper begins by proposing that Higher Education Institutions face a “time lag dilemma,” whereby the usual or “standard” curriculum renewal approach to embed new knowledge and skills within the curriculum may take too long, lagging behind industry, regulatory, and accreditation shifts. This paper then outlines a proposed RCR approach. This paper presents a number of preliminary “elements of RCR” formulated from a literature review of numerous existing but largely ad hoc examples of curriculum renewal within engineering and other discipline areas, together with the authors' experience in trialling the elements. Findings – This paper concludes that a strategically implemented process of curriculum renewal to EESD can help a department address its risk exposure to likely and impending shifts in industry, regulations and accreditation. A number of examples of implementing “elements of RCR” are emerging and this literature can inform a strategic approach to curriculum renewal. Practical implications – The aim of this paper is to highlight the potential risks and opportunities for engineering departments as they consider “how far” and “how fast” to proceed with curriculum renewal for EESD, along with providing an overview of a range of options for implementation. Originality/value – This paper fulfils an identified information/resources need.

US higher education environmental program managers' perspectives on curriculum design and core competencies: Implications for sustainability as a guiding framework : Table of Contents

Shirley Vincent, Will Focht — Sun Mar 15 14:15:07 GMT 2009

Abstract:
Purpose – This study is the first of a five-phase research project sponsored by the Council of Environmental Deans and Directors (CEDD), an organization of environmental program managers operating under the umbrella of the National Council for Science and the Environment. The purpose of the project is to determine if a consensus on core competencies for environmental program graduates is achievable, and if so, to make recommendations for consideration by program managers. Design/methodology/approach – Q methodology was used to discern the perspectives of program managers at 42 CEDD member institutions on environmental curriculum design. An online survey preceded the Q sort exercise to elicit managers' curricular views and program characteristics. Survey responses were analyzed to select statements for the Q-sorting exercise and categorized according to emergent themes. Multiple regression analysis was used to explore the relationship between perspectives (factor loadings) and host institution Carnegie classifications. Findings – Three distinct, but not opposing, perspectives were identified from the initial Q-factor rotation, which suggests the possibility of agreement on core competencies. The perspectives differ in their views of: curriculum orientation (professional training versus liberal arts), curriculum breadth versus depth, and flexible versus fixed core competencies. Host institution classification (Carnegie) is a small but significant predictor for two of the three perspectives. A second Q-factor rotation reveals a consensus perspective that accommodates most respondents and aligns well with principles of sustainability, thus suggesting that sustainability may serve as a guiding paradigm for defining areas of core competence. Originality/value – No national study of program managers' views of curriculum design and the identification of core competencies has been conducted in the USA.