‘More than scaling-up’: Sustainability contexts, competencies, and consequences - a critical inquiry

Stephen Sterling; Paul Warwick; Wendy Miller; Harold Glasser; Marco Rieckmann

‘More than scaling-up’: Sustainability contexts, competencies, and consequences - a critical inquiry

Stephen Sterling, Paul Warwick, Wendy Miller, Harold Glasser, Marco Rieckmann

Research output: Book/Report › Commissioned report › peer-review

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Abstract

To identify and problematise the key issues characterising the relationship between global sustainability contexts and the limited response of HE to date - with the purpose of unlocking the potential for innovative, replicable efforts to develop sustainability competencies through innovation in curriculum policy and practice, through addressing these sub-aims:  How far does HE policy accommodate and reflect the need for sustainability competencies? How can capacity for teaching for competency be built and supported through new policies?  How can curricula and pedagogy be better aligned to facilitate the building of sustainability competency in learners and teachers?  What effect and influence does education for sustainability competency have in terms of facilitating transformative social learning, supporting systems structure change, and cultivating informed responsibility (in terms of policy and everyday decision making)?

Original language	English
Publisher	University of Plymouth
Publication status	Published - 2016

Keywords

Sustainability competencies
systems thinking
organisational learning
organisational change
education for sustainable development
global challenges
UNESCO Global Action Programme

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Sterling_et_al_TFAS_PedRIO_Final_Report_2016Final published version, 179 KB

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title = "{\textquoteleft}More than scaling-up{\textquoteright}: Sustainability contexts, competencies, and consequences - a critical inquiry",

abstract = "To identify and problematise the key issues characterising the relationship between global sustainability contexts and the limited response of HE to date - with the purpose of unlocking the potential for innovative, replicable efforts to develop sustainability competencies through innovation in curriculum policy and practice, through addressing these sub-aims:  How far does HE policy accommodate and reflect the need for sustainability competencies? How can capacity for teaching for competency be built and supported through new policies?  How can curricula and pedagogy be better aligned to facilitate the building of sustainability competency in learners and teachers?  What effect and influence does education for sustainability competency have in terms of facilitating transformative social learning, supporting systems structure change, and cultivating informed responsibility (in terms of policy and everyday decision making)?",

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language = "English",

publisher = "University of Plymouth",

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AU - Sterling, Stephen

AU - Warwick, Paul

AU - Miller, Wendy

AU - Glasser, Harold

AU - Rieckmann, Marco

PY - 2016

Y1 - 2016

N2 - To identify and problematise the key issues characterising the relationship between global sustainability contexts and the limited response of HE to date - with the purpose of unlocking the potential for innovative, replicable efforts to develop sustainability competencies through innovation in curriculum policy and practice, through addressing these sub-aims:  How far does HE policy accommodate and reflect the need for sustainability competencies? How can capacity for teaching for competency be built and supported through new policies?  How can curricula and pedagogy be better aligned to facilitate the building of sustainability competency in learners and teachers?  What effect and influence does education for sustainability competency have in terms of facilitating transformative social learning, supporting systems structure change, and cultivating informed responsibility (in terms of policy and everyday decision making)?

AB - To identify and problematise the key issues characterising the relationship between global sustainability contexts and the limited response of HE to date - with the purpose of unlocking the potential for innovative, replicable efforts to develop sustainability competencies through innovation in curriculum policy and practice, through addressing these sub-aims:  How far does HE policy accommodate and reflect the need for sustainability competencies? How can capacity for teaching for competency be built and supported through new policies?  How can curricula and pedagogy be better aligned to facilitate the building of sustainability competency in learners and teachers?  What effect and influence does education for sustainability competency have in terms of facilitating transformative social learning, supporting systems structure change, and cultivating informed responsibility (in terms of policy and everyday decision making)?

KW - Sustainability competencies

KW - systems thinking

KW - organisational learning

KW - organisational change

KW - education for sustainable development

KW - global challenges

KW - UNESCO Global Action Programme

M3 - Commissioned report

BT - ‘More than scaling-up’: Sustainability contexts, competencies, and consequences - a critical inquiry

PB - University of Plymouth

ER -

‘More than scaling-up’: Sustainability contexts, competencies, and consequences - a critical inquiry

Abstract

Keywords

UN SDGs

Access to Document

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Cite this