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994 pages : illustrations, maps ; 24 cm.
  • Contents: Michael Shriberg: Building Sustainability Leaders: A Framework to Prepare Students to Thrive on Complexity and Lead Transformative Changes - Cheryl J. Desha/Karlson 'Charlie' Hargroves: Fostering Rapid Transitions to Education for Sustainable Development through a Whole-System Approach to Curriculum and Organizational Change - Paul Pace: Promoting Education for Sustainable Development through Grassroots Action in Malta: An Example of NGO-University Collaboration - Jennifer Thompson/Amelia Mayahi: Convergence and Confluence: A Systems Thinking Approach to Integrated Sustainability in Higher Education - Anne Sibbel: Bridging the Gaps to Develop Graduate Capabilities for Sustainability - Jennie Winter/Debby Cotton/Vivien Grant: Experiencing Transformation in Sustainability: A Student Perspective - Chris Shiel: Enabling University Leaders to Serve as Role Models for Sustainable Development - Michael A. Reiter/Will J. Focht/Paul A. Barresi/Susan Gill/Richard C. Smardon/Susan L. Baker/Kimberly D. Reiter/Eric Fitch/Terry Rolfe/Sue Bumpous: Making Education for Sustainability Work on Campus: The Proposals of the Roundtable on Environmental Systems and Sustainability - Kerry Shephard/John Harraway/Brent Lovelock/Sheila Skeaff/Liz Slooten/Mick Strack/Tim Jowett: Monitoring Changes in the Sustainability Attributes of Higher Education Students in a New Zealand University - Andelka Mihajlov: Needs for Tailored Knowledge and Skill-Based Education for Sustainable Development: Balkan Environment Life Leadership Standards Courses - Anupama Pasricha: Student Expectations on Content and Pedagogy for Sustainability within Textiles and Apparel Curricula - Mariano Ramirez: Inclusion of Environmental and Social Aspects of Sustainability in Industrial Design Education - Tatiana Teslenko: Using Sustainability in the Integrative Training of Engineering Students in Canada - Rudi Pretorius: The Value of Authentic Learning Spaces to Facilitate Education for Sustainable Development in Open and Distance Learning - Tamara Savelyeva/Jae Park: Complexity of Campus Sustainability Discourse - William M. Stigliani/Catherine Zeman/Gowri Betrabet Gulwadi: Faculty Enrichment Program for Infusing Sustainability Education across the University Curriculum - Patricia E. Perkins/Ana Louise Tavares Leary: Climate Justice Partnership Linking Universities and Community Organizations in Toronto, Durban, Maputo and Nairobi - Kelly A. Parker: Ecohumanities and Service Learning: New Directions in Pedagogy - Mark Giltrow: The Development of a Multidisciplinary Sustainable Business Leadership Degree in a Post-Secondary Institute - Adriano Ciani: The Sustainable Management and Promotion of Territory: A Strategic Operative Education Plan and Training as a Result of Collaboration between Perugia University, Todi's State Technical Agricultural College and the Local Municipality - Jurgis Kazimieras Staniskis: International MSc Programme Environmental Management and Cleaner Production: A Success Story - Tove Holm/Kaisu Sammalisto/Timo Vuorisalo/Thomas S. Grindsted: A Model for Enhancing Education for Sustainable Development with Management Systems: Experiences from the Nordic Countries - Gisela Cebrian/Marcus Grace/Debra Humphris: Developing People and Transforming the Curriculum: Action Research as a Method to Foster Professional and Curriculum Development in Education for Sustainable Development in Higher Education - Kira Giesecke: Introducing the Methodology Background of the Lifestyle Index of Sustainability - Menno de Lind van Wijngaarden/Julia Planko: Impacts of Sustainability Courses on the Behavior of Business School Students - Fayyaz Vellani/Naveed Nanjee: Sustainable Development in Higher Education in the Muslim World - Matthew Rockall: Incorporating Sustainability in Curricula while Meeting Entrenched Traditional Learning Outcomes - Diana C. Cooper: Teaching Sustainable Management to US Undergraduates: Learning to be Change Leaders - Antje Disterheft/Sandra Sofia F.
  • (source: Nielsen Book Data)9783631625606 20160612
This book, prepared in the context of the UN Conference on Sustainable Development (UNCSD), also known as Rio+20, contains the papers submitted to the World Symposium on Sustainable Development at Universities (WSSD-U-2012), which took place in Rio de Janeiro, Brazil on 5 and 6 June 2012. It pursues the following main aims: to document and disseminate experiences from universities all round the world regarding education for sustainable development; to foster the exchange of information, ideas and experiences acquired in the execution of projects; and to introduce methodological approaches and projects which aim to integrate the topic of sustainable development in the curriculum of universities. Last but not least, a further aim is to document and disseminate the wealth of experiences available today, providing a truly global coverage. "Sustainable Development at Universities: New Horizons" is a highly comprehensive publication on sustainability in higher education. It is meant to go beyond a description of the current state of knowledge, and shall open the way for new thinking and new horizons in what is a rapidly expanding field, of central interest to both industrialised and developing countries.
(source: Nielsen Book Data)9783631625606 20160612
Education Library (Cubberley)
vi, 131 pages ; 23 cm.
  • Introduction PART I: DEVELOPING A GROUNDED THEORY OF HIGHER EDUCATION FOR SUSTAINABILITY 1. Sustainability and ES/ESD Missions: Where are We Now, How Did We Get Here and Where to from Here? 2. Educational Research to Find a Way Forward: Methods and Results 3. A Grounded Theory about ES/ESD in Higher Education PART II: EDUCATIONAL RATIONALES TO UNIFY THE EFFORTS OF HIGHER EDUCATION TOWARDS SUSTAINABILITY OBJECTIVES 4. Affect, Cognition and Criticality: Some Educational Theory for University Teachers and for Educational Developers 5. Values Education for Sustainability, Academic Integrity and Professional Valyes 6. The Challenges of Education for Critical Action 7. A Way Forward.
  • (source: Nielsen Book Data)9781137548405 20160619
This book asks how higher education should approach the task of educating for sustainability and then sets to answering it. It provides a guide for those who advocate for sustainability and for those who do not and makes a point of emphasising that all in higher education have the capacity and willingness to contribute in some way. The challenge is to find an approach that unifies the efforts of higher education teachers towards sustainability objectives, rather than dividing them. People at universities across the world were consulted and a grounded theory was devised. This encourages all university teachers to teach what they want to teach openly and honestly, about sustainability or not; but on the way to ensure that their students develop the critical skills that will enable them to fully understand what is being taught and what they are learning.
(source: Nielsen Book Data)9781137548405 20160619
Education Library (Cubberley)
x, 262 p. : ill. ; 24 cm.
  • Foreword: When You Wake Up Tomorrow, Paul Rowland Chapter 1: Introduction: What's Required to Take EfS to the Next Level? Dedee DeLongpre Johnston and Lucas Johnston SECTION 1: Understanding the Landscape for Change Chapter 2: The Emerging Environmental Sustainability Program at Meredith College: Exploring Student and Faculty Interest and Participation, Laura Fieselman and Erin Lindquist Chapter 3: Understanding Student Environmental Interests When Designing Multidisciplinary Curriculum, Jeremy T. Bruskotter, Greg Hitzhusen, Robyn S. Wilson, Adam Zwickle Chapter 4: Learning Outcomes: An International Comparison of Countries and Declarations, Debra Rowe and Lucas Johnston SECTION 2: Sustainability Across the Curriculum: Strategies and Tactics Chapter 5: Systems Study of an International Masters Program: A Case from Sweden, Sanaz Karim, Nadarajah Sriskandarajah, Asa Heiter Chapter 6: Keys to Breaking Disciplinary Barriers that Limit Sustainable Development Courses, William Van Lopik SECTION 3: Educating the Professional Chapter 7: Strategies for Transforming Healthcare Curricula: A Call for Collaboration between Academia and Practitioners, Carrie Rich and Seema Wadhwa Chapter 8: Sustainability and Professional Identity in Engineering Education, Mark Minster, Patricia D. Brackin, Rebecca DeVasher, Erik Z Hayes, Richard House, Corey Taylor Chapter 9: Implementing Environmental Sustainability in the Global Hospitality, Tourism, and Leisure Industries: Developing a Comprehensive Cross-Disciplinary Curriculum, Michelle Millar, Chris Brown, Cynthia Carruthers, Thomas Jones, Yen-Soon Kim, Carola Raab, Ken Teeters, Li-Ting Yang SECTION 4: Problem-Based Learning Chapter 10: Everybody's Business: Addressing the Challenge of Team-Teaching Partnerships in the Global Seminar, Tamara Savelyeva Chapter 11: The Moral Ecology of Everyday Life, James J. Farrell Chapter 12: The Living Home: Building It into the Curriculum, Braum Barber and Leona Rousseau SECTION 5: Transformational Approaches Chapter 13: Shaping Sustainability at Furman and Middlebury: Emergent and Adaptive Curricular Models, Angela C. Halfacre, Michelle Horhota, Katherine Kransteuber, Brittany DeKnight, Brannon Andersen, Jack Byrne, Steve Trombulak, Nan Jenks-Jay Chapter 14: Stepping Up to the Challenge-The Dalhousie Experience, Tarah Wright Chapter 15: Sustainability as a Transformation in Education, Charles L. Redman Chapter 16: Toward a Resilient Academy, Richard M. Carp Epilogue About the Contributors.
  • (source: Nielsen Book Data)9780415519366 20160609
Student and employer demand, high-level institutional commitment, and faculty interest are inspiring the integration of sustainability oriented themes into higher education curricula and research agendas. Moving toward sustainability calls for shifts in practice such as interdisciplinary collaboration and partnerships for engaged learning. This timely edited collection provides a glimpse at the ways colleges and universities have integrated sustainability across the curriculum. The research-based chapters provide empirical studies of both traditional and innovative degree programs as well as case studies from professional schools. Chapter authors illustrate some of the inclusive and deliberative community and political processes that can lead to sustainable learning outcomes in higher education. Exploring the range of approaches campuses are making to successfully integrate sustainability into the curricula, this much-needed resource provides inspiration, guidance, and instruction for others seeking to take education for sustainability to the next level.
(source: Nielsen Book Data)9780415519366 20160609
Education Library (Cubberley)
126 p. ; 23 cm.
  • Editors' notes / Larry H. Litten, Dawn Geronimo Terkla
  • The Sustainability challenge / James Merkel, Larry H. Litten
  • The Business case for sustainability / Walt Freese
  • The University case for sustainability / Lawrence Bacow, William Moomaw
  • Metrics and meaning for environmental sustainability / Gloria Thompson, Sarah Hammond Creighton
  • New economic and financial indicators of sustainability / James Pittman, Kevin Wilhelm
  • Social indicators of sustainable progress for higher education / Terry Link
  • Developing educational indicators that will guide students and institutions toward a sustainable future / Bert Cohen
  • Models and resources for advancing sustainable institutional and societal progress / Larry H. Litten, Dawn Geronimo Terkla.
Education Library (Cubberley)
194 p. : ill. ; 27 cm.
  • 1. Higher Education, Sustainable Development and the Free Society: An Overview Part 1: What is Higher Education For? Possibilities and Their Problems 2. Learning to be Human 3. The Exercise of Liberty 4. The Achievement of Justice 5. Emancipation of the Oppressed 6. Development of Individual Capability 7. Building Social Capital 8. Building Human Capital: Curriculum and Skills-Development 9. The Education Marketplace 10. Policy Implementation and the Nature of Citizenship Part 2: Aspects of Sustainable Development 11. Sustaining Development on Environmental Conditions 12. Sustaining Development on Social Conditions 13. Being Human 14. Liberty, Capability and Emancipation 15. Social Justice-- Ecological Justice 16. Policy and Social Capital 17. Sustainable Development as 'Triple Bottom Line': Financial Viability, Environmental Conservation, and Social Betterment 18. Sustainable Development as Learning: Learning in Higher Education Part 3: Case Studies 19. Higher Education Funding Council for England (Hefce) - Uk-Based Case Study of the Response of the Hefce to Imperatives Mandated Through the UK Government's Sustainable Development Action Planning Process 20. US-Based Case Study of University Leaders for s Sustainable Future (Ulsf), Whose Work and Influence Has a Global Reach 21. Unesco: Reorienting Teacher Education to Address Sustainable Development Case - An Influential UN Initiative Which is Headquartered in Canada and the USA, but Involves Universities Across the World 22. National Health Service Purchasing and Supply Agency (NHS Pasa) Case Study of an Innovative Programme of Research and Development in the Training of Health-Sector Professionals. Conclusions: No Noiseless Steps - No Backdoor Exit 23. The Literature of Sustainability in Higher Education: Insights and Obstacles 24. Higher Education and Sustainable Development: An Identity of Interest?
  • (source: Nielsen Book Data)9780415416528 20160528
"The 'Key Issues in Higher Education'" series aims to raise both awareness and the standards of debate on the fundamental issues that lie at the very heart of higher education and intends to assist national and international debate. "Higher Education and Sustainable Development" examines whether it is actually possible to mandate, plan, monitor and evaluate the higher education sector's route to the production of educated, innovative, independent, self-determining, critical individuals while at the same time achieving a range of wider policy goals on the side.This book examines this question in the context of a particular international policy issue - sustainable development - which is now seen across the globe as a necessary and urgent response to a range of social and environmental issues that threaten the integrity of the biosphere and human well being. The book concludes that the idea of sustainable development holds both opportunities and dangers for universities as they pursue their proper role in a free society. Illustrated by seven in-depth case studies this book considers the complex inter-relationships of a free society and sustainable development in the context of higher education, and aims to makes recommendations for realistic future development. It is essential reading for the international higher education research community, policy-makers, university managers, students and non-Governmental organisations in the development, environment and social policy sectors.
(source: Nielsen Book Data)9780415416528 20160528
Education Library (Cubberley)
xix, 364 p. : ill. ; 24 cm.
  • 1. Introduction 2. More than the sum of their parts? Interdisciplinarity in relation to sustainability 3. 'It's not just bits of paper and light bulbs': A review of sustainability pedagogies and their potential for use in higher education 4. Third-wave sustainability in higher education: Some (inter)national trends and developments 5. Education for sustainability in the business studies curriculum: Ideological struggle 6. Geography, earth and environmental sciences: A suitable home for ESD? 7. Climate change, sustainability and health in UK higher education: The challenges for nursing 8. Sustainability - is it legal? The benefits and challenges of introducing sustainability into the law curriculum 9. Staging sustainability: Making sense of sustainability in HE dance, drama and music 10. Engineering our world towards a sustainable future 11. Developing critical faculties: Environmental sustainability in media, communications and cultural studies in higher education 12. Sustainability in the theology curriculum 13. Sustaining communities: sustainability in the social work curriculum 14. Sustainability and built environment professionals: A shifting paradigm 15. Costing the Earth: The economics of sustainability in the curriculum 16. Translating words into action and actions into words: Sustainability in languages, linguistics and area studies curricula 17. If sustainability needs new values, whose values? Initial teacher training and the transition to sustainability 18. Conclusion.
  • (source: Nielsen Book Data)9781844078783 20160604
How do we equip learners with the values, knowledge, skills, and motivation to help achieve economic, social and ecological well-being? How can universities make a major contribution towards a more sustainable future? Amid rising expectations on HE from professional associations, funders, policy makers, and undergraduates, and increasing interest amongst academics and senior management, a growing number of higher education institutions are taking the lead in embracing sustainability. This response does not only include greening the campus but also transforming curricula and teaching and learning. This book explains why this is necessary and - crucially - how to do it. Bringing together the experience of the HEFCE funded Centre for Sustainable Futures (CSF) at the University of Plymouth and the Higher Education Academy's Education for Sustainable Development Project, the book distills out the curriculum contributions of a wide range of disciplinary areas to sustainability. The first part of the book provides background on the current status of sustainability within higher education, including chapters discussing interdisciplinarity, international perspectives and pedagogy. The second part features 13 chapter case studies from teachers and lecturers in diverse disciplines, describing what has worked, how and why - and what hasn't. Whilst the book is organised by traditional disciplines, the authors and editors emphasise transferable lessons and interdisciplinarity so that readers can learn from examples outside their own area to embed sustainability within their own curricula and teaching. Subject areas covered include: geography, environmental and Earth Sciences, nursing/health, law, dance, drama, music, engineering, media and cultural studies, art and design, theology, social work, economics, languages, education, business and built environment.
(source: Nielsen Book Data)9781844078783 20160604
Education Library (Cubberley)
94 p. ; 21 cm.
Education Library (Cubberley)
xi, 310 p. : ill. ; 21 cm
Education Library (Cubberley)
vi, 76 p. : ill. ; 23 cm.
  • Chapter 1 Preface Chapter 2 Acknowledgments Chapter 3 Introduction Chapter 4 Chapter One: Environmental Consciousness Chapter 5 Chapter Two: Environmental Education Enhancement Chapter 6 Chapter Three: Unheard Voices: Politics of Science Chapter 7 Chapter Four: Western State College and Rutgers University Case Study Chapter 8 Chapter Five: The Nature of Race Chapter 9 Chapter Six: Gown to Town Connection Chapter 10 Appendices Chapter 11 Author Biography.
  • (source: Nielsen Book Data)9780761849803 20160604
Jumping from the Ivory Tower demonstrates the positive results that occur when colleges work with communities to develop students with a sense of place. The book examines the role of colleges and communities in addressing today's environmental problems, including climate change and biodiversity loss, and shows how service learning changes both minds and behavior. Russo's work is based on two case studies of creating sustainable communities in Colorado and New Jersey. The book also examines the politics of environmental science through a careful consideration of traditional ecological knowledge, environmental justice, and eco-exclusions on a local and global level. It suggests methods to inspire leaders and assist communities in addressing environmental justice issues. Lastly, the book suggests ways to increase the number of women and minorities in the science field.
(source: Nielsen Book Data)9780761849803 20160604
Education Library (Cubberley)
xxii, 281 pages ; 23 cm
  • Introduction Part I The Role of Today's Universities in Advancing Sustainable Development Chapter 1: Conceptual Framework for Understanding University Engagement in Sustainable Development Chapter 2: Contemporary Sustainability Expectations and Challenges for Higher Education Part II Universities and Sustainable-Development Evaluations Chapter 3: A Review of Higher Education Sustainable-development-evaluation Practices Chapter 4: The State of Higher Education Sustainable-development Evaluation: Limitations and Opportunities Part III Framework for Enchanced University Sustainable-Development Evaluations Chapter 5: Evaluations that Matter: Universities and Sustainable-development Transitions Chapter 6: Curricular Evaluations that Matter Chapter 7: Research Evaluations that Matter Chapter 8: Outreach Evaluations that Matter Chapter 9: Evaluating Transnational Higher-education Partnerships for Sustainable Development Chapter 10: Enhancing Agenda-2030-Evaluation Capacity at Northern and Southern Universities Part IV Sustainable Development and Enhanced University Process, Outcome and Impact Evaluations Chapter 11: Practical Guidelines for Utilizing the Sustainable-development-evaluation Framework Chapter 12: Conclusion: Evaluation and Higher-Education Contributions to the 2030 Agenda Conclusion: Universities, Evaluation, and the 2030 Agenda.
  • (source: Nielsen Book Data)9781138212534 20170621
Since the mid-1970s, a series of international declarations that link environment and sustainable development to all aspects of higher learning have been endorsed and signed by universities around the world. Although university involvement in sustainable-development research and outreach has increased substantially, systematic learning from higher-education engagements has been limited. Universities and the Sustainable Development Future offers institutions of higher learning around the world practical guidelines that can be applied contextually to produce credible evidence regarding the outcome and impact of their teaching, research, and transnational-partnering activities. Drawing on innovative applications of lessons from experience with international-development cooperation, this book demonstrates the utility of a flexible framework that will inspire substantial improvements in the ways universities evaluate and improve their sustainable-development undertakings aimed at promoting Agenda 2030. This book promotes an inclusive evaluation framework that will allow universities to illuminate sustainable-development outcomes, and it provides a cutting-edge resource for students, scholars, and policy makers with an interest in sustainable development, climate change, and evaluation challenges.
(source: Nielsen Book Data)9781138212534 20170621
Education Library (Cubberley)
xxxix, 324 p. : ill., maps ; 28 cm.
  • TEAM INVOLVED IN THE PREPARATION OF THIS PUBLICATION LIST OF FIGURES, TABLES AND MAPS LIST OF ABBREVIATIONS USED IN THIS PUBLICATION ABOUT THE AUTHORS GUNI PRESENTATION UNESCO'S INTRODUCTION UNITED NATIONS UNIVERSITY'S INTRODUCTION UNIVERSITAT POLITECNICA DE CATALUNYA BARCELONATECH INTRODUCTION A POEM FOR THE GREAT TURNING EDITORS' INTRODUCTION: KNOWLEDGE, ENGAGEMENT AND HIGHER EDUCATION - CONTRIBUTING TO SOCIAL CHANGE PART I. THE CONTEXT I.1 Global challenges I.2 Rio+20: 'The Future We Want.' The first global agenda of the XXI century I.2.1 Rio+20: dynamics, governance and sustainable development goals I.3 The world we imagine I.4 Personal transformation and the consciousness revolution. Conscious life design in the holistic-biocentric evolutive model I.5 Higher education in the world: main trends and facts I.6 Timeline of the main statements of community-university engagement PART II. GLOBAL ISSUES ON KNOWLEDGE, ENGAGEMENT AND HIGHER EDUCATION II.1 Community-university engagement II.1.1 Community-university engagement - global terms and terrain II.1.2 Engagement and partnership of higher education institutions with society: experiences, learning and worries II.1.3 The architecture of engagement: financing the institutional structures that support community- university partnerships II.2 Knowledge in a new era II.2.1 Redesign progress now! The use of knowledge for a reconceptualized human progress II.2.2 The challenges of knowledge in a knowledge democracy II.2.3 Enlarging the conception of knowledge: the dialogue between ancient knowledge and sciences II.3 Knowledge for and with society II.3.1 Knowledge democracy, cognitive justice and the role of universities II.3.2 Community and civil society as sources of knowledge II.3.3 Shifting to intelligent societies II.4 University social responsibility: a mature and responsible definition II.5 Engagement beyond the third mission: the experience of Albukhary International University II.6 Rebuilding university social engagement PART III. RESEARCH ON KNOWLEDGE, ENGAGEMENT AND HIGHER EDUCATION III Community-university engagement initiatives: trends and progress PART IV. REGIONAL DEVELOPMENTS IV.1 Moving beyond the ivory tower: the expanding global movement of engaged universities IV.1.1 Global networks on community-university engagement IV.2 Knowledge, engagement and higher education in Africa Inside View IV.2.1 Community-university engagement in South Africa Inside View IV.2.2 Knowledge, engagement and higher education in Eastern Africa Spotlight Issues IV.2.3 Theatre for development in support of health service delivery in rural Nigeria Spotlight Issues IV.2.4 Implementing the third mission of universities in Africa: contributing to the millennium development goals Spotlight Issues IV.2.5 Women's empowerment and community engagement IV.2.6 Networks on community-university engagement in Africa IV.2.7 Good Practices IV.3 Knowledge, engagement and higher education in the Arab States Inside View IV.3.1 The universities of Palestine and regional engagement Inside View IV.3.2 Knowledge, engagement and higher education in Qatar Inside View IV.3.3 University initiatives in the Arab world: spotlight on Jordan Inside View IV.3.4 Knowledge, engagement and higher education in Morocco Spotlight Issues IV.3.5 Poetry, higher education and social movements Spotlight Issues IV.3.6 The Inclusive Neighborhood project as a case study of civic engagement in Beirut, Lebanon IV.3.7 Networks on community engagement in the Arab states IV.3.8 Good Practices IV.4 Knowledge, engagement and higher education in Asia and the Pacific Inside View IV.4.1 The nexus between knowledge, engagement and higher education in Australia: responding to the complex challenges of our time Inside View IV.4.2 Knowledge, engagement and higher education in India Inside View IV.4.3 Community-based learning: context as text Spotlight Issues IV.4.4 Addressing ageing issues through elder learning in the Asia-Pacific region IV.4.5 Networks on community-university engagement in Asia and the Pacific IV.4.6 Good Practices IV.5 Knowledge, engagement and higher education in Europe Inside View IV.5.1 Knowledge production, regional engagement and higher education in Poland Inside View IV.5.2 Community-university engagement and social responsibility: community service practices by Turkish higher education institutions Spotlight Issues IV.5.3 The experience of the National Co-ordinating Centre for Public Engagement in the UK Spotlight Issues IV.5.4 OECD reviews of higher education in regional and city development IV.5.5 Networks on community-university engagement in Europe IV.5.6 Good Practices IV.6 Knowledge, engagement and higher education in Canada and the USA Inside View IV.6.1 Research and training beyond the university walls Spotlight Issues IV.6.2 Bringing community and university scholars together on a national stage: the Canadian Community-University Exposition experience Spotlight Issues IV.6.3 Strategic initiatives to impact the institutionalization of community engagement at a public research university IV.6.4 Networks on community-university engagement in North America IV.6.5 Good Practices IV.7 Knowledge, engagement and higher education in Latin America and the Caribbean Inside View IV.7.1 Knowledge, engagement and higher education in the Caribbean Inside View IV.7.2 Extramural studies and experiences of learning and service-learning against the logic of university marketization in Brazil Inside View IV.7.3 The social responsibility of higher education in Chile: Aequalis, the higher education forum Spotlight Issues IV.7.4 The role of the university in the transformation of a territory of poverty Spotlight Issues IV.7.5 The Social Entrepreneurship Lab Spotlight Issues IV.7.6 The Indigenous Intercultural University network - a place for dialogue on knowledge IV.7.7 Networks on community-university engagement in Latin America and the Caribbean IV.7.8 Good Practices PART V. FUTURE VISIONS AND AGENDA FOR ACTION V.1 Transformative knowledge to drive social change: visions for the future PART VI. FURTHER READING VI Recommended bibliography on community- university engagement.
  • (source: Nielsen Book Data)9780230535565 20160612
GUNi Series on the Social Commitment of Universities Higher Education in the World 5 Knowledge, Engagement and Higher Education: Contributing to Social Change We are living through a crisis of scale that affects all systems and that requires a new understanding of human progress and a new conscience that supports a new way of being in the world. The fifth edition of the GUNi Report, entitled: Knowledge, Engagement and Higher Education: Contributing to Social Change, explores the critical dimensions in our understanding of the roles and potential roles of knowledge, civil society and higher education institutions (HEIs) as active players in contributing to the creation of more just and sustainable world. The creation and dissemination of relevant knowledge could contribute to transforming the paradigms and beliefs established in social, economic and political systems and to moving to creative and innovative way of thinking and imagining new realities. Knowledge could help in raising ethical awareness and facilitating the civic commitment of people and professionals. In this sense, this Report will call upon policy-makers, scholars and leaders of HEIs around the world to rethink the social responsibility of HE. The Report provides visibility and critically examines the theory and practice of engagement. It approaches the challenge of Community-University Engagement (CUE) in an integrated manner. It explores ways in which engagement enhances teaching and learning, research, knowledge mobilization and dissemination. It approaches engagement in ways that accept the multiple sites and epistemologies of knowledge, as well as the reciprocity and mutuality in learning and education through engagement. The Report offers elements of a vision for a renewed and socially responsible relationship between higher education, knowledge and society. It is a product of three years research, in which 73 authors from all the world regions have contributed. GUNi has previously published four issues of the Higher Education in the World report (2006, 2007, 2008, 2011), plus a synthesis (2009) committed by UNESCO for the II World Conference on Higher Education held in Paris in 2009. www.guninetwork.org.
(source: Nielsen Book Data)9780230535565 20160612
Education Library (Cubberley)
xxxvii, 341 p. : ill. (some col.) ; 28 cm.
  • INTRODUCTION Foreword (GUNI) Institutional Presentations Higher Education gross enrolment ratios (GER) by country and human development index (GUNI) PART I: THE CONTEXT The World on the Edge Sustainability in Higher Education: A Global Overview of Progress and Possibilities PART II: REGIONAL PERSPECTIVES Higher Education and Sustainability in Sub-Saharan Africa Inside Looking Spotlight Issues Network Experience Higher Education and Sustainability in Arab States Inside Looking Spotlight Issues Network Experience Higher Education and Sustainability in Asia and Pacific Inside Looking Spotlight Issues Network Experience Higher Education and Sustainability in Europe Inside Looking Spotlight Issues Network Experience Higher Education and Sustainability in USA and Canada Inside Looking Spotlight Issues Network Experience Higher Education and Sustainability in Latin-America and the Caribbean Inside Looking Spotlight Issues Network Experience PART III: MOVING FROM UNDERSTANDING TO ACTION GUNI Study: Breaking barriers for transformation PART IV: VISIONS FOR TRANSFORMATION Educating for Living with the Earth Knowledge for a New Paradigm Open up to Society: Building Sustainability Together Learning for Change Research and Teaching for Sustainable Livelihoods Universities in Transition PART V: STATISTICAL APPENDIX (GUNI) PART VI: BIBLIOGRAPHY.
  • (source: Nielsen Book Data)9780230535558 20160608
This fourth report, Higher Education's Commitment to Sustainability: From Understanding to Action, includes papers by 85 authors from 38 countries. The publication presents the current situation and its implication for higher education (HE), analyzing the link between sustainability and HE. It shows a map of how the regions are advancing with regard to the subject; complemented with trending topics, networks' experiences and good practices. The report offers different visions that contribute to the transformation of HE. The publication also includes a study to identify the main barriers that prevent the transformation of higher education institutions (HEIs) towards contributing to the sustainability paradigm, and highlight possible solutions in a global framework to advance from understanding to action. HEIs can play a significant role in building a sustainable paradigm. They may help in facing local and global challenges, facilitating society to answer major global challenges. Their vision and action could be reinforced with a role review towards the creation and distribution of socially relevant knowledge in education and research and in the relationship with communities. They can support, and even anticipate, ways for action to play a proactive and committed role in rebuilt societies. The final goal of this report is to stimulate debate among all those whose different links with the world of HE could contribute to enriching the discussion. We aim to stimulate serious and profound thought, which will open opportunities that should be jointly analyzed, discussed and hopefully used by academics, university leaders, policy makers, practitioners and members of civil society. GUNI's mission is to strengthen the role of higher education in society, contributing to the renewal of the visions, missions and policies of higher education across the world under a vision of public service, relevance and social responsibility.
(source: Nielsen Book Data)9780230535558 20160608
Education Library (Cubberley)
xxiii, 479 pages : illustrations ; 26 cm.
  • Part 1 Education for Sustainable Development in Higher Education 1. Education for Sustainable Development and Sustainability Science: Re-Purposing Higher Education and Research Yoko Mochizuki and Masaru Yarime 2. Learning for Walking the Change: Eco-Social Innovation through Sustainability-oriented Higher Education Arjen E.J. Wals, Valentina C. Tassone, Gary P. Hampson and Jonathan Reams 3. Policy, Politics and Polity in Higher Education for Sustainable Development Gerd Michelsen 4. Challenges for Implementation of Education for Sustainable Development in Higher Education Institutions Ian Thomas 5. Liturgy and Glass Ceiling in the Process of Strengthening the Sustainability in Institutions of Higher Education: A Perspective from Ibero-America Edgar J. Gonzalez-Gaudiano, Pablo A. Meira-Cartea and Cynthia N. Martinez-Fernandez Part 2 Paradigms and Methodologies of Research on Higher Education for Sustainable Development 6. Understanding Approaches to ESD Research on Teaching and Learning in Higher Education Stephen Sterling, Paul Warwick and Lynne Wyness 7. State of the Art in Research on Higher Education for Sustainable Development Matthias Barth and Marco Rieckmann 8. Ongoing and Future Directions of Research on Higher Education for Sustainable Development Stephen Gough, Meyrav Mor, Anna Sowter and Paul Vare 9. Case Study Research on Higher Education for Sustainable Development. Epistemological Foundation and Quality Challenges Regula Kyburz-Graber 10. Synthesis of Research in Higher Education for Sustainable Development Mark Rickinson and Alan Reid 11. Changing from within: an Action Research Perspective for Bringing about Sustainability Curriculum Change in Higher Education Fiona Wahr and Barbara de la Harpe 12. Gender and Diversity in Research on Higher Education for Sustainable Development Angela Franz-Balsen 13. Post-Colonial Perspectives in Research on Higher Education for Sustainable Development Vanessa Andreotti 14. A Review of Three Generations of Critical Theory: Towards Conceptualising Critical HESD Research Heila Lotz-Sisitka 15. Evaluation and Education for Sustainable Development: Navigating a Shifting Landscape in Regional Centres of Expertise Rob O'Donoghue Part 3: Issues and Themes of Research on Higher Education for Sustainable Development 16. Operationalising Competencies in Higher Education for Sustainable Development Arnim Wiek, Michael J. Bernstein, Rider Foley, Matthew Cohen, Nigel Forrest, Christopher Kuzdas, Braden Kay and Lauren Withycombe Keeler 17. Individual Change: Researching Educational Outcomes Achieved by Higher Education for Sustainable Development Kerry Shephard 18. Student Engagement and Leadership in Higher Education for Sustainability Daniella Tilbury 19. Towards a Scholarship of Curriculum Change: from Isolated Innovation to Transformation Kathryn Hegarty and Sarah Holdsworth 20. Organisational Change and Organisational Learning for Promoting Higher Education for Sustainable Development Paul Sylvestre and Tarah Wright 21. Higher Education for Sustainable Development in the Community and through Partnerships Debra Rowe and Krista Hiser 22. Sustainability Assessment in Higher Education Institutions: What and How? Christian Rammel, Luis Velazquez and Clemens Mader Part 4: Examples of Research on Higher Education for Sustainable Development 23. Margarita Juarez-Najera: Sustainable Behaviour in Higher Education Institutions - An exploratory approach 24. Education for Sustainable Development and Curricular Greening of Undergraduate Courses: Trends in Brazilian Research (1987-2009) Jorge Megid Neto and Juliana Rink 25. Social Representation of Sustainable Development Models in Students at a Mexican Public University Antonio Fernandez-Crispin and Jose David Lara-Gonzalez 26. The Research Process of Understanding Biographical Learning Processes of Sustainability Entrepreneurs Jana-Michaela Timm 27. Academics' Opinions and Practices of Education for Sustainable Development: Reflections on a Nation-Wide, Mixed-Methods, Multidisciplinary Study Belinda A. Christie and Kelly K. Miller 28. Students' Competency Development in the Context of Self-Organised and Project-Oriented Sustainability Seminars: Research at the Interface between Self-Description and Real-Life Action Mandy Singer-Brodowski 29. Towards Critique: Exploring the Politics and Praxis of Sustainable Higher Education Change from a Discursive-Praxeological Perspective Susanne Muller-Lindeque 30. Competencies for Sustainability in the Curricula of all new Degrees from the University of Valencia (Spain) Pilar Aznar Minguet, M. Angeles Ull, Albert Pinero and M. Pilar Martinez-Agut 31. Implementing Education for Sustainability in Higher Education through Student-Centred Pedagogies Neus (Snowy) Evans.
  • (source: Nielsen Book Data)9780415727303 20160619
The Routledge International Handbook of Higher Education for Sustainable Development gives a systematic and comprehensive overview of existing and upcoming research approaches for higher education for sustainable development. It provides a unique resource for researchers engaged in the field of higher education for sustainable development by connecting theoretical aspects of the range of relevant methodologies, showing the interdisciplinary aspects of the research field and illustrating the breadth of research directions. With a team of international authors from leading universities in research and teaching in higher education for sustainable development this Handbook brings together a broad range of research approaches and shows how these approaches are reflected in the research practice in higher education for sustainable development. Key topics include: * Research Paradigms and Methodologies * Ongoing and Future Directions of Research * Meta-Analysis and Reviews * Policy and Politics * Challenges for Implementation * Action Research and Transdisciplinary Perspective * Gender, Diversity and Post-Colonial Perspectives * Operationalising Competencies * Outcome-Oriented Research * Curriculum Change * Organisational Change and Organisational Learning * Community and Partnerships * University Appraisal Systems and Indicators * Evaluation Approaches * Engaging Academic Teachers * Good Practice Learning and Teaching * Transformative Leadership and Change Strategies This Handbook is an invaluable research and teaching tool for all those working in higher education for sustainable development.
(source: Nielsen Book Data)9780415727303 20160619
Education Library (Cubberley)
xxxvi, 265 pages : illustrations ; 26 cm
  • Forewords: Mr Barry Grear, Professor Goolam Mohamedbhai, Professor Walter Leal-Filho, and Dr Tony Marjoram. Our One-Minute Pitch Preface: The Natural Edge Project Introductions: Professor Stephen Sterling, Dr Debra Rowe and Emeritus Professor Robin W. King Part 1: A Compelling Case for Rapid Curriculum Renewal 1. Higher Education in Urgent and Challenging Times 2. Drivers and Barriers to Education for Sustainability 3. Deliberative and Dynamic Curriculum Renewal Part 2: Strategic Transformation through Rapid Curriculum Renewal 4. A Whole of Institutional Approach (Curriculum Helix) 5. Informing a Curriculum Renewal Strategy Part 3: Key Considerations for Each Element of Curriculum Renewal 6. Identifying Graduate Attributes 7. Mapping Learning Pathways 8. Auditing Learning Outcomes 9. Developing and Updating Curriculum 10. Implementing the Program Appendix: Staging the Curriculum Renewal Strategy Glossary Notes Index.
  • (source: Nielsen Book Data)9781844078608 20160614
Responding to the global and unprecedented challenge of capacity building for twenty-first century life, this book is a practical guide for tertiary education institutions to quickly and effectively renew the curriculum towards education for sustainable development. The book begins by exploring why curriculum change has been so slow. It then describes a model for rapid curriculum renewal, highlighting the important roles of setting timeframes, formal and informal leadership, and key components and action strategies. The second part of the book provides detailed coverage of six core elements that have been trialled and peer reviewed by institutions around the world: * raising awareness among staff and students * mapping graduate attributes * auditing the curriculum * developing niche degrees, flagship courses and fully integrated programs * engaging and catalysing community and student markets * integrating curriculum with green campus operations. With input from more than seventy academics and grounded in engineering education experiences, this book will provide academic staff with tools and insights to rapidly align program offerings with the needs of present and future generations of students.
(source: Nielsen Book Data)9781844078608 20160614
Education Library (Cubberley)
vi, 127 p. : ill., maps (some col.) ; 25 cm.
Education Library (Cubberley)
iv, 218 p. : ill., maps ; 30 cm.
Education Library (Cubberley)


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