Being an un-salaried (as opposed to a fully-lapsed) academic means that your life is no longer consumed by the thought of where the next paper is coming from and going to. In my case this means that my reading to writing ratio is now much higher than it was in my last few years in post. A good thing. Thus it comes as a nice change to see something I've written about to appear:
Scott W (2016) Sustainability and Universities: an examination of conceptual frames, graduate attributes and learning outcomes; In M Barth & M Rieckmann (Eds) Empirische Forschung zur Bildung für nachhaltige Entwicklung – Themen, Methoden und Trends. Leverkusen: Barbara Budrich Publishers
This chapter explores how universities address sustainability in their approaches to learning and teaching, and, in particular, how learning outcomes and graduate attributes that relate to sustainability can be conceptually framed. It builds on the idea of loose and tight sustainability framings that I introduced in a review essay for EER last year [*]. Although each of these offers evidence that sustainability is taken seriously by an institution, a tight conceptual framing of sustainability provides coherent vision, values, and values-informed practices that are transformative in nature. Four initiatives, from Australia, Canada and the UK, are examined to explore the question of whether a transformative orientation is necessary if students are to learn effectively about sustainability. It will be available later in the year.
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[*] Scott W (2015) Exploring a transformative orientation to sustainability in universities: a question of loose and tight framings. Environmental Education Research 21(6) 943-953
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