Being an un-salaried (as opposed to a fully-lapsed) academic means that your life is no longer\u00a0consumed by the thought of where the next paper is coming from and going to. \u00a0In my case this means that my reading to writing ratio is now much higher than it was in my last few years in post. \u00a0A good thing. \u00a0Thus it comes as a nice change to see something I've written about to appear:<\/p>\n
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 f\u00fcr nachhaltige Entwicklung \u2013 Themen, Methoden und Trends<\/em>. Leverkusen: Barbara Budrich Publishers<\/p><\/blockquote>\n
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. \u00a0It builds on\u00a0the idea of loose and tight sustainability framings that I introduced in a review essay for EER last year [*].\u00a0 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. \u00a0Four 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. \u00a0It will be available later in the year.<\/p>\n
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