Integrating Sustainable Development into the Postgraduate Curriculum in the UK: A Mixed Method Study

Abstract

In the UK, Masters level discipline-specific courses in sustainability integrate modules on the social, economic, and environmental issues of sustainable development. The postgraduate faculty teaching on these courses and the student cohorts enrolling in such courses bring varying attitudes, experiences, and beliefs to the ecological and anthropological discourses and practices about sustainable development. Existing studies of education for sustainable development (ESD) have identified strengths and weaknesses in the knowledge and attitudes of students and faculty although few studies have focused on postgraduate cohorts and fewer still have attempted to compare and contrast students and lecturers. This mixed method case study analyses findings from data collected (2016–2017) from student surveys (n = 121) and semi-structured interviews with faculty (n = 21) recruited from multiple university departments, centers, and programs (n = 12) to identify prevailing anthropocentric and eco-centric ideas and rationales about sustainable development and ESD. Findings suggest a strong orientation to mainstream sustainable development in both groups but analysis identifies reasons for resisting a focus on extremes of “deep green” or “green wash” approaches. In addition, prevailing belief in academic neutrality, institutional and disciplinary factors, student pragmatism, and other drivers are highlighted. The study concludes by identifying potential paths from prevailing (experiential) education in sustainable development to more transformational approaches.

Citation

Melles, G. (2020), "Integrating Sustainable Development into the Postgraduate Curriculum in the UK: A Mixed Method Study", Sengupta, E., Blessinger, P. and Yamin, T.S. (Ed.) Teaching and Learning Strategies for Sustainable Development (Innovations in Higher Education Teaching and Learning, Vol. 19), Emerald Publishing Limited, Leeds, pp. 123-140. https://doi.org/10.1108/S2055-364120200000019012