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1 – 2 of 2John Robinson, Andi Darell Alhakim, Grace Ma, Monisha Alam, Fernanda da Rocha Brando, Manfred Braune, Michelle Brown, Nicolas Côté, Denise Crocce Romano Espinosa, Ana Karen Garza, David Gorman, Maarten Hajer, John Madden, Rob Melnick, John Metras, Julie Newman, Rutu Patel, Rob Raven, Kenneth Sergienko, Victoria Smith, Hoor Tariq, Lysanne van der Lem, Christina Nga Jing Wong and Arnim Wiek
This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.
Abstract
Purpose
This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities.
Design/methodology/approach
This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement).
Findings
This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university’s operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful.
Originality/value
Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.
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Children of recent refugees and immigrants are the fastest growing student population in the US public education system. Thus, it is imperative to create research-based pedagogies…
Abstract
Children of recent refugees and immigrants are the fastest growing student population in the US public education system. Thus, it is imperative to create research-based pedagogies that value linguistic diversity, provide academic and social–emotional support and embrace life experiences that are often vastly different from those of the teachers and typical students. The goal of this study was to examine the effects of an instructional model designed to address specific academic and social–emotional competencies of linguistically and culturally diverse students on the writing of eight and nine-year-old students (n = 10) enrolled in an afterschool programme serving students from refugee families. The model of explicit writing instruction implemented in the study included culturally responsive literature, mindfulness practices, and differentiation in teaching genre-specific text structure and academic vocabulary. Pre- and post-test personal essays were scored for holistic quality of writing and use of academic vocabulary. The findings indicate that explicit and differentiated instruction in both writing organisation and vocabulary use was effective in increasing the holistic quality of students' personal writing and their ability to integrate academic vocabulary appropriately and meaningfully in independent writing. Implications for culturally responsive instruction for refugee students are discussed.
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