This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and…
This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking.
In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach.
Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability.
Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education.
More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems.
Social implications include a more effective and socially just higher education for sustainability
The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.
Sustainability is an emotional issue. It is also an issue that is gaining prominence in organizational agendas. In this chapter, we outline a model to explain how employees…
Sustainability is an emotional issue. It is also an issue that is gaining prominence in organizational agendas. In this chapter, we outline a model to explain how employees perceive change agents working to implement sustainability initiatives in organizations. Using this model, we argue that organizational support for sustainability can influence how employees respond to sustainability messages. We further argue that the intensity of emotions that change agents display, and how appropriate those emotions are within the organizational context, will influence how employees perceive those individuals and the success of their efforts to influence green outcomes.
We extend the Dual Threshold Model of emotions (DTM: Geddes & Callister, 2007) to assess the impact of displays of emotional intensity on achieving sustainability goals. Our model links emotional propriety to change agent success. By exploring variations of the DTM in terms of contextual factors and emotional intensity, our model elaborates on the dynamic nature of emotional thresholds.
Using our framework, change agents may be able to improve their influence by matching the emotional intensity of their messages to the relevant display rules for that organization. That is, change agents who are perceived to express emotion within the thresholds of propriety can enhance their success in implementing green outcomes.
This chapter examines sustainability initiatives at the interpersonal behavior level. We combine aspects of organizational behavior, emotion in organizations, and organizations and the natural environment to create a new model for understanding change agent success in corporate sustainability.
The proposed chapter will focus on university partnerships for sustainable development, specifically in relation to the health and social care sector. As this is a burgeoning…
The proposed chapter will focus on university partnerships for sustainable development, specifically in relation to the health and social care sector. As this is a burgeoning field of research and enterprise, this chapter would provide a valuable resource and much-needed exploration of how and with whom universities partner in terms of sustainability in health and social care.
The majority of universities have health sciences and social care departments delivering courses at undergraduate, postgraduate, and doctorate levels. As such, the chapter presents the range of opportunities for interdisciplinary learning and working, shares methods to foster social responsibility through partnerships between students, staff, clinicians, and service users, and acknowledges the prospect of lifelong learning that partnerships in sustainability can generate.