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Article
Publication date: 3 July 2017

Kristin Warr Pedersen

The purpose of this paper is to consider an expanded vision of professional development for embedding education for sustainability (EfS) in a higher education institution. Through…

1893

Abstract

Purpose

The purpose of this paper is to consider an expanded vision of professional development for embedding education for sustainability (EfS) in a higher education institution. Through an exploration of a community of practice at the University of Tasmania, this paper examines how collaborative peer learning can sustain and promote continued professional development for staff in higher education who are committed to EfS as an educational paradigm.

Design/methodology/approach

This research was conducted through a mixed methods investigation that involved participant observation and semi-structured interviews and focus groups. Data were analysed and grouped into themes that are discussed in the paper.

Findings

This research reveals that personal values and professional identity were the two driving factors for continued engagement in a collaborative peer learning initiative. Despite institutional challenges and a lack of success of growing membership in the community of practice, participants found a level of job satisfaction and personal connection to the initiative and to each other that has sustained action and impact for this group.

Originality/value

This work contributes an alternative voice to the professional development discussion around EfS. While most professional development activities are aimed at transferring knowledge to individuals and groups that are identified to lack awareness or capacity in a topic, this work highlights the need to include and foster safe learning spaces for continued professional learning. Particular attention is paid to the value of peer learning to support the professional development of sessional staff engaged in EfS.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 6 February 2017

Kristin Warr Pedersen, Emma Pharo, Corey Peterson and Geoffrey Andrew Clark

The purpose of this paper is to profile the development of a bicycle parking hub at the University of Tasmania to illustrate how the Academic Operations Sustainability Integration…

3995

Abstract

Purpose

The purpose of this paper is to profile the development of a bicycle parking hub at the University of Tasmania to illustrate how the Academic Operations Sustainability Integration Program promotes real change through the engagement of stakeholders from across an institution to deliver campus sustainability. This case study outlines one example of how place-based learning initiatives focused on campus sustainability challenges have delivered authentic education for sustainability in the Australasian higher education setting.

Design/methodology/approach

This case study outlines the process through which a cross-disciplinary place-based learning initiative was designed, implemented and evaluated over a three-year period. The evaluation of the project was designed to assess the impact of this education for sustainability approach on both operational and student learning outcomes, and to make recommendations on the continuation of place-based learning initiatives through the Academic Operations Sustainability Integration Program.

Findings

This case study illustrates how learning can be focused around finding solutions to real world problems through the active participation of staff and students as members of a learning community. This experience helped the authors to better understand how place-based learning initiatives can help deliver authentic education for sustainability and the success factors required for engaging staff and students in such efforts.

Originality/value

The case study highlights an example of an education for sustainability initiative that was mutually driven by the operational and learning objectives of an institution, and specifically the ways in which the engagement of staff and students from across an institution can lead to the successful integration of these two often disparate institutional goals.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 2
Type: Research Article
ISSN: 1467-6370

Keywords

Content available
Article
Publication date: 6 February 2017

Tamara Savelyeva and Sara Rickards

637

Abstract

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 2
Type: Research Article
ISSN: 1467-6370

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