|Published online: May 19, 2014||$US5.00|
This paper considers whether sustainability issues can and should be included in higher education curricula. The notion of sustainability-informed curricula has already been examined in a range of published studies, but the present study focuses on views and perspectives of two specific staff groups, under-represented in earlier research, these being professional service staff with roles in sustainability, and educational development staff. Consequently, and following a fuller contextualisation of the relevant issues and debates, this article summarises two small-scale empirical studies undertaken by the author, implemented at two higher education institutions, each study seeking to make a contribution to addressing this gap. The findings suggest that professional staff with sustainability roles view that there are many benefits to be gained through the development of more sustainability-infused curricula, whilst educational developers have more cautious views about such issues. Drawing on these findings, it will be argued that there is a strong rationale for promoting more sustainability informed curricula, but that there are challenges involved too. As a result, it is important to collect the views of particular staff groups who have expertise in these areas, if and when considering curriculum change of this type.
|Keywords:||Sustainability, Higher Education Curricula, Educational Developers, Sustainability Staff|
International Journal of Pedagogy and Curriculum, Volume 20, Issue 4, November 2014, pp.53-63. Article: Print (Spiral Bound). Published online: May 19, 2014 (Article: Electronic (PDF File; 780.437KB)).
Senior Lecturer in Educational Development, Department of Learning Enhancement and Development, City University London, London, London, UK