International Journal of Sustainability in Higher Education 

About: International Journal of Sustainability in Higher Education is an academic journal published by Emerald Publishing Limited. The journal publishes majorly in the area(s): Sustainability & Higher education. It has an ISSN identifier of 1467-6370. Over the lifetime, 1125 publications have been published receiving 39401 citations.

Developing key competencies for sustainable development in higher education

Abstract: – To date, little attention has been given to the circumstances in which the process of developing key competencies for sustainable development may take place. The purpose of this paper is to consider, the possibilities both of formal and informal learning and their relationship to competence development within higher education., – An explorative, qualitative study based on focus groups was designed using different groups from formal and informal learning settings., – The development of key competencies is based both on cognitive and non‐cognitive dispositions and asks for multiple contexts. Through combining formal and informal learning settings within higher education – as part of a new learning culture – a variety of contexts can be given and competence development can be enhanced., – While aspects of both formal and informal learning settings could be identified, the interdependencies between them remain elusive., – Based on the findings, some main aspects for acquiring competencies can be pointed out that may be crucial in higher education settings., – The paper analyses the implications for both formal and informal learning settings of new ways of developing key competencies within higher education. Particular attention is given to interdisciplinarity and students' self‐responsibility.

Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart.

Abstract: – The current UN Decade of Education for Sustainable Development echoes many scholars' calls to re‐envision education for sustainability. Short of a complete overhaul of education, the paper seeks to propose learning objectives that can be integrated across existing curricula. These learning objectives are organized by head, hands and heart – balancing cognitive, psychomotor and affective domains. University programs and courses meeting these learning objectives exhibit an emergent property here termed transformative sustainability learning (TSL)., – Theoretically, TSL grew from traditions of sustainability education and transformative education. Practically, TSL emerged from experimental learning collaborations sponsored by the University of British Columbia in 2003 and 2004 in an effort to enable explicit transitions to sustainability‐oriented higher education. Primarily through action research, these community‐based, applied learning experiences constituted cyclical processes of innovation, implementation and reflection., – The paper finds: advancement of head, hands and heart as an organizing principle by which to integrate transdisciplinary study (head); practical skill sharing and development (hands); and translation of passion and values into behaviour (heart); development of a cognitive landscape for understanding TSL as a unifying framework amongst related sustainability and transformative pedagogies that are inter/transdisciplinary, practical and/or place‐based; creation of learning objectives, organized to evaluate a course or program's embodiment of TSL., – By enabling change within existing structures of higher education, the paper complements and contributes to more radical departures from the institution. The work to date demonstrates potential in applying this learning framework to courses and programs in higher education.

The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development

Abstract: Purpose – This paper aims to provide a description of the achievements of the United Nations (UN) Decade of Education for Sustainable Development (2005-2014) with a focus on higher education, and it describes some of the key issues which will guide sustainable development in the coming years. Design/methodology/approach – The paper initially presents an analysis of past developments, complemented by an assessment of the emphasis on sustainable development by the International Journal of Sustainability in Higher Education. In particular, it makes cross-references to the deliberations held at the UN Conference on Sustainable Development held in Rio de Janeiro, Brazil, in June 2012, with a special emphasis to the document “The Future we Want”. It concludes by listing a set of suggestions and measures that both industrialised and developing countries may consider to translate the principles of sustainable development into reality. Findings – Sustainable development is and will continue to be a matter of subst...

Higher education for sustainability: seeking affective learning outcomes

Abstract: Purpose – The purpose of this paper is to interpret aspects of education for sustainability in relation to educational theories of the affective domain (values, attitudes and behaviours) and suggest how the use of these theories, and relevant experience, in other educational areas could benefit education for sustainability.Design/methodology/approach – An analysis based on a literature review of relevant educational endeavours in affective learning.Findings – This paper suggests that most teaching and assessment in higher education focus on cogitative skills of knowledge and understanding rather than on affective outcomes of values, attitudes and behaviours. Some areas of higher education, however, have effectively pursued affective outcomes and these use particular learning and teaching activities to do so. Key issues for consideration include assessing outcomes and evaluating courses, providing academic credit for affective outcomes, key roles for role models and designing realistic and acceptable learn...

Higher education as a change agent for sustainability in different cultures and contexts

Abstract: Purpose – The goal of this paper is to enhance consideration for the potential for institutions of higher education throughout the world, in different cultures and contexts, to be change agents for sustainability. As society faces unprecedented and increasingly urgent challenges associated with accelerating environmental change, resource scarcity, increasing inequality and injustice, as well as rapid technological change, new opportunities for higher education are emerging. Design/methodology/approach – The paper builds on the emerging literature on transition management and identifies five critical issues to be considered in assessing the potential for higher education as a change agent in any particular region or place. To demonstrate the value of these critical issues, exemplary challenges and opportunities in different contexts are provided. Findings – The five critical issues include regional-specific dominant sustainability challenges, financing structure and independence, institutional organization, the extent of democratic processes, and communication and interaction with society. Originality/value – Given that the challenges and opportunities for higher education as a change agent are context-specific, identifying, synthesizing, and integrating common themes is a valuable and unique contribution.