Show simple item record

dc.contributor.authorCebrián, Gisela
dc.contributor.authorGrace, Marcus
dc.contributor.authorHumphris, Debra
dc.date.accessioned2017-07-31T08:44:20Z
dc.date.available2017-07-31T08:44:20Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/20.500.12020/376
dc.description.abstractThe research presented in this paper emerged from the need to identify the factors influencing academic staff members when engaging in Education for Sustainable Development in real practice. The aims of this study were to explore: (i) the factors influencing academic staff engagement in Education for Sustainable Development; and (ii) the views and vision of academic staff in relation to Education for Sustainable Development at the University of Southampton. This research was conceived as an exploratory action research study and consisted of two differentiated research stages. In Stage I fourteen academic staff members from different disciplines were interviewed as a reconnaissance phase of a typical action research cycle. In Stage II a facilitator role for curriculum development was adopted by one of the authors as part of her doctoral studies. An interdisciplinary group of five academic staff members from different subject areas was created with the aim to support the group's critical reflection and action. This research was undertaken between October 2011 and May 2013. This study suggests that although academics might have a personal interest and motivation to engage in Education for Sustainable Development, factors such as the lack of time and financial resources, lack of deep understanding of sustainability, current curriculum structures and ways of delivery, academic pressures, external factors, lack of organisational support and existing organisational conditions block their engagement in Education for Sustainable Development. Organisational support and leadership, quality assurance processes, professional development and creating reward structures are necessary strategies towards academic staff engagement in this agenda. This study provides evidence on different views and visions of academics in relation to Education for Sustainable Development and a number of contradictions between its principles and the role of Higher Education.es
dc.language.isoenes
dc.publisher86es
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleAcademic staff engagement in education for sustainable developmentes
dc.typearticlees
dc.issue.number106es
dc.journal.titleJournal of Cleaner Productiones
dc.page.initial1es
dc.page.final79es
dc.rights.accessRightsopenAccesses
dc.subject.areaCiencias de la Educaciónes
dc.subject.keywordHigher educationes
dc.subject.keywordEducation for sustainable developmentes
dc.subject.keywordAction researches
dc.subject.keywordAcademicses
dc.subject.keywordViewses
dc.subject.keywordEngagementes


Files in this item

File/sSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional