Strategies for education for sustainable development - Danish and Australian perspectives

Egelund Holgaard, J; Hadgraft, R; Kolmos, A; Guerra, A

Strategies for education for sustainable development - Danish and Australian perspectives

Egelund Holgaard, J Hadgraft, R

Kolmos, A Guerra, A

Permalink

Publisher:: ELSEVIER SCI LTD
Publication Type:: Journal Article
Citation:: Journal of Cleaner Production, 2016, 112, pp. 3479-3491
Issue Date:: 2016-01-01

Closed Access

	Filename	Description	Size
	1-s2.0-S0959652615012901-main.pdf	Published version	1.23 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Egelund Holgaard, J
dc.contributor.author	Hadgraft, R https://orcid.org/0000-0002-0480-7456
dc.contributor.author	Kolmos, A
dc.contributor.author	Guerra, A
dc.date.accessioned	2022-02-08T06:55:59Z
dc.date.available	2022-02-08T06:55:59Z
dc.date.issued	2016-01-01
dc.identifier.citation	Journal of Cleaner Production, 2016, 112, pp. 3479-3491
dc.identifier.issn	0959-6526
dc.identifier.issn	1879-1786
dc.identifier.uri	http://hdl.handle.net/10453/154300
dc.description.abstract	If engineers are to provide sustainable innovations for future societies, engineers should be able to think and act beyond pure technical competence. This is stressed in political and accreditation frameworks all over the world, and universities are trying to respond to this demand. However, in many cases, sustainability practices seem fragmented and there is a lack of knowledge of strategies and few clear examples of good practice. In this paper, activities to integrate sustainability in two engineering institutions, one in Denmark and one in Australia, are systematically compared to provide an understanding of different kinds of activities and their internal as well as external enablers. A conceptual framework to provide overview of education for sustainability activities and their enablers has been proposed, where activities are related to actors and resources at both university and national levels. The conceptual framework has been developed iteratively - moving back and forth trying to find a suitable structure to capture the contextual pillars of the activities in the two cases, using state-of-art within the research field of education for sustainable development to fill out potential blind spots in the case-material and, finally, continuously shaping the storylines in the two cases to provide the needed overview and understanding of the similarities and differences of the approaches. The interplay between the framework and the case-stories provides a platform for change, as the framework does not only create an overview of activities, it also points out potential routes not taken, and the case studies provide examples of activities, which can be transferred with careful consideration to the internal as well as external context.
dc.language	English
dc.publisher	ELSEVIER SCI LTD
dc.relation.ispartof	Journal of Cleaner Production
dc.relation.isbasedon	10.1016/j.jclepro.2015.09.063
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	0907 Environmental Engineering, 0910 Manufacturing Engineering, 0915 Interdisciplinary Engineering
dc.subject.classification	Environmental Sciences
dc.title	Strategies for education for sustainable development - Danish and Australian perspectives
dc.type	Journal Article
utslib.citation.volume	112
utslib.for	0907 Environmental Engineering
utslib.for	0910 Manufacturing Engineering
utslib.for	0915 Interdisciplinary Engineering
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
utslib.copyright.status	closed_access	*
dc.date.updated	2022-02-08T06:55:58Z
pubs.publication-status	Published
pubs.volume	112

Abstract:

If engineers are to provide sustainable innovations for future societies, engineers should be able to think and act beyond pure technical competence. This is stressed in political and accreditation frameworks all over the world, and universities are trying to respond to this demand. However, in many cases, sustainability practices seem fragmented and there is a lack of knowledge of strategies and few clear examples of good practice. In this paper, activities to integrate sustainability in two engineering institutions, one in Denmark and one in Australia, are systematically compared to provide an understanding of different kinds of activities and their internal as well as external enablers. A conceptual framework to provide overview of education for sustainability activities and their enablers has been proposed, where activities are related to actors and resources at both university and national levels. The conceptual framework has been developed iteratively - moving back and forth trying to find a suitable structure to capture the contextual pillars of the activities in the two cases, using state-of-art within the research field of education for sustainable development to fill out potential blind spots in the case-material and, finally, continuously shaping the storylines in the two cases to provide the needed overview and understanding of the similarities and differences of the approaches. The interplay between the framework and the case-stories provides a platform for change, as the framework does not only create an overview of activities, it also points out potential routes not taken, and the case studies provide examples of activities, which can be transferred with careful consideration to the internal as well as external context.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/154300