dc.contributor.advisor |
McDonald, R |
en |
dc.contributor.author |
Coleman, Sian |
en |
dc.date.accessioned |
2012-05-24T03:52:31Z |
en |
dc.date.issued |
2012 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/18362 |
en |
dc.description |
Full text is available to authenticated members of The University of Auckland only. |
en |
dc.description.abstract |
It is evident today that global society as we know it is as at a pivotal point in time. Climate change and growing global insecurity are two of the biggest threats currently facing humanity. Higher education has an important role to play in mitigating the effects of these threats by placing graduates in the workforce who are ecologically literate enough to contribute positively, not negatively, to our environment. This thesis advocates that tertiary institutions are morally responsible for ensuring a sustainable and regenerative future on all fronts. Acknowledging the sustainability imperatives of our time, the current research aims to explore the spaces where educators are pushing the boundaries and gaining headway with educating differently for sustainable change. In doing so, this research aims to answer the following two questions: 1. What constitutes cutting edge, best practice in the teaching of sustainability / ecological literacy at the tertiary level? And 2. What are expert opinions on the barriers and means to overcome these in order for education for sustainability (EFS) to become more freely adopted by higher education institutions in the near future? In order to answer these questions expert opinion was sought from current practitioners who exemplify best practice in the area of sustainability education in the tertiary sector. The Universitas 21 Network for International Higher Education (U21 – a network of 23 universities dedicated to fostering global citizenship and inspiring institutional innovation) was used as a springboard to obtain appropriate research participants. Subjects in this qualitative study were recommended to the researcher by third parties who deemed the individuals as exemplary teachers and advocates of EFS principles. Fourteen current practitioners representing 10 different academic disciplines and 11 institutions (eight from U21), teaching or heavily involved in the planning of courses centred on issues of sustainability, were interviewed using the semi-structured interview technique in this explorative study. The interviews were coded and analysed thematically, which allowed for the development of insightful concepts that helped illuminate the research aims. This study outlines principles that define excellent pedagogical practice of EFS in higher education, and recommends that a number of barriers need to be overcome at the institutional and academic levels in order for EFS to become more widely adopted by higher education institutions worldwide. Cutting edge approaches for the future of EFS are suggested. This research proves useful in informing global tertiary networks and higher education institutions about best practice in this essential area of education. |
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dc.publisher |
ResearchSpace@Auckland |
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dc.relation.ispartof |
Masters Thesis - University of Auckland |
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dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
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dc.rights |
Restricted Item. Available to authenticated members of The University of Auckland. |
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dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
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dc.title |
Educating a New Generation of Thinkers Fit for the Challenges of the 21st Century: Towards establishing best practice in higher education |
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dc.type |
Thesis |
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thesis.degree.grantor |
The University of Auckland |
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thesis.degree.level |
Masters |
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dc.rights.holder |
Copyright: The author |
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pubs.elements-id |
353476 |
en |
pubs.record-created-at-source-date |
2012-05-24 |
en |
dc.identifier.wikidata |
Q112889389 |
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