Education for Sustainability in Universities: Challenges and Opportunities for Change

2016 ◽  
Vol 32 (1) ◽  
pp. 91-108 ◽  
Author(s):  
Blanche Higgins ◽  
Ian Thomas
Keyword(s):  
Curriculum Change ◽  
Change Agents ◽  
Institutional Culture ◽  
Education For Sustainability ◽  
Complex Process ◽  
Challenges And Opportunities ◽  
Change Efforts

AbstractEducation for sustainability (EfS) is widely supported and researched; however, the broad and deep implementation of EfS in universities that is needed lags behind the goals of change agents. This article reviews literature on change procedures; in particular, curriculum change in universities. Our aim was to develop insights into strategies change agents can use to bolster their efforts to implement EfS. We found that change in universities is commonly acknowledged as a complex process, and that taking account of institutional culture is an integral step in curriculum change efforts. We also explored the struggles and successes of attempts to diversify the curriculum in order to find parallels that EfS change agents can learn from.

scholarly journals Adapting the CACAO model to support higher education STEM teaching reform

2022 ◽  
Vol 9 (1) ◽  
Author(s):  
Karen Viskupic ◽  
Brittnee Earl ◽  
Susan E. Shadle
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Change Agents ◽  
Community Values ◽  
Faculty Teaching ◽  
Complex Process ◽  
The Matrix ◽  
Stem Instruction ◽  
Stem Teaching ◽  
Change Efforts

Abstract Background Efforts to achieve improved student outcomes in STEM are critically reliant on the success of reform efforts associated with teaching and learning. Reform efforts include the transformation of course-based practices, community values, and the institutional policies and structures associated with teaching and learning in higher education. Enacting change is a complex process that can be guided by change theories that describe how and why a desired change takes place. We analyzed the utility of a theory-based change model applied in a higher education setting. Our results provide guidance for change efforts at other institutions. Results Use of the CACAO model to guide the transformation of STEM instruction at a large public university resulted in changes to faculty teaching practices and department culture consistent with the vision defined for the project. Such changes varied across STEM departments in accordance with the emergent nature of project activities at the department level. Our application of the CACAO model demonstrates the importance of (1) creating a vision statement (statement of desired change or end-state); (2) attending to different levels of the organization (e.g., individuals, departments, and colleges); (3) working with change agents who are situated to be effective at different organizational levels; and (4) employing strategies to meet the needs and interests of faculty at different stages of adoption with respect to the desired change. Conclusion Our work, which demonstrates the utility of the CACAO model for change and captures its key elements in a matrix, provides a potential foundation for others considering how to frame and study change efforts. It reinforces the value of using change theories to inform change efforts and creates a structure that others can build on and modify, either by applying our CACAO matrix in their own setting or by using the matrix to identify elements that connect to other change theories. We contribute to the growing body of literature which seeks to understand how change theories can be useful and generalizable beyond a single project.

The involvement of teachers in curriculum change : with special reference to the introduction of programmes in mathematics in primary classes

2021 ◽  
Author(s):  
◽  
Edwin Arthur Palmer
Keyword(s):  
New Zealand ◽  
Special Reference ◽  
Curriculum Change ◽  
Technological Development ◽  
Subject Area ◽  
Department Of Education ◽  
Professional Organization ◽  
Complex Process ◽  
Educational Institute ◽  
To Receive

<p>Curriculum building is a complex process; a process which has in recent years intensified. The rapidity of technological development has placed on educationalists a greater pressure than ever before. Furthermore, the concept of co-operative curriculum building, with the involvement of a wider number of people has come to receive greater acceptance.  This thesis sets out to examine the process of syllabus revision in New Zealand in one particular subject area, mathematics. It aims to evaluate the degree of consultation between the New Zealand Educational Institute, the teachers' professional organization, and the Department of Education which is ultimately responsible for syllabus revision. In particular the thesis wishes to discover the role played by the practising teacher in this revision.</p>

Advancing Evidence-Based Practice Through Program Evaluation

2018 ◽  
Author(s):  
Julie Q. Morrison ◽  
Anna L. Harms
Keyword(s):  
Program Evaluation ◽  
School Improvement ◽  
Change Agents ◽  
Evidence Based ◽  
School Based ◽  
Tier System ◽  
Challenges And Opportunities ◽  
Education Today ◽  
Evaluation Of Evidence ◽  
Evaluation Approaches

The demand for results-driven accountability is pervasive in all aspects of education today. The shift in emphasis from compliance to accountability for closing achievement gaps and improving student outcomes creates challenges and opportunities for school-based professionals. School-based professionals have a significant role to play in supporting school improvement efforts and improving outcomes for students in their role as program evaluators. Despite the need for advanced knowledge and skills in program evaluation, resources dedicated to developing the competencies of school-based professionals in evaluation approaches, methods, and tools are scarce. This book addresses this need by serving as a practical resource for school-based professionals seeking to use program evaluation to enhance data-based decision making and accountability as informed by implementation research and within the context of a multi-tier system of supports framework. Throughout this book, school-based professionals are positioned as change agents guiding their school or school districts in the adoption, implementation, and evaluation of evidence-based interventions and systems of support to meet students’ academic and behavioral needs.

scholarly journals Artists Residencies, Challenges and Opportunities for Communities’ Empowerment and Heritage Regeneration

2020 ◽  
Vol 12 (22) ◽  
pp. 9651
Author(s):  
Maria Rita Pinto ◽  
Serena Viola ◽  
Anna Onesti ◽  
Francesca Ciampa
Keyword(s):  
Sustainable Development ◽  
Social Sustainability ◽  
Project Manager ◽  
Participatory Approaches ◽  
Positive Effects ◽  
Complex Process ◽  
Challenges And Opportunities ◽  
New Form ◽  
The University

The paper debates the results of a research carried out by the Department of Architecture of the University of Naples “Federico II” (DiARC), as part of the Creative Europe 2018 Artists in Architecture, Re-activating modern European houses program (entitled EACEA 32/2017 and EACEA 35/2017; scientific coordinator: Maria Rita Pinto; project manager: Serena Viola). The research investigates the relationships between creativity and sharing as tools of a new form of social sustainability. These elements can induce positive effects on the settlement qualities of the places, acting as engines of the custody of the settlement values and the collaborative regeneration of the built environment. The methodology is based on participatory approaches able to restore the levels of cohesion, care, and creativity that the experimentation typology of the Artists Residencies is able to trigger on the territory and on the communities who inhabit it. The results return in the form of the complex process of the artist exhibition reception a significant strategy of sustainable development, capable of influencing the community by entrusting it with the role of custodian of the existing heritage and of renewing local entrepreneurship with innovative productions.

Reflections on the Client—Consultant Relationship: Challenges and Opportunities in a Context of Organisational Change

2012 ◽  
Vol 37 (3) ◽  
pp. 1-19 ◽  
Author(s):  
Omar Belkhodja ◽  
Égide Karuranga ◽  
Guillaume Giasson Morin
Keyword(s):  
Information Technology ◽  
Change Agents ◽  
Organisational Change ◽  
Point Of View ◽  
Management Information ◽  
Challenges And Opportunities ◽  
Research Findings ◽  
Active Communication ◽  
Interpretive Frame

This paper investigates the determinants of success of the client-consultant relationship from the consultant's point of view. Ten consultants from various fields (e.g. change management, information technology, etc.) based in the province of Quebec in Canada were interviewed. They were asked to comment on issues relating to their roles in the consultancy project, expectations, and the determinants of success of the client–consultant relationship. Interview data were analysed using an interpretive frame. The research findings reveal that consultants perceive their contribution and role positively and perceive themselves as change agents and knowledge transmitters. Trust, active communication, and shared feedback were identified as the major determinants of success of the client–consultant relationship. The results support and help advance earlier research findings in the management consulting field. Consultants are conscious that a long-term relationship built on trust, active communication, and shared feedback, identified as major determinants of success in the client–consultant relationship, is essential. The qualitative findings of the study add to, and help support, earlier research findings on consultants' perception of their roles and contributions within client organisations.

scholarly journals The Challenges and Opportunities for English Teachers in Teaching ESP in China

2017 ◽  
Vol 8 (1) ◽  
pp. 81 ◽  
Author(s):  
Jing Luo ◽  
Mark Garner
Keyword(s):  
Common Ground ◽  
English Teachers ◽  
Linguistic Knowledge ◽  
College English ◽  
Role Changes ◽  
Complex Process ◽  
Challenges And Opportunities ◽  
Interdisciplinary Knowledge ◽  
Traditional Language ◽  
Communicative Teaching

In recent years, English for Specific Purposes has been widely adopted in College English courses, which presents a great challenge for all English teachers. With particular characteristics, ESP calls for the interdisciplinary knowledge to meet the needs of learners. Accordingly, teachers’ role changes dramatically from the traditional language lecturer to multiple roles especially as a cooperator with content teachers. Cooperation with content teachers is a complex process which involves what and how to cooperate. By analyzing the previous researches and different specialisms of English teachers and content teachers, English teachers will not strive to learn as much content knowledge as possible but find their own and unique status in teaching with their linguistic knowledge. In this way a successful teaching of ESP can be achieved. Along with the challenges, ESP also provides a platform to conduct the communicative approach in class. With the equal status and the common ground built in ESP class, communicative teaching will be more effective.

GeroRiching a BSW Curriculum: More Carrot, Less Stick

2008 ◽  
Vol 13 (2) ◽  
pp. 1-16
Author(s):  
Wade Tyler
Keyword(s):  
Social Work ◽  
Institutional Change ◽  
Social Workers ◽  
Current Literature ◽  
Curriculum Change ◽  
Institutional Culture ◽  
Change Strategies ◽  
American Population ◽  
Work Program ◽  
Social Work Program

With the aging of the American population, all social workers, regardless of their field of practice, are increasingly finding themselves working with elderly clients or with clients' aging family members. A number of schools and departments of social work are actively engaging in a new emphasis to prepare future practitioners to meet the growing challenge and are seeking effective methods of enriching their curricula. This article examines current literature on institutional change that suggests effective curriculum change strategies fit institutional culture. It then reports the efforts of one rural BSW program to infuse its curriculum with content on aging, and demonstrates how the selected strategies fit the institutional culture of that social work program.

scholarly journals Developing Knowledge and Leadership in Pre-Service Teacher Education Systems

2015 ◽  
Vol 31 (2) ◽  
pp. 194-207 ◽  
Author(s):  
Jo-Anne Ferreira ◽  
Lisa Ryan ◽  
Julie Davis
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education For Sustainability ◽  
Change Strategies ◽  
Education Systems ◽  
Pre Service Teacher Education ◽  
Teacher Education Institutions ◽  
Pre Service Teacher ◽  
Academic Area ◽  
Change Efforts

AbstractPre-service teacher education institutions are large and complex organisations that are notoriously difficult to change. One factor is that many change efforts focus largely on individual pre-service teacher educators altering their practice. We report here on our experience using a model for effecting change, which views pre-service teacher education institutions and educators as a part of a much broader system. We identified numerous possibilities for, and constraints on, embedding change, but focus only on two in this article: participants’ knowledge of change strategies and their leadership capacities. As a result of our study findings and researcher reflections, we argue that being a leader in an academic area within pre-service teacher education does not equate to leadership knowledge or skills to initiate and enact systems-wide change. Furthermore, such leadership capacities must be explicitly developed if education for sustainability is to become embedded in pre-service teacher education.

Czech Diplomacy: Challenges and Opportunities

2008 ◽  
Vol 22 (3) ◽  
pp. 595-629 ◽  
Author(s):  
Roger Murphy
Keyword(s):  
Foreign Policy ◽  
Czech Republic ◽  
Policy Making ◽  
Institutional Culture ◽  
Foreign Affairs ◽  
The European Union ◽  
The Czech Republic ◽  
Challenges And Opportunities ◽  
Collapse Of Communism ◽  
Foreign Ministries

This article examines changes in the structure and operation of the Czech Republic Ministry of Foreign Affairs (MFA) after the collapse of communism through its entry into the European Union. Like all foreign ministries, the MFA must adapt to the changing nature of diplomacy, where the distinction between foreign policy and domestic policy has become increasingly blurred. The MFA must compete in a more crowded foreign policy-making environment. However, the MFA has also been transformed by the collapse of communism. The ministry has been purged and forced to reevaluate its operations, goals, and institutional culture. This article evaluates the success of the MFA in meeting these significant challenges, and compares these reforms to the reforms of other ministries in the Czech Republic and other foreign ministries.

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