Evaluating the impact of an environmental education programme: an empirical study in Mexico

2009 ◽  
Vol 15 (3) ◽  
pp. 371-387 ◽  
Author(s):  
Isabel Ruiz‐Mallen ◽  
Laura Barraza ◽  
Barbara Bodenhorn ◽  
Victoria Reyes‐García
Keyword(s):  
Environmental Education ◽  
Empirical Study ◽  
Education Programme ◽  
The Impact

scholarly journals Self-Evaluation as a Tool in Developing Environmental Responsibility

2010 ◽  
Vol 12 (1) ◽  
pp. 5-26 ◽  
Author(s):  
Paul Pace
Keyword(s):  
Environmental Education ◽  
Course Design ◽  
Education Programme ◽  
Environmental Responsibility ◽  
Action Research Project ◽  
Self Evaluation ◽  
Knowledge Content ◽  
Development Of Attitudes ◽  
The University ◽  
The Impact

Self-Evaluation as a Tool in Developing Environmental ResponsibilityThe purpose of the paper is to share the findings of an action research project aimed at exploring the impact of transformative pedagogies on pre-service teachers following an environmental education programme (EEP), offered by the University of Malta. Assessment and evaluation practices of environmental education (EE) and education for sustainable education (ESD) programmes tend to cater just for knowledge content and skills, usually failing to target the development of attitudes and values that promote sustainable lifestyles. The EEP was specifically designed to target the development of pro-environmental values by actively involving students in their learning mainly and providing opportunities for reflection and self-evaluation. The paper analyses qualitative research data obtained from evaluation questionnaires about every study unit in the programme; reflective questionnaires drawing upon the students' reflective journals; a focus group interview and in depth one-to-one interviews with individual students. The paper provides students' evaluations about the course design and effectiveness that should provide insights for course developers and evaluators seeking to develop EE/ESD programmes that address individual needs through learner centred pedagogies.

An evaluation of the ‘Red Andalucia Ecocampus University of Malaga’ environmental education programme

2019 ◽  
Vol 6 (1) ◽  
pp. 378-385
Author(s):  
Juan-Jesus Martin-Jaime ◽  
Leticia-Concepcion Velasco-Martinez
Keyword(s):  
Higher Education ◽  
Environmental Education ◽  
Environmental Sustainability ◽  
Research Work ◽  
Education Programme ◽  
Service Staff ◽  
The University ◽  
The Impact ◽  
The Relationship ◽  
University Community

Training university students so that they become professionals who will promote an improvement in the relationship between socio-economic activity and the environment is one of the main challenges in higher education. Thus, it is important to evaluate the Environmental Education Programmes offered by public institutions to the university community. The objective of this research is to assess the impact of the ‘Red Andalucia Ecocampus University of Malaga’ Programme in relation to the involvement of the university community in the environmental sustainability of its setting. A mixed methods design was used. Research participants included teachers, students and administrative and service staff at different research and training centres of the University of Malaga (n = 387). The results in this research work reveal that this Programme has an effective methodological design when it comes to acquiring concepts and strengthening environmental values in the university community. Keywords: Environmental education, programme evaluation, sustainability, higher education.

Impact Of Transformational Leadership On Motivating Faculty Members

2019 ◽  
Vol 118 (11) ◽  
pp. 303-312
Author(s):  
Jamal Asad Mezel ◽  
Adnan Fadhil Khaleel ◽  
Kiran Das Naik Eslavath
Keyword(s):  
Transformational Leadership ◽  
Empirical Study ◽  
Leadership Styles ◽  
Faculty Members ◽  
Traditional Form ◽  
Lack Of Information ◽  
University Leaders ◽  
The University ◽  
The Impact

This empirical study show that the impact of all styles was well moderate. The means of effect of all styles were less than 3 out of 5. It means the expected impact of transformational affect upon the all dimensions of the activities, are not expected due to the traditional styles of leadership and the lack of information about the transformational leadership styles which can guide leaders to use such styles in the organization which may be this results due to lack of trained leaders and necessary knowledge with the leaders in all universities about transformational styles the traditional form of the leadership styles which used by the university leaders affect the communication between all levels of the administration and the faculty members which has consequence because decrease in motivation and a self-consideration from the administration.

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