Distributed leadership

2013 ◽  
Vol 15 (1) ◽  
pp. 98-110 ◽  
Author(s):  
Aidan Davison ◽  
Paul Brown ◽  
Emma Pharo ◽  
Kristin Warr ◽  
Helen McGregor ◽  
...  
Keyword(s):  
Climate Change ◽  
Distributed Leadership ◽  
Curriculum Reform ◽  
Teaching Practice ◽  
Sustainability Education ◽  
Learning Collaborative ◽  
Content Type ◽  
Interdisciplinary Approaches ◽  
Wide Range ◽  
Australian Universities

Purpose – Interdisciplinary approaches to climate change teaching are well justified and arise from the complexity of climate change challenges and the integrated problem-solving responses they demand. These approaches require academic teachers to collaborate across disciplines. Yet, the fragmentation typical of universities impedes collaborative teaching practice. This paper aims to report on the outcomes of a distributed leadership project in four Australian universities aimed at enhancing interdisciplinary climate change teaching. Design/methodology/approach – Communities of teaching practice were established at four Australian universities with participants drawn from a wide range of disciplines. The establishment and operation of these communities relied on a distributed leadership methodology which facilitates acts of initiative, innovation, vision and courage through group interaction rather than through designated hierarchical roles. Findings – Each community of practice found the distributed leadership approach overcame barriers to interdisciplinary climate change teaching. Cultivating distributed leadership enabled community members to engage in peer-led professional learning, collaborative curriculum and pedagogical development, and to facilitate wider institutional change. The detailed outcomes achieved by each community were tailored to their specific institutional context. They included the transformation of climate change curriculum, professional development in interdisciplinary pedagogy, innovation in student-led learning activities, and participation in institutional decision-making related to curriculum reform. Originality/value – Collaborative, non-traditional leadership practices have attracted little attention in research about sustainability education in university curricula. This paper demonstrates that the distributed leadership model for sustainability education reported here is effective in building capacity for interdisciplinary climate change teaching within disciplines. The model is flexible enough for a variety of institutional settings.

Considerations and principles for conducting a participatory capacity and vulnerability analysis (PCVA) for disaster risk reduction and climate change adaptation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iftekhar Ahmed
Keyword(s):  
Climate Change ◽  
Risk Reduction ◽  
Climate Change Adaptation ◽  
Low Income ◽  
Disaster Risk Reduction ◽  
Disaster Risk ◽  
Vulnerability Analysis ◽  
Participatory Development ◽  
Content Type ◽  
Wide Range

Purpose While there are many such toolkits on community-based participatory methods, the key considerations and principles of conducting a participatory capacity and vulnerability analysis (PCVA) are less covered, yet they are central to the effective conduct of a PCVA, the reason why this paper focuses on such issues. Design/methodology/approach This paper is derived from a toolkit that was produced for Oxfam Australia. Disasters and climate change are major drivers of poverty and significantly affect the communities that development programs of Oxfam Australia aim to assist. Recognising the importance of building its organisational capacity to address these risks, Oxfam Australia initiated and commissioned the production of a PCVA toolkit to support disaster risk reduction and climate change adaptation programs; the production of the toolkit was led by the author. The methodology of producing the toolkit consisted of discussions with experts and a review of similar toolkits. Findings Details of the PCVA process and how to conduct one in a community setting are provided including PCVA concepts, briefing, logistics and management and principles of working with communities. Importantly, the different stages of conducting a PCVA are explained, and some selected tools are presented as illustrative examples. In conclusion, the importance of the PCVA considerations and principles are reaffirmed vis-à-vis the sensitivity and soft skills required in a low-income developing country setting. Originality/value The participatory development approach, which the toolkit follows, has been widely advocated for the past few decades and most non-governmental organisations involved in community development espouse this approach. Consequently, a wide range of participatory development toolkits have been developed, many of which relate to disasters and climate change. The PCVA toolkit discussed in this paper draws on the repertoire of toolkits already available and used over a long time. Nonetheless, effort was given to assembling a range of tools that were most suitable for the purpose of this particular PCVA toolkit. Instead of focussing on the tools, which are available from the freely downloadable toolkit and available in the public domain, in this paper, the PCVA process and its main principles are explained, and the key considerations to carry out an effective PCVA is discussed. Perhaps even more than the actual tools, these considerations and an understanding of the PCVA principles are significant because they underpin the utilisation of the toolkit.

Towards a resilient perspective in building conservation

2018 ◽  
Vol 8 (3) ◽  
pp. 309-320 ◽  
Author(s):  
Andrea Luciani ◽  
Davide Del Curto
Keyword(s):  
Climate Change ◽  
Design Methodology ◽  
Future Research ◽  
Special Focus ◽  
Contemporary Society ◽  
Sustainable Building ◽  
Content Type ◽  
Interdisciplinary Approaches ◽  
Recent Developments ◽  
Building Conservation

Purpose The purpose of this paper is to describe the cross-fertilisation process between the concept of resilience and building conservation. The authors discuss how the conservation field can address new issues posed by climate change and whether the concept of resilience plays a role within the framework of sustainable building conservation. Design/methodology/approach Starting from the use of resilience as a “travelling concept”, different interpretations of the term emerging from different fields are compared and interrelated in order to understand how this concept can impact future research in building conservation. Findings In addition to summarising recent developments in conservation theory with a special focus on how sustainability has influenced the field, this work also suggests some lines of research where resilience could foster interdisciplinary approaches to building conservation and presents some controversial outcomes. Originality/value The paper raises a discussion on how the concept of resilience could renew the field of building conservation, helping contemporary society to address the challenges of climate change.

scholarly journals A cohort study of sustainability education in nursing

2019 ◽  
Vol 20 (4) ◽  
pp. 747-760 ◽  
Author(s):  
Janet Richardson ◽  
Daniel Clarke ◽  
Jane Grose ◽  
Paul Warwick
Keyword(s):  
Climate Change ◽  
Health Care ◽  
Nursing Education ◽  
Clinical Practice ◽  
Undergraduate Education ◽  
Sustainability Education ◽  
Content Type ◽  
Raising Awareness ◽  
Sustainability Principles ◽  
Professional Degrees

Purpose The purpose of this paper is to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in health-care practitioners. The Lancet Countdown on Climate Change calls for urgent action on health and climate change; this requires appropriate knowledge, skills and competencies that can be gained through undergraduate education. The International Council of Nurses calls for leadership in nursing for sustainability; however, climate change and health are given little attention in nursing and health-care curricula. Design/methodology/approach A cohort of nursing and midwifery students was introduced to sustainability and climate change in the context of health care through scenario-based learning sessions in each of their three years of undergraduate education. Questionnaires were used to collect data on participant’s attitudes toward sustainability and climate change, how useful the educational sessions were and the extent to which their clinical practice had changed. Findings Significant differences were found between scores in Years 1 and 2 suggesting greater awareness of the importance of sustainability in nursing education and practice. Comparison of Years 2 and 3 scores found participants more likely to apply sustainability principles in clinical practice and challenge unsustainable practices in the work environment. Research limitations/implications Further research is required to explore sustainability practice in postgraduate nurses/midwives. However, this study supports the need for sustainability education to be embedded within health-care professional degrees through applied and participatory pedagogical approaches. Originality/value To the best of the authors’ knowledge, this is the first study to evaluate sustainability education and its impact on nursing attitudes towards practice.

Climate corridors for strategic adaptation planning

2017 ◽  
Vol 9 (6) ◽  
pp. 811-828
Author(s):  
Boris Orlowsky ◽  
Pierluigi Calanca ◽  
Irshad Ali ◽  
Jawad Ali ◽  
Agustin Elguera Hilares ◽  
...  
Keyword(s):  
Climate Change ◽  
Human Activities ◽  
Low Cost ◽  
Climatic Conditions ◽  
Data Availability ◽  
Adaptation Planning ◽  
Climate Projections ◽  
Development Projects ◽  
Content Type ◽  
Wide Range

Purpose Although the importance of climate change is generally acknowledged, its impacts are often not taken into account explicitly when planning development projects. This being due to limited resources, among others, this paper aims to propose a simple and low-cost approach to assess the viability of human activities under climate change. Design/methodology/approach Many human activities are feasible only within a narrow range of climatic conditions. Comparing such “climate corridors” with future climate projections provides an intuitive yet quantitative means for assessing needs for, and the viability of, adaptation activities under climate change. Findings The approach was tested within development projects in Pakistan, Peru and Tajikistan. The approach was shown to work well for forestry and agriculture, indicating positive/negative prospects for wheat in two districts in Pakistan, temperature constraints for maize in Peru and widening elevation ranges for walnut trees in Tajikistan. Practical implications Climate corridor analyses feed into the preparation of Local Adaptation Plans of Action in Pakistan. Originality/value The simplicity and robustness of climate corridor analysis allow for efficient analysis and communication of climate change impacts. It works when data availability is limited, but it can as well accommodate a wide range of complexities. It has proven to be an effective vehicle for mainstreaming climate change into adaptation planning.

Climate change effects upon massive land and housing development

2014 ◽  
Vol 6 (3) ◽  
pp. 315-331 ◽  
Author(s):  
Md Jahangir Alam ◽  
Reaz Akter Mullick
Keyword(s):  
Climate Change ◽  
High Speed ◽  
Land Development ◽  
Housing Development ◽  
Development Projects ◽  
Adaptation To Climate Change ◽  
Urban Flood ◽  
Content Type ◽  
Climate Change Effects ◽  
Wide Range

Purpose – The purpose of this paper is to analyze the effects on urban flood from rapidly growing land and housing development projects in flood zones and water bodies in and around Dhaka. The paper further extends the analysis to generate an insight into Dhaka’s urban flood due to possible climate change effects on top of land and housing development projects effects. Design/methodology/approach – A mixed method was applied for this research comprising qualitative techniques for analyzing the date gathered from reviewing the policies including the Dhaka Metropolitan Development Plan reports, interviews, discussions and maps, whereas quantitative analysis was used to interpret the data gathered from the global positioning system (GPS) survey and questionnaire survey among the resident of the selected housing projects. Findings – Findings show that a large number of the projects have encroached flood-flow zones and ditches and drainage channels through massive land filling, which resulted in quick changes of land use with wide range of impacts on environment and habitat quality. This study highlighted that the potential climate change impact involves increasing rainfall and subsequent increase flooding. Besides, vast area will be submerged under water and increased warming in the city from high speed built-up area by unauthorized land development. Originality/value – The results of the research can be taken into consideration when making political decisions concerning adaptation to climate change.

Addressing climate adaptation in education, research and practice: the CLiVIA-network

2017 ◽  
Vol 9 (4) ◽  
pp. 469-487 ◽  
Author(s):  
Gustavo J. Nagy ◽  
Carolina Cabrera ◽  
Genaro Coronel ◽  
Marilyn Aparicio-Effen ◽  
Ivar Arana ◽  
...  
Keyword(s):  
Climate Change ◽  
Education Research ◽  
Well Being ◽  
Scenario Planning ◽  
Problem Orientation ◽  
Content Type ◽  
Research And Practice ◽  
Climate Change And Variability ◽  
Interdisciplinary Approaches ◽  
Oriented Research

Purpose Climate change and variability are both a developmental and an environmental issue. Adaptation to climate change and variability has gained a prominent place on global and local policy agendas, evolving from mainly climate risks impacts and vulnerability assessments to mainly adaptation action, imposing new defies to higher education (HE). The purpose of this paper is to introduce the Climate Vulnerability, Impact, and Adaptation (VIA) Network (CliVIA-Net), a South American university-based coalition aimed at achieving a science for/of adaptation. Design/methodology/approach CliVIA-Net is a collaborative effort by academic groups from across the spectrum of the natural, social and health sciences focused on improving climate VIA on education, research and practice. In consonance with international literature and practices, the network shifted from a discipline-oriented approach to an interdisciplinary and Earth System Science (ESS)-oriented one. It seeks to advance fundamental understanding and participatory practice-oriented research and to develop a problem orientation question/solving answering methodology. A set of cases studies illustrates how CliVIA-Net faces adaptation and sustainability challenges in the twenty-first century. Findings Focusing on interdisciplinary graduate education, practice-oriented research and problem orientation practice on climate threats which are already threatening the environment, population’s well-being and sustainability, allows for the co-production of knowledge and solutions, as well stakeholders’ buy-in and commitment. Originality/value CliVIA-Net draws upon the results of evolving interdisciplinary approaches on global change and VIA education, the research partnership with stakeholders and decision-makers to develop environmental and health outcomes, e.g. vulnerability indicators and scenario planning.

Warming to the idea: university students' knowledge and attitudes about climate change

2014 ◽  
Vol 15 (2) ◽  
pp. 128-141 ◽  
Author(s):  
Sandra Wachholz ◽  
Nancy Artz ◽  
Douglas Chene
Keyword(s):  
Climate Change ◽  
College Students ◽  
Student Satisfaction ◽  
University Graduates ◽  
Public And Private ◽  
Content Type ◽  
Knowledge And Attitudes ◽  
Wide Range ◽  
College Population ◽  
The University

Purpose – The literature on climate change knowledge and attitudes has focused on primary and secondary school children. The limited research on college students is dated or narrowly focused. This study aims to contribute to a comprehensive understanding of views about climate change across a wide range of current college students. Design/methodology/approach – The authors surveyed college students in a sample of lower- and upper-division courses in three content areas: knowledge and attitudes about climate change, intentions to reduce their personal greenhouse gas emissions, and student satisfaction with the amount of current teaching at the university about climate change and suggestions for improvement. Findings – A strong majority of respondents believe that climate change is real and largely human-induced; a majority express concern about climate change. Yet, students in the sample hold misconceptions about the basic causes and consequences of climate change. Research limitations/implications – Further research is warranted to understand the college population, so educators can improve and target their educational efforts to the students most in need. Practical implications – Higher education needs to expand its educational efforts to ensure that all university graduates understand scientific consensus about climate change and are actively engaged as part of the solution in their public and private roles. Originality/value – This paper contributes to the literature by providing a broad portrayal of college student knowledge and engagement with climate change issues, at least for students on one campus. The study is the first to observe noteworthy differences in climate change understanding and concern between college women and men and across academic majors. It is the only study that asks college students how they would like to learn about global warming.

scholarly journals Advancing capacity to adapt to climate change: addressing information needs in the Australian property industry

2020 ◽  
Vol 13 (3) ◽  
pp. 321-335
Author(s):  
Georgia Warren-Myers ◽  
Anna Hurlimann ◽  
Judy Bush
Keyword(s):  
Climate Change ◽  
Information Needs ◽  
Research Policy ◽  
Policy And Practice ◽  
Diverse Range ◽  
Content Type ◽  
Key Stakeholders ◽  
Wide Range ◽  
Dissemination Of Research ◽  
Depth Interviews

Purpose The purpose of this paper is to understand the sources of climate change information used and trusted by key stakeholders in the Australian property industry, their information needs and their capacity to translate that information into decision-making. Design/methodology/approach Qualitative research applying in-depth interviews with 24 key stakeholders from a diverse range of property/real estate companies in Australia. Findings This research identified a wide range of information types used by key stakeholders, ranging from reliance on unsophisticated mass media reporting to detailed analysis of scientific research. The capacity of stakeholders to translate this information for their organisation was polarised; 11 of the 24 interviewees indicated they had the capacity, while the other 13 indicated they did not, often owing to time horizons or lack of current interest within the organisation or from clients. Research limitations/implications This research was limited to 24 in-depth interviews and is not intended to be a representative sample. However, this limitation is offset by the fact that a diverse range of stakeholders were interviewed and an in-depth and rich understanding has been provided about their approach to climate change. Practical implications The results can inform the development of better communication channels for climate change for the property industry by supporting science-practice collaborations in the timely and effective dissemination of research. This is important to understand given the identified need to bridge the gap among research, policy and practice. Social implications Climate change poses significant challenges and risks for built environments. The property industry, as a key stakeholder, has great potential to influence current practices. The results reported here assist in addressing these challenges. Originality/value At present, limited research globally has been conducted about climate change actions in the property industry. This research responds to this gap.

Rethinking professional learning for teachers and school leaders

2016 ◽  
Vol 1 (4) ◽  
pp. 270-285 ◽  
Author(s):  
Deborah M. Netolicky
Keyword(s):  
Professional Learning ◽  
Transformational Learning ◽  
Teaching Practice ◽  
School Leaders ◽  
Trans Form ◽  
Content Type ◽  
Narrative Study ◽  
Wide Range ◽  
Definition Of ◽  
Learning Schools

Purpose Situated within the conversation of the global push for teacher quality and for professional learning that positively shapes teaching practice in order to improve student learning, the purpose of this paper is concerned with transformational learning that actively shifts cognition, emotion, and capacity (Drago-Severson, 2009). Design/methodology/approach This paper is set against the backdrop of one independent, well-resourced Australian school during its professional learning intervention. It draws together findings from a narrative study that examined the lived experiences of 14 educators. The educators interviewed for this study included the researcher (also an educator at the school), two teachers, and 11 school leaders at middle and executive levels. Findings While the study set out to explore how educators’ experiences of professional learning (trans)form their senses of professional identity, it found that it is not just professional learning, but epiphanic life experiences that shape professional selves and practices. Learning is highly individualized, not one-size-fits-all. It is that which taps into who educators see and feel they are that has the most impact on beliefs, thoughts, behaviors, and practices. Originality/value This study suggests that transformational professional learning can occur in a wide range of life arenas. It recommends that the definition of professional learning be broadened, that teachers and schools think more expansively and flexibly about what it is that transforms educators, and about who drives and chooses this learning. Schools and systems can work from their own contexts to design and slowly iterate models of professional learning, from the bottom up and the middle out.

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