Sustainability policy and practices in Thai higher education

2017 ◽  
pp. 145-162
Author(s):  
Chanita Rukspollmuang
Keyword(s):  
Higher Education ◽  
Sustainability Policy

scholarly journals From Policy to Pedagogy: The Implications of Sustainability Policy for Sustainability Pedagogy in Higher Education

1969 ◽  
Vol 39 (1) ◽  
Author(s):  
Nora Timmerman ◽  
Amy Scott Metcalfe
Keyword(s):  
Higher Education ◽  
Policy Process ◽  
Teaching And Learning ◽  
Sustainability Education ◽  
University Of British Columbia ◽  
Sustainability Strategy ◽  
Sustainability Policy ◽  
The University ◽  
The Relationship

In response to the growing number of sustainability policies being enacted at higher education institutions, this article examines the relationship between policy and pedagogy, asking how policy texts can both enable and impede the implementation of sustainability pedagogy in higher education. To explore this question, we have undertaken a case study at the University of British Columbia, analyzing two campus-wide visionary policies that call for sustainability education: Trek 2010: A Global Journey and Inspirations and Aspirations: The Sustainability Strategy. We analyze these documents to show how the goals and strategies within them have the potential to affect the teaching and learning of sustainability across the university, directly and indirectly. Our analysis is coupled with a series of suggestions on how the policy process might be better executed in the future for more pedagogically effective sustainability policy.  

scholarly journals 50 Shades of Green: An Examination of Sustainability Policy on Canadian Campuses

2015 ◽  
Vol 45 (4) ◽  
pp. 81-100 ◽  
Author(s):  
Philip Vaughter ◽  
Tarah Wright ◽  
Yuill Herbert
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Colleges And Universities ◽  
Public Institutions ◽  
Postsecondary Institutions ◽  
Director General ◽  
Institutions Of Higher Education ◽  
Sustainability Initiatives ◽  
Sustainability Policy ◽  
Environment Sustainability

Koichiro Matsuura, Director-General of UNESCO, asserts that education is one of the most effective instruments that society can employ in the effort to adopt sustainable development. This paper is a first effort to explore the degree to which Canadian institutions of higher education, including colleges and universities, have embraced this assertion. It includes the first census of the existing environment/sustainability policies and/or plans of Canadian postsecondary institutions (n = 220), and an examination of the relationships between the existence of an environment/sustainability policy/plan and the presence of other sustainability initiatives on campus. The focus on policies and plans is timely because in public institutions like colleges and universities, actions and practices are determined by policy. The results reveal a number of patterns and insights, including, for example, the influence of provincial legislation on the uptake of policies.  

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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