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Article: Campus sustainability: Emerging curricula models in higher education

TitleCampus sustainability: Emerging curricula models in higher education
Authors
KeywordsCurricula
Higher education
Sustainable development
Issue Date2011
PublisherEmerald Group Publishing Limited. The Journal's web site is located at http://konstanza.emeraldinsight.com/vl=607802/cl=42/nw=1/rpsv/ijshe.htm
Citation
International Journal Of Sustainability In Higher Education, 2011, v. 12 n. 1, p. 55-66 How to Cite?
AbstractPurpose: The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on-the-ground participatory practices in America, Europe, Africa, Asia, and Australia. Design/methodology/approach: Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents. Findings: The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia. Originality/value: This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education. © Emerald Group Publishing Limited.
Persistent Identifierhttp://hdl.handle.net/10722/137566
ISSN
2015 Impact Factor: 1.763
2015 SCImago Journal Rankings: 0.616
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorSavelyeva, Ten_HK
dc.contributor.authorMcKenna, JRen_HK
dc.date.accessioned2011-08-26T14:28:06Z-
dc.date.available2011-08-26T14:28:06Z-
dc.date.issued2011en_HK
dc.identifier.citationInternational Journal Of Sustainability In Higher Education, 2011, v. 12 n. 1, p. 55-66en_HK
dc.identifier.issn1467-6370en_HK
dc.identifier.urihttp://hdl.handle.net/10722/137566-
dc.description.abstractPurpose: The purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on-the-ground participatory practices in America, Europe, Africa, Asia, and Australia. Design/methodology/approach: Within a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents. Findings: The GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia. Originality/value: This paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education. © Emerald Group Publishing Limited.en_HK
dc.languageengen_US
dc.publisherEmerald Group Publishing Limited. The Journal's web site is located at http://konstanza.emeraldinsight.com/vl=607802/cl=42/nw=1/rpsv/ijshe.htmen_HK
dc.relation.ispartofInternational Journal of Sustainability in Higher Educationen_HK
dc.subjectCurriculaen_HK
dc.subjectHigher educationen_HK
dc.subjectSustainable developmenten_HK
dc.titleCampus sustainability: Emerging curricula models in higher educationen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1467-6370&volume=12&issue=1&spage=55&epage=66&date=2011&atitle=Campus+sustainability:+emerging+curricula+models+in+higher+education-
dc.identifier.emailSavelyeva, T: tsavelye@hku.hken_HK
dc.identifier.authoritySavelyeva, T=rp01566en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1108/14676371111098302en_HK
dc.identifier.scopuseid_2-s2.0-78651065997en_HK
dc.identifier.hkuros189175en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78651065997&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume12en_HK
dc.identifier.issue1en_HK
dc.identifier.spage55en_HK
dc.identifier.epage66en_HK
dc.identifier.isiWOS:000306672400006-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridSavelyeva, T=36739935500en_HK
dc.identifier.scopusauthoridMcKenna, JR=7201672088en_HK
dc.identifier.citeulike8647909-

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