Seeking learning outcomes appropriate for ‘education for sustainable development’ and for higher education

Bibliographic Data

ID19378317
AuthorsKerry Shephard (0000-0002-4139-5112, University of Otago, corresponding author), John Harraway (0000-0002-6292-049X, University of Otago), Brent Lovelock (0000-0002-3852-0584, University of Otago), Miranda Mirosa (0000-0002-4476-3793, University of Otago), Sheila A Skeaff (0000-0002-7971-5329, University of Otago), Sheila Skeaff, Liz Slooten (University of Otago), Mick Strack (0000-0001-9039-3634, University of Otago), Mary Furnari (University of Otago), Tim Jowett (0000-0001-7146-5188, University of Otago), Lynley Deaker (University of Otago)
Year2015
Volume40
Issue6
Pages855-866
Publication date2015-08-18
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAssessment & Evaluation in Higher Education (JOURNAL)
Journal identifiersISSN: 0260-2938 • E-ISSN: 1469-297X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02602938.2015.1009871
OpenAlexW2101754607
LanguageEN
Citations received27
References cited23

This article shares and extends research-based developments at the University of Otago, New Zealand, that seek to explore how students’ worldviews change as they experience higher education with us. We emphasise that sustainability attributes may be described in terms of knowledge, skills and competencies but that these are underpinned by affective attributes such as values, attitudes and dispositions; so that ‘education for sustainable development’ is substantially a quest for affective change. We describe approaches to categorise affective outcomes and conclude that ‘education for sustainable development’ objectives comprise higher order affective outcomes (leading to behavioural change) that are challenging for higher education to address. Our own work emphasises the need for student anonymity as these higher order outcomes are assessed, evaluated, monitored, researched or otherwise measured using research instruments that focus on worldview. A longitudinal mixed-effects repeat-measures statistical model is described that enables higher education institutions to answer the question of whether or not ‘education for sustainable development’ objectives are being achieved. Discussion links affect to critical reasoning and addresses the possibility of documenting and assessing the development of lower and mid-order affective outcomes. We conclude that ‘education for sustainable development’ objectives need to be clearly articulated if higher education is to be able to assess, or evaluate, their achievement

Business · Education for sustainable development · Higher education · Pedagogy · Political science · Sociology · Sustainability · Sustainable development · Educational Environments and Student Outcomes · Environmental Education and Sustainability · Psychology · Sustainability in Higher Education