Katrina Waite
Biographic Data
| ID | 6675216 |
|---|---|
| NAME | Katrina Waite |
| GIVEN NAMES | Katrina |
| FAMILY NAME | Waite |
| SIGNATURE | WAITE K |
| AFFILIATIONS | Institute for Interactive Media and Learning, University of Technology Sydney, Sydney, Australia |
| ORCID | 0000-0001-8851-7423 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 1 |
Developing sustainability learning in business school curricula – productive boundary objects and participatory processes
Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that are malleable enough to be adapted for use within the disparate disciplines and pedagogies, yet durabl…
Narrative-based evaluation demonstrates the value of a higher education professional learning network
Developing sustainability learning in business school curricula – productive boundary objects and participatory processes
Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that are malleable enough to be adapted for use within the disparate disciplines and pedagogies, yet durabl…
Narrative-based evaluation demonstrates the value of a higher education professional learning network
Developing sustainability learning in business school curricula – productive boundary objects and participatory processes
Sustainability learning is holistic and complex as it draws on diverse disciplines and can be interpreted differently within individual pedagogies. Embedding sustainability across and within business schools relies on developing suitable boundary objects. These may include representations such as models, frameworks or classificatory schemes that are malleable enough to be adapted for use within the disparate disciplines and pedagogies, yet durabl…
Computer Science (2 works) · Engineering (2 works) · Pedagogy (2 works) · Sociology (2 works) · Art (1 work) · Citizen journalism (1 work) · Complex Systems and Decision Making (1 work) · Consistency (knowledge bases (1 work) · Context (archaeology (1 work) · Curriculum (1 work)