Assessing the impact of a program designed to develop sustainability leadership amongst staff members in higher education institutes
A case study from a community of practice perspective
Bibliographic Data
| ID | 12525371 |
|---|---|
| Authors | Iris Alkaher (0000-0003-2609-0369, Kibbutzim College of Education, Technology and the Arts, corresponding author), Ilana Avissar (Kibbutzim College of Education, Technology and the Arts) |
| Year | 2017 |
| Volume | 24 |
| Issue | 4 |
| Pages | 492-520 |
| Publication date | 2017-02-17 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Environmental Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1350-4622 • E-ISSN: 1469-5871 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13504622.2017.1291799 |
| OpenAlex | W2588705359 |
| Language | EN |
| Citations received | 7 |
| References cited | 41 |
This study focuses on the impact of a sustainability leadership development program (SLDP) designed to develop staff members as leaders who encourage sustainability practices within institutions of higher education (IHE). Using the framework of community of practice (CoP), we explored the program’s contribution by interviewing 16 staff members who had attended the program. At the individual level, we found that the SLDP provided participants with opportunities to learn from and with other members of the CoP and to engage them in debate about the various meanings of ‘sustainability’, increasing their environmental awareness and their environmental involvement within the IHE’s community. At the institutional level, the SLDP disseminated the college’s socio-environmental mission statement, increased its administration’s commitment and involvement, served as a platform for addressing local socio-environmental problems and initiated an Education-for-Sustainability (EfS) activists’ network. However, the participants indicated that the SLDP had limited impact on the environmentalism of other staff members and that the on-going mentoring and support from the college administration was insufficient. This study highlights the importance of such EfS professional programs to the development of both staff members and entire institutions as sustainability leaders. It also suggests ways to increase staff involvement in institutional EfS discourse
Engineering ethics · Environmental education · Medical education · Pedagogy · Perspective (graphical · Political science · Public relations · Sociology · Sustainability · Engineering · Engineering Education and Curriculum Development · Medicine · Psychology · Service-Learning and Community Engagement · Sustainability in Higher Education
From recycling to sustainability principles
Research on sustainability leadership in higher education
Learning to lead change for sustainability in universities
Contribution of an intergenerational sustainability leadership project to the development of students’ environmental literacy
Community-as-pedagogy
Transdisciplinary learning as a key leverage for sustainability transformations
Shaping pro-environmental attitudes among public service trainees
Communities of Practice
Environmental Sustainability
Analysis and Synthesis of Research on Responsible Environmental Behavior
Academic staff development as a catalyst for curriculum change towards education for sustainable development
Distributed Leadership in Higher Education
From Intentions to Actions
Twenty years after Hines, Hungerford, and Tomera
Social learning theory
Higher Education and the Challenge of Sustainability
Communities of Practice and Social Learning Systems
A New Conceptual Framework for Sustainable Development
Mind the Gap
Starting with the staff
Education for Sustainability as a Frame of Mind
Sustainable development, higher education and pedagogy
Ee P Esd
Sustainable development
New Media and the Coproduction of Safety
Environmental Sustainability and Cost-Benefit Analysis
Exploring what university teachers think about educationforsustainability
Situated Learning
| Citations per year | 1.17 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |