Insights into responsible education for sustainable development: The case of UWE, Bristol

© 2017 Elsevier Ltd In this paper, we argue that it is opportune to revisit profound questions about the purpose, nature and value of higher education in society at a juncture where the context of higher education has been significantly influenced by the global sustainability agenda and responsible management education imperatives (United Nations (UN) Principles of Responsible Management Education (PRME), UN Sustainable Development Goals (SDGs), UN Global Compact, UN Decade of Education for Sustainable Development (ESD), etc.). We take Holman's (2000) work on models for management education and his recommendations as our point of departure in critically examining the practice of embedding ESD and UN PRME (as two complementary schemes) in our institution. We explore the nature and interrelationships of Holman's 5 axioms of management education (epistemic, pedagogical, management-as-practice, social, and organisational) in order to provide a reflective account of our experiences and elucidate deeper understandings of what responsible education for sustainable development may mean in practice. The arguments presented here are grounded in both practical theorising stemming from related literature and concrete empirical illustrations generated through our observations and reflections as participants (in our roles as PRME Leader, ESD champion and SD programme leader) in the PRME/ESD initiatives. We have demonstrated that embedding ESD responsibly across a HE institution is a complex, emerging, evolving and non-linear process of addressing simultaneously the curriculum content, power, structures, identity, values, and external checks and balances. Therefore, a critical attention is needed to all 5 axioms and assumptions that are at play and has to be facilitated by a combination of educational activism, informal academic collaboration, formal measures and reporting, and practical skills of maintaining legitimacy and ownership of creative and innovative pedagogic models while negotiating the meaning of those to align with the institutional priorities

Exploring the current position of ESD in UK higher education institutions

© 2018, Emerald Publishing Limited. Purpose: The purpose of this paper is to consider the position of education for sustainable development in the UK Higher Education (HE) sector with respect to the Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Guidance for education for sustainable development (ESD). Design/methodology/approach: By means of a mixed-method approach underpinned by a concurrent triangulation design strategy, this research presents evidence from an online questionnaire survey and in-depth semi-structured interviews. Findings: Insights are presented from case studies of a group of UK Higher Education Institute (HEIs) which have made significant progress in embedding ESD in the curricula. Research limitations/implications: Central to this study is an exploration of the ESD integration process of this group including a description of the approaches to integration, the challenges faced and overcome and the critical success factors. It examines the role of a guidance instrument in simplifying and accelerating the ESD curricular integration process. The results of the study show that there is a multitude of integration approaches applied varying in their emphasis. Practical implications: The main challenge HEIs face is engaging staff that may question the relevance of the ESD concept, and that lack an understanding regarding its implications for their discipline. Critical success factors identified are institution-wide people support, high-level institutional support and funding. The QAA and HEA guidance has successfully supported HEIs in developing their ESD commitments. Originality/value: The results of this research can support HEIs in developing their own approach to ESD, as they learn from similar UK HE providers, particularly with respect to overcoming barriers and enhancing critical success factors to ESD curricular integration

UWE Bristol and the Sustainable Development Goals (SDGs): Programme mapping portfolio

At the United Nations Conference on Sustainable Development (Rio+20) in June 2012, a process was initiated to formulate a set of sustainable development goals (SDGs) for pursuing focused and coherent action on sustainable development. The SDGs emphasize the need to achieve balance between the economic, social and environmental dimensions of sustainable development. This approach is premised on the recognition that sustainability requires full acknowledgement of the inter-linkages between these dimensions, and also between issues and sectors. Education has become increasingly visible in the international development agenda, and the SDGs provide a window of opportunity to reflect on and to advance an integrated approach to education. Such integrated approach to education planning will be necessary to achieve high quality education and wider development outcomes.This document provides examples of ways by which programmes of study at UWE Bristol are engaging with the United Nations Sustainable Development Goals (SDGs) and using them to reflect on the content, delivery and outcomes of UWE’s educational provision. Each of the ‘maps’ contained here was produced by leaders and academics from the programmes or discipline in question.This work was the subject of an Advance HE Collaborative Award for Teaching Excellence for the Knowledge Exchange for Sustainability Education (KESE). The five year project which has led to the creation of this document will inform UWE’s ongoing commitment to the SDGs. Further curriculum mapping will take place, as will consideration of ways by which UWE’s research activities contribute and align to the ambitions of the SDGs.Students have played an important role in our work with the SDGs: Undertaking mapping, creating new reading lists for their peers, co-organising events, bringing back examples of action from industry and collaborating with their academic tutors to enhance our engagement with the SDGs. They will continue to be crucial partners in our SDG work over the next five years

Visitor motivations, expectations and satisfaction in a rainforest context: Implications for tourism management

This chapter addresses five objectives related to nature-based tourism in the Wet Tropics rainforests of Australia. It aims to: 1 determine the socio-demographic characteristics of visitors to a rainforest site; 2 examine visitor motivations for visiting the site and explore any relationships with socio-demographics; 3 examine visitor expectations of the rainforest; 4 explore visitor satisfaction with the rainforest encounter and examine its relationship with socio-demographics and provision of interpretive information; 5 explain what these results mean for tourism managers

Month by month overview of UWE Bristol's Green Capital year

The document provides a month-by-month summary of activities which were undertaken by UWE staff and students in support of Bristol's year as European Green Capital. More detail on these activities can be found in the UWE Green Capital Activities Catalogue and accompanying Portfolio

Bridging the gap: A case study of a partnership approach to skills development through student engagement in bristol’s green capital year

© 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. HEIs are well placed to engage with local communities, and can connect students with organisations through several pathways, such as volunteering opportunities, placements, internships, or projects. The University of the West of England, Bristol (UWE), the University of Bristol and their respective Students’ Unions have been working in partnership with the city and local communities, using HEFCE Catalyst funding to promote student involvement in sustainability activity during Bristol’s year as European Green Capital. The Green Capital Student Capital project has created a broad programme of citywide impact through mobilising the enthusiasm of the city’s student body. It delivered a wide-ranging programme of engagement in city sustainability and in so doing developed skills, knowledge and attributes in the student body that support the development of graduate attributes and amore sustainable lifestyle. The project demonstrates how institutions can collaborate across cities and communities to have internal and external impacts for sustainability

UWE - Celebrating Bristol Green Capital 2015 activities catalogue

This catalogue showcases and celebrates examples of the work of the hundreds of UWE staff and students who contributed to Bristol Green Capital 2015

UWE Celebrating Bristol Green Capital 2015 - Activities portfolio (supporting document for UWE Celebrating Bristol Green Capital 2015 activities catalogue)

This Activities Portfolio details projects, events and initiatives which represent the work of hundreds of UWE staff and students during Bristol's year as European Green Capital in 2015. It is the working file to accompany the UWE Green Capital 2015 Activities Catalogue

Supporting the role of universities in leading individual and societal transformation through education for sustainable development

There is growing recognition of the value of Education for Sustainable Development (ESD) for all learners, and of the unique role that universities play in the transformation of individuals, institutions and societies towards more sustainable futures. Universities engage and even lead in several areas: education, research and community engagement, all of which are essential in this transformation. Further, given their focus and influence, universities are pivotal to action needed to realise the UN Sustainable Development Goals (SDGs) but, to date, UK university integration of ESD and engagement with the SDGs is relatively limited. In recognition that a more urgent and meaningful response is needed to deliver the 2030 targeted socio-economic transformation outlined by the SDGs, the UK ESD Guidance has been comprehensively revised to support universities to deliver education which enables students to acquire sustainability competencies, equipping them to play leadership roles in an increasingly uncertain world. In this case study, we critically analyse the role of universities and explore why ESD needs to be more urgently integrated in teaching and learning. We review the barriers to achieving ESD in UK universities at political and institutional levels. Finally, we explore the policy-practice interface and outline how the new UK ESD Guidance can support universities in leading individual and societal transformation through ESD and act as a stimulus for embedding ESD in university curricula in both UK and international contexts. We conclude that universities have as yet unfulfilled potential to explore and facilitate ESD for sustainability leadership