Sustainability Bound? A study of interdisciplinarity and values in universities

The United Nations declared 2005 to 2014 to be the Decade of Education for Sustainable Development. This agenda is being implemented enthusiastically in university facilities management and operations, and while research in sustainability is increasingly common, tertiary curriculum has not experienced a similar push. This thesis undertakes to explore the expressions of sustainability in the academic activities of universities, and to determine what sort of change (if any) is appropriate. It also seeks to mediate what has become a polarised debate between idealists and pragmatists around the implementation of EFS. Two key features of the work are: 1) the investigation of sustainability in the aggregate student experience, rather than individual subjects; and 2) returning to first principles to avoid a normative stance a priori. ¶ A range of methods is employed adaptively through the process of this alternately broad and deep exploratory study. A systemic approach to Canadian and Australian case work captures the diversity of institutional roles and academic motivations at play in adaptation to the EFS agenda. ¶ ..

Flagship individuals in biodiversity conservation

Flagship species are an important tool for mobilizing support for conservation. Here, we extend this concept to include individual organisms, whose characteristics, fates, and connections to people can garner public attention, attract conservation support, and spur activism. Flagship individuals typically share a similar suite of characteristics, including (1) species-level traits associated with charisma; (2) individual traits that are unique or distinctive; (3) a high degree of exposure to humans; and (4) a known, noteworthy life history or fate. The interplay between these characteristics and human agency establishes unique connections between flagship individuals and people, and generates widespread media attention. We discuss how the selection and promotion of flagship individuals can inspire empathy and, ultimately, conservation action. Finally, we identify the limitations of the flagship individual approach, while arguing that, if carefully and strategically implemented, it has the potential to produce substantial benefits for conservation policy and practice

Transience of public attention in conservation science

Societal awareness of, and engagement with, environmental problems is a critical prerequisite for effective conservation programs. Research has revealed a strong general pattern whereby public attention received by cultural products diminishes over time. If transposed to conservation, this transience of societal attention is likely to be of major importance because it can limit motivation to support conservation efforts. We address the concept of attention transience applied to conservation, discuss its major drivers and mechanisms, and provide a short overview of conservation issues for which this phenomenon is expected to be particularly relevant. Attention transience leaves a brief window of opportunity for conservationists to focus public awareness and to mobilize necessary support. In this context, it is critical to maximize the conservation benefits generated during these short bursts of attention, especially through tailored conservation marketing campaigns with targeted message framing and regular efforts to refocus attention on key issues

Core issues Reflections on sustainability in Australian University coursework programs

Purpose - In addition to mapping the consistency in rhetoric behind education for sustainability, despite changes in jargon over the past 30 years, this paper endeavours to estimate the degree to which these ideas have been integrated into the Australia

Is there a sustainability canon? An exploration and aggregation of expert opinions

This paper identifies one possible set of appropriate disciplinary content for undergraduate programs in sustainability, based on a survey instrument employed at two international sustainability events in 2005. Undertaken to supplement the focus in the sustainability education literature on generic skills and pedagogical method via case-based or broadly conceptual work, it seeks to assist curriculum developers with planning disciplinary content. Findings indicate that a sustainability canon of sorts exists. A surprising amount of agreement existed from the two different specialist groups about core concepts, notably in ecology and-less unanimously-policy, economics and ethics. Studies about society were preferred as elective content. A 10-subject core was nominated, suggesting the need for broad foundational underpinnings