Synergising sustainability initiatives across a
tertiary institution: building momentum for
transformation
Workshop Presen...
1.
2.
2.

Sustainability as a journey

*
*

Achieving balance in PPP / EEE
Role of Education for Sustainability (EfS)

Soc...
TED talk Ray Anderson, 5 Feb 2009

http://www.ted.com/talks/ray_anderson_on_the_business_logic_of_sustainability.ht
Interf...
The context.......

Second Nature | Education for Sustainability
http://www.youtube.com/watch?v=FrXVUjno_ps&feature

4
Before we start, ….please reflect for a moment or two…
Activity 1 – What would you like to explore/learn/clarify
from toda...
A mechanistic/functionalist approach2

Weak

A holistic/interpretive approach2

Strong

1. The Brundtland definition of su...
SUSTAINABILITY IS A COMPLEX, INTERDISCIPLINARY
TOPIC OF STUDY1

* A threshold concept is defined2 as possessing the
follow...
Climbing The Environmental Literacy Ladder

Climbing The Environmental Literacy Ladder1
Capacity for personal and collecti...
Source: Atherton J S (2010)

•In "supplantive learning“, we question previous ways of acting or prior knowledge and replac...
It is a learning journey at every level in society:

* Individual
* Family / Household
* Organisation
* Community
* Region...
According to the Australian Government:
“…‘education for sustainability’ .. Is
fundamentally important .. Through
informat...
“Australia’s approach to education for sustainability
has …evolved from a focus on awareness of natural
ecosystems and the...
Activity 2 – What does sustainability look like to you?

*As individuals, draw a picture that
represents sustainability to...
Activity 3 – What does a sustainable TAFE/Uni look like?

* In groups, visualise and create a picture of a

sustainable te...
Figure 3. Transition as a complex set of societal cogwheels1
Transition to sustainability
occurs across several
fronts/dom...
Figure 4. The different phases of a transition1

The same pattern relates to each
level/domain of society.
 Need to ident...
Transitions to sustainability

The EfS transformational journey

Trans-disciplinarity

Systems thinking, complexity
& inte...
1. Rotmans J and Kemp R (2003)

18
What are some current sustainability related initiatives in your
functional areas of campus operations, facilities mgmt/up...
Type of Capital

Positive

Negative

Environmental

(natural resources/ecosystem)
-behaviour
-processes
-rules

Social

(c...
What strategies might be adopted in your activities or
operations to create even more sustainable outcomes in
areas of soc...
Figure 5. The Role of Higher Education Institutions in Society

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...
Role of V&HEIs & key activities towards sustainability

* Campus operations (facilities management)
* Curriculum (teaching...
*Connect practice with research, teaching/training & policy.
*Generate synergies with businesses and other stakeholders
to...
*Clarity of vision & Commitment to moving forward
*Capability / Capacity building of teams
*Collaboration and Cooperation
...
Leith Sharp appointed in 2000 as the founding director of Harvard’s
Office for Sustainability. Leith guided the
Harvard Gr...
Pathway to a Sustainable Campus
* Create a Change Management Engine

* Increase Trust, Engagement and Empowerment

*Financ...
Harvard’s Green Campus Initiative 2000-2008

Leverage Leadership (Conducting Collar Jobs
A Business Model to Fund Green th...
2.3%

net reduction in Harvard's greenhouse gas emissions from
Fiscal Year 2006 – 2008 (8% excluding growth)

20

LEED cer...
*AASHE (STARS) approach
*University Leaders for a Sustainable Future approach (SAQ)
*ARIES approach – 6 step model
*Sustai...
*Introduce sustainability in
each functional area:

 Campus, curriculum,
research, commerce,
consulting/training,
communi...
Sustainability should be part of a broader institutional planning
strategy
Terry Calhoun on college planning..
http://www....
 How can your activities contribute to a sustainable institution?
 Link to other functional areas via the 6 Cs:
* Campus...
ASPECT

Campus
Curriculu
operations m

Research Commercial
& training

Campus
operations
Curriculum
Research
Commercial
& ...
Transitions to sustainability

The EfS transformational journey

Trans-disciplinarity

Systems thinking, complexity
& inte...
You can make a difference! Every choice matters…

Will you choose to reproduce or transform society?

Thanks for your atte...
*
*

Abraham Maslow, Motivation and Personality, 2nd ed., Harper & Row, 1970

*

Anderson R, Amodeo, M and Hartzfeld, J (2...
*

Ferrer-Balas D, Cruz Y, Segalàs J (2006) Lessons learned from our particular “Decade” of Education for Sustainable
Deve...
*

Maon F, Lindgreen A and Swaen V (2010) Organizational Stages and Cultural Phases: A Critical Review and a Consolidative...
*

Sherren K (2005) Balancing the disciplines: a multidisciplinary perspective on sustainability curriculum content, Austr...
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Synergising sustainability initiatives across a tertiay institution - workshop presentation to ACTS 2011 conference - 28 sep 2011 - Adelaide, Australia

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This is a one hour workshop presented at the ACTS2011 conference in Adelaide. A variety of models and frameworks are used generate understanding of the barriers and drivers to build momentum for system (organisational) transformation towards sustainability. The workshop begins by encouraging participants to envision a sustainable campus. Current actions for sustainability across the key functional areas of research, teaching and learning, campus operations and community outreach are acknowledged and opportunities to build further momentum are identified. Finally, strategies are offered to synergise across these initiatives to achieve organisational transformation to sustainability. A case study of Harvard University is also provided to demonstrate how such a transformation can be achieved.

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Synergising sustainability initiatives across a tertiay institution - workshop presentation to ACTS 2011 conference - 28 sep 2011 - Adelaide, Australia

  1. 1. Synergising sustainability initiatives across a tertiary institution: building momentum for transformation Workshop Presentation to ACTS 2011 Conference Adelaide, 28th Sep, 2011 Liz Sidiropoulos Lecturer, Business Programs Faculty of Arts, Business, Infomatics and Education CQUniversity Melbourne Copyright of Liz Sidiropoulos
  2. 2. 1. 2. 2. Sustainability as a journey * * Achieving balance in PPP / EEE Role of Education for Sustainability (EfS) Social Change/Transformation to Sustainability * * Rotmans and Kemp model of societal transformation Transition phases and key leverage points Contribution of Vocational & HEIs * * Role, Progress and Process of Transformation Learning Progressions in V&HEIs * * Case Study – Harvard University Frameworks for managing organisational transformation 2
  3. 3. TED talk Ray Anderson, 5 Feb 2009 http://www.ted.com/talks/ray_anderson_on_the_business_logic_of_sustainability.ht Interface’s journey to Mission Zero, inspired by Tomorrow’s Child Mission Zero: “to take nothing from the Earth that can’t be replaced by the earth.” On it’s journey, Interface increased sales and doubled profits while turning 3 the traditional "take / make / waste" industrial system on its head.
  4. 4. The context....... Second Nature | Education for Sustainability http://www.youtube.com/watch?v=FrXVUjno_ps&feature 4
  5. 5. Before we start, ….please reflect for a moment or two… Activity 1 – What would you like to explore/learn/clarify from today’s workshop? Copyright of Liz Sidiropoulos
  6. 6. A mechanistic/functionalist approach2 Weak A holistic/interpretive approach2 Strong 1. The Brundtland definition of sustainability is used here, namely meeting the economic, social, and environmental needs of the present and the future generations 2. Porter and Cordoba, 2009 Copyright of Liz Sidiropoulos 6
  7. 7. SUSTAINABILITY IS A COMPLEX, INTERDISCIPLINARY TOPIC OF STUDY1 * A threshold concept is defined2 as possessing the following qualities: * Transformative – changes how we see things, * Integrative – brings together different aspects, * Bounded - delineate a conceptual space, and * Irreversible - difficult to unlearn. * Discursive, Reconstitutive, Liminality * Sustainability is regarded as ‘powerful concept’ in a social constructivist context 1. Facing the Future (2008) 2. Meyer and Land (2003) Copyright of Liz Sidiropoulos 7 Framing changes everything
  8. 8. Climbing The Environmental Literacy Ladder Climbing The Environmental Literacy Ladder1 Capacity for personal and collective action and civic participation Threshold learning Problem solving and critical thinking skills Attitudes of appreciation and concern for the environment Knowledge and understanding of human and natural systems and processes General awareness of the relationship between the environment and human life A simple model of graduated learning 1. Campaign for Environmental Literacy (2007), Source: Atherton J S (2010) 8 Copyright of Liz Sidiropoulos
  9. 9. Source: Atherton J S (2010) •In "supplantive learning“, we question previous ways of acting or prior knowledge and replace them 1 •If there is resistance, due to significant emotional attachment to previous beliefs or behaviour, "supplantive learning“ becomes problematic, and is akin to threshold learning2 9 1. Atherton, 1999 2. Atherton, 2010
  10. 10. It is a learning journey at every level in society: * Individual * Family / Household * Organisation * Community * Region * Nation * Globe EfS acts as a powerful catalyst on the learning journey. What is EfS? 10 Copyright of Liz Sidiropoulos
  11. 11. According to the Australian Government: “…‘education for sustainability’ .. Is fundamentally important .. Through information and awareness, but more importantly by building people’s capacity to innovate and implement solutions, education for sustainability is essential to re-orienting the way we live and work and to Australia becoming a sustainable society.” (page 3) AND “Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability” 2009, viewed at http://www.environment.gov.au/education/publications/pubs/national-action-plan.pdf Copyright of Liz Sidiropoulos
  12. 12. “Australia’s approach to education for sustainability has …evolved from a focus on awareness of natural ecosystems and their degradation to equipping all people with the knowledge, skills and understanding necessary to make decisions based upon a consideration of their full environmental, social and economic implications.” (page3) “Living Sustainably: the Australian Government's National Action Plan for Education for Sustainability” 2009, viewed at http://www.environment.gov.au/education/publications/pubs/national-action-plan.pdf Copyright of Liz Sidiropoulos
  13. 13. Activity 2 – What does sustainability look like to you? *As individuals, draw a picture that represents sustainability to you.. *In groups, consider your diagrams and identify the top 3 themes.. Copyright of Liz Sidiropoulos
  14. 14. Activity 3 – What does a sustainable TAFE/Uni look like? * In groups, visualise and create a picture of a sustainable tertiary institution of the future.. So, how can we transform towards sustainability? Copyright of Liz Sidiropoulos
  15. 15. Figure 3. Transition as a complex set of societal cogwheels1 Transition to sustainability occurs across several fronts/domains Major domains are business, education, government & civil society, technology, and media, arts/culture ALL domains require sustainability literacy Today, we focus on the “cogwheel” of institutions, i.e., tertiary education. The Leverage Principle: EvenRthe biggest ships can be turned by a 1. Rotmans J and Kemp (2003) small force if it is directed at the point of maximum leverage. Copyright of Liz Sidiropoulos 15
  16. 16. Figure 4. The different phases of a transition1 The same pattern relates to each level/domain of society.  Need to identify our location on this journey and build momentum to progress to the next phase.  Crucial role for EfS in Unis/TAFEs, particularly in major multipliers courses such as business, law, engineering, education, media, etc Position EfS carefully to engage and “scaffold” the learning for sustainability Copyright of Liz Sidiropoulos 16 1. Rotmans J and Kemp R (2003)
  17. 17. Transitions to sustainability The EfS transformational journey Trans-disciplinarity Systems thinking, complexity & inter-disciplinarity Experiential & social learning Critical thinking & reflection Curriculum renewal & contextualised content 17 Copyright of Liz Sidiropoulos
  18. 18. 1. Rotmans J and Kemp R (2003) 18
  19. 19. What are some current sustainability related initiatives in your functional areas of campus operations, facilities mgmt/upgrade, teaching/training, research, commercial/consulting services, and community engagement? How do these initiatives create sustainable outcomes in the areas of social/cultural capital, natural (environmental) capital and economic (financial) capital? *Individual Behaviour (actions –awareness/attitudes/values) *Institutional processes /systems (infrastructure – enabling/inhibiting factors) *Rules/policies (regulation – system settings ) 19 Copyright of Liz Sidiropoulos
  20. 20. Type of Capital Positive Negative Environmental (natural resources/ecosystem) -behaviour -processes -rules Social (cohesion and institutions) -behaviour -processes -rules Cultural (customs and traditions) -behaviour -processes -rules Economic (financial and physical) -behaviour -processes -rules 20
  21. 21. What strategies might be adopted in your activities or operations to create even more sustainable outcomes in areas of social/cultural capital, natural (environmental) capital and economic (financial) capital? * Individual Behaviour (actions –awareness/attitudes/values) * Institutional processes /systems (infrastructure – enabling/inhibiting factors) * Rules/policies (regulation – system settings ) 21 Copyright of Liz Sidiropoulos
  22. 22. Figure 5. The Role of Higher Education Institutions in Society n o i t c u d o r p e R r o f n o i t a c u d E y t i c a p a C l a i c o S Leadership HEIs f t n m p o l v e D n o i t u l o v E r o f h c r a e s e R f t n e v o r p m I y t p C l a i c o S The balance between legacy and leadership roles depends on the national Dominant Social Paradigm and the interplay of internal and external stakeholders Legacy Copyright of Liz Sidiropoulos Related to triple helix model of university-government-industry interactions for knowledge creation. What is the current contribution of Vocational and HEIs to sustainability? 22
  23. 23. Role of V&HEIs & key activities towards sustainability * Campus operations (facilities management) * Curriculum (teaching content and pedagogy) * Research and knowledge creation * Consultancy activities * Collaborative networks and strategic partnerships * Community outreach & support Progress and process of HEIs towards sustainability * Each institution progresses along its own journey. Most Australian Unis are in “Pre-development”, most TAFEs are in early “Take-Off”, some TAFEs are in “Acceleration” * Strongest sustainability performance requires support from 3 levels: topdown (rules), bottom-up (behaviour) and middle level (processes) 1. Ferrer-Balas, Cruz and Segalas (2006); Wals & Corcoran (2006) Copyright of Liz Sidiropoulos 23
  24. 24. *Connect practice with research, teaching/training & policy. *Generate synergies with businesses and other stakeholders to research & assist transformation to sustainability *Present research findings to clearly link their applications to teaching/training, policy and practice. * Shift from traditional or ‘mode 1’ research which is academic, investigatorinitiated, and discipline-based to ‘mode 2’ knowledge production or research that is context-driven, problem-focussed, and interdisciplinary * Recognise importance of clusters of research units, teaching-learning, and businesses in fostering innovation and sustainable solutions. *Learners gain insights or skills that enhance their agency with respect to their material and social world. Copyright of Liz Sidiropoulos 24
  25. 25. *Clarity of vision & Commitment to moving forward *Capability / Capacity building of teams *Collaboration and Cooperation *Recognition and rewards system *Continuous Improvement Process *Strong Innovation Culture *Learning by doing... Remember - each person, each organisation and each system is different with a unique learning pathway 25
  26. 26. Leith Sharp appointed in 2000 as the founding director of Harvard’s Office for Sustainability. Leith guided the Harvard Green Campus Initiative from one person into an office with 24 full-time staff and transformed America's oldest college. In 2008 Harvard was largest green campus organization in the world Key lessons learned: 1. 2. 3. Build the business case for sustainability, based on short term payback 4. 5. 6. Be patient with internal resistance, engage and inform people Begin with small concrete project (e.g green cleaning) & document it Focus on institutional shifts by reforming processes & systems. Move to middle managers, demonstrating top-down and bottom-up support Be creative in ways to save costs & partering opportunities with others Collaborate with peer organisations to share your learnings. 26
  27. 27. Pathway to a Sustainable Campus * Create a Change Management Engine * Increase Trust, Engagement and Empowerment *Finance and Accounting Reform * Foster a Learning Organization and Capacity Building *Culture Change * Manage Stakeholder Complexity, Governance & Decision-making , *Continuous Improvement, Pilot and Expand * Leverage Leadership *Address the Unconscious Organization * Foster Formal Commitments & Goals * Indicators and Annual Reporting *Systems Thinking
  28. 28. Harvard’s Green Campus Initiative 2000-2008 Leverage Leadership (Conducting Collar Jobs A Business Model to Fund Green the Voices) Grass Roots Students, building Managers, facilities staff, project managers, custodial, transport & procurement staff Top Level Leadership President, Provost, Deans, VP’s Upper Middle Management 2nd Level Deans, Associate VP’s, CFOs, COO - Planning CONFIDENCE & CAPACITY •Evidence •Confidence •Business base for green campus organization AUTHORITY •Legitimacy •Priority •Mood/culture •Goals SYSTEMS INTEGRATION •Capital Approvals Systems •Finance & Accounting •University Contracts
  29. 29. 2.3% net reduction in Harvard's greenhouse gas emissions from Fiscal Year 2006 – 2008 (8% excluding growth) 20 LEED certified projects on campus 15.7% of Harvard’s energy now comes from renewable sources 55% of Harvard's waste was recycled in 2008 40% of produce served by Harvard Dining Services sourced from local farms during the growing season 15% of Harvard staff drove to work alone in 2008
  30. 30. *AASHE (STARS) approach *University Leaders for a Sustainable Future approach (SAQ) *ARIES approach – 6 step model *Sustainability Advantage (NSW)/ResourceSmart (Vic) *GRI / ISO14001 / ISO26000 frameworks *The Natural Step (4 System Conditions) – eg. Interface *Learning in Future Environments (LiFE) –UK eauc *Rotmas and Kemp transformation model (S curve) Campus, curriculum, research, commerce/consulting, community, culture 30
  31. 31. *Introduce sustainability in each functional area:  Campus, curriculum, research, commerce, consulting/training, community/engagement, policies/procedures *Create synergies across functional areas (connect the cogwheels) to build organisational momentum 31
  32. 32. Sustainability should be part of a broader institutional planning strategy Terry Calhoun on college planning.. http://www.youtube.com/watch?v=FCPl1E7hhJQ&feature=feedwll 32
  33. 33.  How can your activities contribute to a sustainable institution?  Link to other functional areas via the 6 Cs: * Campus operations * Curriculum * Research (Creating knowledge) * Commercial & training * Community & engagement * Organisational Culture  Focus on social/cultural, environmental & economic impact via: * Individual Behaviour (actions –awareness/attitudes/values) * Institutional processes /systems (infrastructure – enabling/inhibiting factors) * Rules/policies (regulation – system settings ) Copyright of Liz Sidiropoulos 33
  34. 34. ASPECT Campus Curriculu operations m Research Commercial & training Campus operations Curriculum Research Commercial & training Community & engagement Org Culture 34 Community Organisational engagement Culture
  35. 35. Transitions to sustainability The EfS transformational journey Trans-disciplinarity Systems thinking, complexity & inter-disciplinarity Experiential & social learning Critical thinking & reflection Curriculum renewal & contextualised content 35 Copyright of Liz Sidiropoulos
  36. 36. You can make a difference! Every choice matters… Will you choose to reproduce or transform society? Thanks for your attention.. Copyright of Liz Sidiropoulos
  37. 37. * * Abraham Maslow, Motivation and Personality, 2nd ed., Harper & Row, 1970 * Anderson R, Amodeo, M and Hartzfeld, J (2010) Changing Business Cultures from Within in Worldwatch Institute (2010) State of the World 2010: Transforming Cultures - From Consumerism to Sustainability. * Aspen Institute (2008a) Beyond Grey Pinstripes 2007-2008. Preparing MBAs for Social and Environmental Stewardship. Aspen Institute, New York * Aspen Institute (2008b) Where will they lead? MBA student attitudes about business and society 2008. Aspen Institute, Queenstown, MD * Atherton J S (1999) “Resistance to Learning: a discussion based on participants in in-service professional training programmes” Journal of Vocational Education and Training vol.51, no 1, pp 77-90 * Atherton J S (2010) Support site for University of Bedfordshire PCE programme: Threshold concepts; angle 2   [On-line] UK: “Threshold concepts” Available: http://www.bedspce.org.uk/threshold_4.htm  Accessed: 23 September 2010 * Burke P (2008) The theory and empirics of the environmental Kuznets curve. Paper presented to the Australian Agricultural and Resource Economics Society (AARES) Annual Conference, Canberra. * Campaign for Environmental Literacy (2007), http://www.fundee.org/facts/envlit/whatisenvlit.htm accessed 20 April 2010 * Economist Intelligence Unit (Economist) (2008) Corporate citizenship: Profiting from a sustainable business, UK, London, accessed at http://a330.g.akamai.net/7/330/25828/20081114214729/graphics.eiu.com/upload/Corporate_Citizens.pdf n 14 April 2010 * Facing the Future (2008) “UNDERSTANDING SUSTAINABILITY: Two-Week Unit for Social Studies Grades 9-12”, Seattle ACCSR 2010 “The State of CSR in Australia – 2009 Annual Review” http://www.accsr.com.au/html/annualconf.html, viewed 24 April 2009 37 Copyright of Liz Sidiropoulos
  38. 38. * Ferrer-Balas D, Cruz Y, Segalàs J (2006) Lessons learned from our particular “Decade” of Education for Sustainable Development (1996-2005) At UPC,in Holmberg J and Samuelsson B E(eds.) Drivers and Barriers for Implementing Sustainable Development into Higher Education, UNESCO Education for Sustainable. Development in Action Technical Paper No. 3 (Paris: UNESCO, September 2006), p23. Accessed at http://unesdoc.unesco.org/images/0014/001484/148466E.pdf on 6 May 2010 * Guardian (2010) World's top firms cause $2.2tn of environmental damage, report estimates. Accessed at http://www.guardian.co.uk/environment/2010/feb/18/worlds-top-firms-environmental-damage on 10 March 2010 * Hofstede G (1984). Cultural consequences: International Differences in Work-related Values. Sage Publications, Beverly Hills, CA * Hunting SA, Mah J and Tilbury D (2006) Education About and For Sustainability in Australian Business Schools: Embedding Sustainability in MBA Programs, Report prepared by the Australian Research Institute in Education for Sustainability (ARIES) for the Australian Government Department of the Environment, Water, Heritage and the Arts, Sydney: ARIES * Ingleheart R, 2009 “Inglehart-Welzel Cultural Map of the World” World Values Survey, http://www.worldvaluessurvey.org/wvs/articles/folder_published/article_base_54 accessed on 24 Sep 2010 * Johnson Controls (2010) Generation Y and the Workplace. Annual Report 2010, Johnson Controls Global WorkPlace Solutions, London, accessed at www.johnsoncontrols.com/...workplace.../oxygenz.../Oxygenz%20Report%20-%202010.pdf on 28 May 2010 * KPMG (2008). KPMG International Survey of Corporate Responsibility Reporting 2008. KPMG International, accessed at http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/Documents/International-corporate -responsibility-sur on 7 May 2010 * Krechowicz D and Fernando H (2009) Undisclosed Risk: Corporate Environmental and Social Reporting in Emerging Asia, World Resource Institute. Accessed at http://pdf.wri.org/undisclosed_risk_emerging_asia.pdf on 7 May 2010 * Mark_Freeman_Disciplines_Setting_Standards_Project-DeansCouncils-5Mar2010vFinal.ppsx (634.98 KB), viewed 24 April 2009 http://www.altcexchange.edu.au/group/ltas-project-business-management-and-economics 38 Copyright of Liz Sidiropoulos
  39. 39. * Maon F, Lindgreen A and Swaen V (2010) Organizational Stages and Cultural Phases: A Critical Review and a Consolidative Model of Corporate Social Responsibility Development International Journal of Management Review. * McGaw N and Gentile M C (2005) Integrating Sustainability into Management Education: A Status Report. The Aspen Institute. Accessed at http://www.caseplace.org/d.asp?d=2649 on 12 September 2010 * Meyer and Land (2003) cited in Davies 2003 “Threshold Concepts: how can we recognise them?”, Paper presented at the EARLI Conference August 26 – 30th 2003, Padova. * Net Impact (2007) New Leaders, A Net Impact Survey of Undergraduate Student Opinions on the Relationship Between Business and Social/Environmental Issues, Undergraduate Perspectives, September 2007 * Net Impact (2009) New Leaders, New Perspectives: A Survey of MBA Student Opinions on the Relationship between Business and Social/Environmental Issues, March 2009, accessed at http://www.netimpact.org/displaycommon.cfm?an=1&subarticlenbr=2581#mba on 1 June 2010 * Net Impact (2010) Undergraduate Perspectives: The Business of Changing the World, Perspective Series, accessed at http://www.netimpact.org/associations/4342/files/Undergraduate_Perspectives_2010_final.pdf on 1 June 2010 * Porter T and Cordoba J Three Views of Systems Theories and their Implications for Sustainability Education, Journal of Management Education 2009 33: 323, accessed 21 Sep 2010 http://jme.sagepub.com/content/33/3/323.full.pdf+html * Ronald Inglehart and Christian Welzel, Modernization, Cultural Change and Democracy. New York, Cambridge University Press, 2005: p. 64, accessed on 24 Sep 2010 http://www.worldvaluessurvey.org/wvs/articles/folder_published/article_base_54 * Rotmans J and Kemp R (2003) Managing Societal Transformations: Dilemmas and Uncertainties: The Dutch energy case study. Paper prepared for an OECD Workshop on the Benefits of Climate Policy: Improving Information for Policy Makers, 12-13 December 2002 * Schwartz S (2007) Basic Human Values: An Overview. Basic Human Values: Theory, Methods, and Applications, The Hebrew University of Jerusalem, http://151.97.110.134/Allegati/convegno%207-8-10-05/Schwartzpaper.pdf. accessed on 22 Aug 2008 Copyright of Liz Sidiropoulos 39
  40. 40. * Sherren K (2005) Balancing the disciplines: a multidisciplinary perspective on sustainability curriculum content, Australian Journal of Environmental Education 21: 97-106, accessed at http://search.informit.com.au.ezproxy.lib.rmit.edu.au/fullText:dn=148391:res=AEIPT on 19 March 2010 * Sherren K (2006) Core issues: Reflections on sustainability in Australian University coursework programs, International Journal of Sustainability in Higher Education 7(4): 400-413 * Sherren K (2008) Higher environmental education - core disciplines and the transition to sustainability, Australasian Journal of Environmental Management, 15: 189-196 * Tilbury D (2004) Rising to the challenge: education for sustainability Australian Journal of Environmental Education, 20(2): 103-114. Accessed at http://search.informit.com.au.ezproxy.lib.rmit.edu.au/fullText:dn=141647:res=AEIPT on 19 March 2010 * Tilbury D, Crawley C and Berry F (2005a) Education About and For Sustainability in Australian Business Schools Report prepared by the Australian Research Institute in Education for Sustainability (ARIES) and Arup Sustainability for the Australian Government Department of the Environment, Water, Heritage and the Arts. * Tilbury D, Keogh A, Leighton A and Kent J (2005b) A National Review of Environmental Education and its Contribution to Sustainability in Australia: Further and Higher Education. Canberra: Australian Government Department of the Environment and Heritage and Australian Research Institute in Education for Sustainability (ARIES). * Wals A E J and Corcoran P B (2006) Sustainability as an Outcome of Transformative Learning, Drivers and Barriers for Implementing Sustainable Development into Higher Education,” in J. Holmberg and B. E. Samuelsson, eds., Drivers and Barriers for Implementing Sustainable Development into Higher Education, UNESCO Education for Sustainable Development in Action Technical Paper No. 3 (Paris: UNESCO, September 2006), 104 http://unesdoc.unesco.org/images/0014/001484/148466E.pdf on 6 May 2010 * Willard B (2005) The Next Sustainability Wave (Book Excerpt), Ubiquity, 6(23) June 28-July 5 2005 accessed at www.acm.org/ubiquity/book/pf/v6i23_willard.pdf on 1 June 2010 40 Copyright of Liz Sidiropoulos

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