Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.637635
Title: An ecology of change : teaching and learning for sustainable development in the tertiary education sector in the United Kingdom 2005-2014
Author: Sjerps-Jones, Henriette Maria
ISNI:       0000 0004 5361 1091
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2014
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Abstract:
In this thesis I advocate and evidence ESD through understanding and analysing the ecology of change in educational organisations, in particular Tertiary Education (TE), during the Decade of Education for Sustainable Development (UNDESD, 2005-2014). I draw on my portfolio of research that examined various aspects of the efforts to mainstream ESD during this decade. My publications, which are referred to in this thesis, are based on experience of my own practice as lecturer, educational development manager and advocate of ESD at local, national and global level. My research approach is broadly based on action research principles. I argue that, to fully understand this complex change process, it is necessary to appreciate the role of the underpinning, and often conflicting, values in TE and how they influence the adoption of ESD. I further discuss the influence of both ‘top-down’ approaches, that are expressed in policies and frameworks, and ‘bottom-up’ approaches that are instigated by communities and individuals with special interests. The influence of the learning environment itself is also examined. Lastly, I make the case that the employment of appropriate action research methodologies can help with gaining a better understanding of this process as well as play a part in the process itself.
Supervisor: Barr, Stewart; Woodley, Ewan Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.637635  DOI: Not available
Keywords: Education for Sustainable Developement ; Sustainability ; Sustainable Development ; Education ; Informal Learning ; Formal Learning ; Tertiary Education ; Higher Education ; Ecology ; Educational paradigms ; Values
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