Organizational Change for Sustainability Education: A Case Study of One University's Efforts to Create and Implement Institution-Wide Sustainability Competencies

Autor/inn/en	Levesque, Vanessa R.; Wake, Cameron P.
Titel	Organizational Change for Sustainability Education: A Case Study of One University's Efforts to Create and Implement Institution-Wide Sustainability Competencies
Quelle	In: International Journal of Sustainability in Higher Education, 22 (2021) 3, S.497-515 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-6370
DOI	10.1108/IJSHE-09-2019-0285
Schlagwörter	Organizational Change; Sustainability; Sustainable Development; Higher Education; Universities; Educational Policy; Educational Practices; Case Studies; Competence; College Curriculum; Program Implementation; Outcomes of Education; Interdisciplinary Approach; Educational Objectives; New Hampshire + Suchen Sie Ihr Suchwort? Organisationswandel; Nachhaltigkeit; Nachhaltige Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Politics of education; Bildungspolitik; Bildungspraxis; Case study; Fallstudie; Case Study; Kompetenz; Lernleistung; Schulerfolg; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Purpose: The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution. Design/methodology/approach: This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified. Findings: Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies. Originality/value: This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01