Transforming collaborative practices for curriculum and teaching innovations with the Sustainability Forum (University of Bedfordshire)

2.50
Hdl Handle:
http://hdl.handle.net/10547/622705
Title:
Transforming collaborative practices for curriculum and teaching innovations with the Sustainability Forum (University of Bedfordshire)
Authors:
Pritchard, Diana J.; Ashley, Tamara; Connolly, Helen; Worsfold, Nicholas T.
Other Titles:
Implementing sustainability in the curriculum of universities
Abstract:
Evolving higher education policy, and the production of guidelines and frameworks by higher education authorities, aim to support universities embed education for sustainability and reflect recognition of the need to prepare graduates for the challenges and opportunities of the 21st Century. Yet, advances have been limited. This chapter examines developments underway at the University of Bedfordshire, offering insights for ways forward which are distinct from prevailing institutional management processes. It presents the work of a community of practice, created by a group of academics from a spectrum of disciplines. Here, core players from this ‘Sustainability Forum’ describe their community, activities and synergies with the wider University. The authors highlight the learning opportunities they generated by their collective actions resulting in curriculum developments and enhancements. These served their own undergraduate and postgraduate students, other groups within the university community and beyond. As such the chapter serves as a case study of what can be achieved by an informal group of highly motivated academics in a new university. The authors conclude by considering the value of this model to other institutional contexts, especially in the context of the constraints imposed by expanding external performative initiatives and quality processes.
Affiliation:
University of Bedfordshire
Citation:
Pritchard DJ, Ashley T, Connolly H, Worsfold N (2018) 'Transforming collaborative practices for curriculum and teaching innovations with the Sustainability Forum (University of Bedfordshire)', in Leal Filho W (ed(s).). Implementing sustainability in the curriculum of universities, edn, Cambridge: Springer pp.1-16.
Publisher:
Springer
Issue Date:
1-Feb-2018
URI:
http://hdl.handle.net/10547/622705
DOI:
10.1007/978-3-319-70281-0_1
Additional Links:
https://link.springer.com/chapter/10.1007/978-3-319-70281-0_1
Type:
Book chapter
Language:
en
ISBN:
9783319702803
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorPritchard, Diana J.en
dc.contributor.authorAshley, Tamaraen
dc.contributor.authorConnolly, Helenen
dc.contributor.authorWorsfold, Nicholas T.en
dc.date.accessioned2018-05-10T09:25:18Z-
dc.date.available2018-05-10T09:25:18Z-
dc.date.issued2018-02-01-
dc.identifier.citationPritchard DJ, Ashley T, Connolly H, Worsfold N (2018) 'Transforming collaborative practices for curriculum and teaching innovations with the Sustainability Forum (University of Bedfordshire)', in Leal Filho W (ed(s).). Implementing sustainability in the curriculum of universities, edn, Cambridge: Springer pp.1-16.en
dc.identifier.isbn9783319702803-
dc.identifier.doi10.1007/978-3-319-70281-0_1-
dc.identifier.urihttp://hdl.handle.net/10547/622705-
dc.description.abstractEvolving higher education policy, and the production of guidelines and frameworks by higher education authorities, aim to support universities embed education for sustainability and reflect recognition of the need to prepare graduates for the challenges and opportunities of the 21st Century. Yet, advances have been limited. This chapter examines developments underway at the University of Bedfordshire, offering insights for ways forward which are distinct from prevailing institutional management processes. It presents the work of a community of practice, created by a group of academics from a spectrum of disciplines. Here, core players from this ‘Sustainability Forum’ describe their community, activities and synergies with the wider University. The authors highlight the learning opportunities they generated by their collective actions resulting in curriculum developments and enhancements. These served their own undergraduate and postgraduate students, other groups within the university community and beyond. As such the chapter serves as a case study of what can be achieved by an informal group of highly motivated academics in a new university. The authors conclude by considering the value of this model to other institutional contexts, especially in the context of the constraints imposed by expanding external performative initiatives and quality processes.en
dc.language.isoenen
dc.publisherSpringeren
dc.relation.urlhttps://link.springer.com/chapter/10.1007/978-3-319-70281-0_1en
dc.subjecteducation for sustainabilityen
dc.subjectcurriculum enhancementen
dc.subjectnew universityen
dc.subjectX342 Academic studies in Higher Educationen
dc.subjectcollaborative practiceen
dc.subjecthigher educationen
dc.titleTransforming collaborative practices for curriculum and teaching innovations with the Sustainability Forum (University of Bedfordshire)en
dc.title.alternativeImplementing sustainability in the curriculum of universitiesen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Bedfordshireen
dc.date.updated2018-05-10T09:11:56Z-
dc.description.note"Self-archiving is not permitted for books and chapters published under the Springer imprint." https://www.springernature.com/gp/open-research/policies/book-policies File not passed to repository RVO 10/5/18-
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