G. Gough

Developing a Holistic Approach to Implementing Education for Sustainable Development Across a Higher Educational Institute: A Longitudinal Study of the University of the West of England, Bristol

Over the last 20 years the University of the West of England (UWE) has developed policy, strategy and plans to address its environmental and sustainability impacts. The University identifies its role in education for sustainable development (ESD) as being about the contribution that can be made through learning and teaching. Key to this is the development of skills, knowledge and values through programmes of study that support the goal of reconciling human needs with the environmental limits of the planet. Actions undertaken to implement this approach include the commitment for all students to be exposed to the ideas of sustainable development through their programme of study. The challenges experienced whilst undertaking such actions are discussed in the context of organisational leadership and change processes.

Monitoring Progress Towards Implementing Sustainability and Representing the UN Sustainable Development Goals (SDGs) in the Curriculum at UWE Bristol

This paper will discuss the methods used to identify the baseline status of sustainability in the curriculum of UWE Bristol programmes and to begin to assess the contribution which the university is making towards the objectives outlined in the United Nations Sustainable Development Goals (SDGs). Further, it will consider how this knowledge will inform future curriculum development and research activities within the institution and future tracking thereof. The experience of UWE Bristol in engaging with the SDGs is likely to be of use to other institutions (in higher education or elsewhere) who are similarly aiming to contribute positively to sustainable development. UWE has undertaken a baseline assessment of its engagement with issues highlighted in the SDGs. Alignment between the SDGs and the primary disciplinary focus of each of the university’s faculties has already been identified, as has alignment between the core themes of the institution’s Sustainability Plan and the SDGs. The next phase of this process involves an examination of UWE’s portfolio of programmes of study, its public and community engagement and its research activities with respect to the extent to which they contribute to the achievement of the Goals. The university has begun a programme of mapping the curriculum against the SDGs which will enable this offer to be enhanced and made more comprehensive in terms of the scope and level of visibility of sustainability issues embedded in programme design and delivery. The disciplines of midwifery, environmental science and public health have already been comprehensively assessed whilst accounting and finance, geography, and computer science are in the final stages of assessment. Other UWE disciplines will be assessed over the 2016/17 academic year.

Bridging the gap: a case study of a partnership approach to skills development through student engagement in Bristol’s Green Capital year

ABSTRACT HEIs are well placed to engage with local communities, and can connect students with organisations through several pathways, such as volunteering opportunities, placements, internships, or projects. The University of the West of England, Bristol (UWE), the University of Bristol and their respective Students’ Unions have been working in partnership with the city and local communities, using HEFCE Catalyst funding to promote student involvement in sustainability activity during Bristol’s year as European Green Capital. The Green Capital Student Capital project has created a broad programme of citywide impact through mobilising the enthusiasm of the city’s student body. It delivered a wide-ranging programme of engagement in city sustainability and in so doing developed skills, knowledge and attributes in the student body that support the development of graduate attributes and a more sustainable lifestyle. The project demonstrates how institutions can collaborate across cities and communities to have internal and external impacts for sustainability. Abbreviations: ASHE: Annual Survey of Hours and Earnings; BGCP: Bristol Green Capital Partnership; CBI: Confederation of British Industry; HEFCE: Higher Education Funding Council for England; HEIs: Higher Education Institutions; NUS: National Union of Students; ONS: Office for National Statistics; SME: Small and Medium sized Enterprises; UK: United Kingdom of Great Britain and Northern Ireland; UoB: University of Bristol; UWE: The University of the West of England, Bristol.

Exploring the current position of ESD in UK higher education institutions

Purpose The purpose of this paper is to consider the position of education for sustainable development in the UK Higher Education (HE) sector with respect to the Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Guidance for education for sustainable development (ESD). Design/methodology/approach By means of a mixed-method approach underpinned by a concurrent triangulation design strategy, this research presents evidence from an online questionnaire survey and in-depth semi-structured interviews. Findings Insights are presented from case studies of a group of UK Higher Education Institute (HEIs) which have made significant progress in embedding ESD in the curricula. Research limitations/implications Central to this study is an exploration of the ESD integration process of this group including a description of the approaches to integration, the challenges faced and overcome and the critical success factors. It examines the role of a guidance instrument in simplifying and accelerating the ESD curricular integration process. The results of the study show that there is a multitude of integration approaches applied varying in their emphasis. Practical implications The main challenge HEIs face is engaging staff that may question the relevance of the ESD concept, and that lack an understanding regarding its implications for their discipline. Critical success factors identified are institution-wide people support, high-level institutional support and funding. The QAA and HEA guidance has successfully supported HEIs in developing their ESD commitments. Originality/value The results of this research can support HEIs in developing their own approach to ESD, as they learn from similar UK HE providers, particularly with respect to overcoming barriers and enhancing critical success factors to ESD curricular integration.

Embedding Sustainability Across the Curriculum via Collaboration: A Review of Progress in the University of the West of England

Students, the Higher Education Academy (HEA), the Quality Assurance Agency (QAA) and the Higher Education Funding Council for England (HEFCE) have all recommended that sustainability be given greater importance in the curricula of programmes delivered by HEIs in the UK. The University of the West of England (UWE), Bristol is responding to these calls by working with staff and students to enhance their education for sustainable development (ESD) provision. Recent curriculum changes have been undertaken with sustainability as a guiding principle. The University’s approach recognises that for some programmes the focus is upon education about sustainability but for all programmes it must include education for sustainable development. The process which has been undertaken to achieve these developments will be presented. This includes engagement of senior managers within faculties and departments and targeted support for academics, via a range of individual and group activities. Dedicated staff and a collaborative approach have been critical to the success of these efforts. This paper will be useful for academics and managers from any discipline who are interested in ensuring that students develop an awareness of sustainability principles regardless of their programme of study.