Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education

Abstract Sustainability degree programs in higher education have proliferated with the emergence of sustainability as a recognized academic field. This study evaluated the curricula of English-language programs granting degrees in sustainability by analyzing 27 bachelor’s and 27 master’s sustainabil...
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Autor*in:	O’Byrne, David [verfasserIn] Dripps, Weston Nicholas, Kimberly A.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2014

Schlagwörter:	Sustainability education Curriculum design Sustainability pedagogy Program design Interdisciplinary education

Anmerkung:	© The Author(s) 2014

Übergeordnetes Werk:	Enthalten in: Sustainability science - Tokyo : Springer Japan, 2006, 10(2014), 1 vom: 15. Juli, Seite 43-59
Übergeordnetes Werk:	volume:10 ; year:2014 ; number:1 ; day:15 ; month:07 ; pages:43-59

Links:	Volltext

DOI / URN:	10.1007/s11625-014-0251-y

Katalog-ID:	SPR021700370

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allfields	10.1007/s11625-014-0251-y doi (DE-627)SPR021700370 (SPR)s11625-014-0251-y-e DE-627 ger DE-627 rakwb eng O’Byrne, David verfasserin aut Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2014 Abstract Sustainability degree programs in higher education have proliferated with the emergence of sustainability as a recognized academic field. This study evaluated the curricula of English-language programs granting degrees in sustainability by analyzing 27 bachelor’s and 27 master’s sustainability programs based on their (1) curricular structure, in terms of the proportion of core versus elective courses, (2) breadth of the core courses, which were classified into one of ten disciplinary categories, and (3) specific disciplinary content of core course subjects. We found that core courses made up the majority of both curricula, although bachelor’s programs were more flexible than master’s. Within these core courses, sustainability and social sciences were found in more than 85 % of both bachelor’s and master’s programs, as were natural sciences at the bachelor’s level. Less than half of sustainability master’s programs required a natural science course, which on average made up just 2 % of required course credits. No text was widely used in core sustainability courses. Our findings demonstrate that there is a wide divergence between the content of programs granting degrees in sustainability; many do not appear to be achieving the integration of natural and social sciences proposed in the literature. We believe that some shared foundations between programs is necessary for sustainability to develop into a mature scientific program that is recognizable across universities and understood by academics, employers, and civil society, and is effective in training the next generation of sustainability scholars and scientists. Sustainability education (dpeaa)DE-He213 Curriculum design (dpeaa)DE-He213 Sustainability pedagogy (dpeaa)DE-He213 Program design (dpeaa)DE-He213 Interdisciplinary education (dpeaa)DE-He213 Dripps, Weston aut Nicholas, Kimberly A. aut Enthalten in Sustainability science Tokyo : Springer Japan, 2006 10(2014), 1 vom: 15. Juli, Seite 43-59 (DE-627)521457130 (DE-600)2260333-5 1862-4057 nnns volume:10 year:2014 number:1 day:15 month:07 pages:43-59 https://dx.doi.org/10.1007/s11625-014-0251-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2014 1 15 07 43-59
spelling	10.1007/s11625-014-0251-y doi (DE-627)SPR021700370 (SPR)s11625-014-0251-y-e DE-627 ger DE-627 rakwb eng O’Byrne, David verfasserin aut Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2014 Abstract Sustainability degree programs in higher education have proliferated with the emergence of sustainability as a recognized academic field. This study evaluated the curricula of English-language programs granting degrees in sustainability by analyzing 27 bachelor’s and 27 master’s sustainability programs based on their (1) curricular structure, in terms of the proportion of core versus elective courses, (2) breadth of the core courses, which were classified into one of ten disciplinary categories, and (3) specific disciplinary content of core course subjects. We found that core courses made up the majority of both curricula, although bachelor’s programs were more flexible than master’s. Within these core courses, sustainability and social sciences were found in more than 85 % of both bachelor’s and master’s programs, as were natural sciences at the bachelor’s level. Less than half of sustainability master’s programs required a natural science course, which on average made up just 2 % of required course credits. No text was widely used in core sustainability courses. Our findings demonstrate that there is a wide divergence between the content of programs granting degrees in sustainability; many do not appear to be achieving the integration of natural and social sciences proposed in the literature. We believe that some shared foundations between programs is necessary for sustainability to develop into a mature scientific program that is recognizable across universities and understood by academics, employers, and civil society, and is effective in training the next generation of sustainability scholars and scientists. Sustainability education (dpeaa)DE-He213 Curriculum design (dpeaa)DE-He213 Sustainability pedagogy (dpeaa)DE-He213 Program design (dpeaa)DE-He213 Interdisciplinary education (dpeaa)DE-He213 Dripps, Weston aut Nicholas, Kimberly A. aut Enthalten in Sustainability science Tokyo : Springer Japan, 2006 10(2014), 1 vom: 15. Juli, Seite 43-59 (DE-627)521457130 (DE-600)2260333-5 1862-4057 nnns volume:10 year:2014 number:1 day:15 month:07 pages:43-59 https://dx.doi.org/10.1007/s11625-014-0251-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2014 1 15 07 43-59
allfields_unstemmed	10.1007/s11625-014-0251-y doi (DE-627)SPR021700370 (SPR)s11625-014-0251-y-e DE-627 ger DE-627 rakwb eng O’Byrne, David verfasserin aut Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2014 Abstract Sustainability degree programs in higher education have proliferated with the emergence of sustainability as a recognized academic field. This study evaluated the curricula of English-language programs granting degrees in sustainability by analyzing 27 bachelor’s and 27 master’s sustainability programs based on their (1) curricular structure, in terms of the proportion of core versus elective courses, (2) breadth of the core courses, which were classified into one of ten disciplinary categories, and (3) specific disciplinary content of core course subjects. We found that core courses made up the majority of both curricula, although bachelor’s programs were more flexible than master’s. Within these core courses, sustainability and social sciences were found in more than 85 % of both bachelor’s and master’s programs, as were natural sciences at the bachelor’s level. Less than half of sustainability master’s programs required a natural science course, which on average made up just 2 % of required course credits. No text was widely used in core sustainability courses. Our findings demonstrate that there is a wide divergence between the content of programs granting degrees in sustainability; many do not appear to be achieving the integration of natural and social sciences proposed in the literature. We believe that some shared foundations between programs is necessary for sustainability to develop into a mature scientific program that is recognizable across universities and understood by academics, employers, and civil society, and is effective in training the next generation of sustainability scholars and scientists. Sustainability education (dpeaa)DE-He213 Curriculum design (dpeaa)DE-He213 Sustainability pedagogy (dpeaa)DE-He213 Program design (dpeaa)DE-He213 Interdisciplinary education (dpeaa)DE-He213 Dripps, Weston aut Nicholas, Kimberly A. aut Enthalten in Sustainability science Tokyo : Springer Japan, 2006 10(2014), 1 vom: 15. Juli, Seite 43-59 (DE-627)521457130 (DE-600)2260333-5 1862-4057 nnns volume:10 year:2014 number:1 day:15 month:07 pages:43-59 https://dx.doi.org/10.1007/s11625-014-0251-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2014 1 15 07 43-59
allfieldsGer	10.1007/s11625-014-0251-y doi (DE-627)SPR021700370 (SPR)s11625-014-0251-y-e DE-627 ger DE-627 rakwb eng O’Byrne, David verfasserin aut Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2014 Abstract Sustainability degree programs in higher education have proliferated with the emergence of sustainability as a recognized academic field. This study evaluated the curricula of English-language programs granting degrees in sustainability by analyzing 27 bachelor’s and 27 master’s sustainability programs based on their (1) curricular structure, in terms of the proportion of core versus elective courses, (2) breadth of the core courses, which were classified into one of ten disciplinary categories, and (3) specific disciplinary content of core course subjects. We found that core courses made up the majority of both curricula, although bachelor’s programs were more flexible than master’s. Within these core courses, sustainability and social sciences were found in more than 85 % of both bachelor’s and master’s programs, as were natural sciences at the bachelor’s level. Less than half of sustainability master’s programs required a natural science course, which on average made up just 2 % of required course credits. No text was widely used in core sustainability courses. Our findings demonstrate that there is a wide divergence between the content of programs granting degrees in sustainability; many do not appear to be achieving the integration of natural and social sciences proposed in the literature. We believe that some shared foundations between programs is necessary for sustainability to develop into a mature scientific program that is recognizable across universities and understood by academics, employers, and civil society, and is effective in training the next generation of sustainability scholars and scientists. Sustainability education (dpeaa)DE-He213 Curriculum design (dpeaa)DE-He213 Sustainability pedagogy (dpeaa)DE-He213 Program design (dpeaa)DE-He213 Interdisciplinary education (dpeaa)DE-He213 Dripps, Weston aut Nicholas, Kimberly A. aut Enthalten in Sustainability science Tokyo : Springer Japan, 2006 10(2014), 1 vom: 15. Juli, Seite 43-59 (DE-627)521457130 (DE-600)2260333-5 1862-4057 nnns volume:10 year:2014 number:1 day:15 month:07 pages:43-59 https://dx.doi.org/10.1007/s11625-014-0251-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2014 1 15 07 43-59
allfieldsSound	10.1007/s11625-014-0251-y doi (DE-627)SPR021700370 (SPR)s11625-014-0251-y-e DE-627 ger DE-627 rakwb eng O’Byrne, David verfasserin aut Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2014 Abstract Sustainability degree programs in higher education have proliferated with the emergence of sustainability as a recognized academic field. This study evaluated the curricula of English-language programs granting degrees in sustainability by analyzing 27 bachelor’s and 27 master’s sustainability programs based on their (1) curricular structure, in terms of the proportion of core versus elective courses, (2) breadth of the core courses, which were classified into one of ten disciplinary categories, and (3) specific disciplinary content of core course subjects. We found that core courses made up the majority of both curricula, although bachelor’s programs were more flexible than master’s. Within these core courses, sustainability and social sciences were found in more than 85 % of both bachelor’s and master’s programs, as were natural sciences at the bachelor’s level. Less than half of sustainability master’s programs required a natural science course, which on average made up just 2 % of required course credits. No text was widely used in core sustainability courses. Our findings demonstrate that there is a wide divergence between the content of programs granting degrees in sustainability; many do not appear to be achieving the integration of natural and social sciences proposed in the literature. We believe that some shared foundations between programs is necessary for sustainability to develop into a mature scientific program that is recognizable across universities and understood by academics, employers, and civil society, and is effective in training the next generation of sustainability scholars and scientists. Sustainability education (dpeaa)DE-He213 Curriculum design (dpeaa)DE-He213 Sustainability pedagogy (dpeaa)DE-He213 Program design (dpeaa)DE-He213 Interdisciplinary education (dpeaa)DE-He213 Dripps, Weston aut Nicholas, Kimberly A. aut Enthalten in Sustainability science Tokyo : Springer Japan, 2006 10(2014), 1 vom: 15. Juli, Seite 43-59 (DE-627)521457130 (DE-600)2260333-5 1862-4057 nnns volume:10 year:2014 number:1 day:15 month:07 pages:43-59 https://dx.doi.org/10.1007/s11625-014-0251-y kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 10 2014 1 15 07 43-59
language	English
source	Enthalten in Sustainability science 10(2014), 1 vom: 15. Juli, Seite 43-59 volume:10 year:2014 number:1 day:15 month:07 pages:43-59
sourceStr	Enthalten in Sustainability science 10(2014), 1 vom: 15. Juli, Seite 43-59 volume:10 year:2014 number:1 day:15 month:07 pages:43-59
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Sustainability education Curriculum design Sustainability pedagogy Program design Interdisciplinary education
isfreeaccess_bool	true
container_title	Sustainability science
authorswithroles_txt_mv	O’Byrne, David @@aut@@ Dripps, Weston @@aut@@ Nicholas, Kimberly A. @@aut@@
publishDateDaySort_date	2014-07-15T00:00:00Z
hierarchy_top_id	521457130
id	SPR021700370
language_de	englisch
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author	O’Byrne, David
spellingShingle	O’Byrne, David misc Sustainability education misc Curriculum design misc Sustainability pedagogy misc Program design misc Interdisciplinary education Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education
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topic_title	Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education Sustainability education (dpeaa)DE-He213 Curriculum design (dpeaa)DE-He213 Sustainability pedagogy (dpeaa)DE-He213 Program design (dpeaa)DE-He213 Interdisciplinary education (dpeaa)DE-He213
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title	Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education
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title_full	Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education
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author_browse	O’Byrne, David Dripps, Weston Nicholas, Kimberly A.
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title_sort	teaching and learning sustainability: an assessment of the curriculum content and structure of sustainability degree programs in higher education
title_auth	Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education
abstract	Abstract Sustainability degree programs in higher education have proliferated with the emergence of sustainability as a recognized academic field. This study evaluated the curricula of English-language programs granting degrees in sustainability by analyzing 27 bachelor’s and 27 master’s sustainability programs based on their (1) curricular structure, in terms of the proportion of core versus elective courses, (2) breadth of the core courses, which were classified into one of ten disciplinary categories, and (3) specific disciplinary content of core course subjects. We found that core courses made up the majority of both curricula, although bachelor’s programs were more flexible than master’s. Within these core courses, sustainability and social sciences were found in more than 85 % of both bachelor’s and master’s programs, as were natural sciences at the bachelor’s level. Less than half of sustainability master’s programs required a natural science course, which on average made up just 2 % of required course credits. No text was widely used in core sustainability courses. Our findings demonstrate that there is a wide divergence between the content of programs granting degrees in sustainability; many do not appear to be achieving the integration of natural and social sciences proposed in the literature. We believe that some shared foundations between programs is necessary for sustainability to develop into a mature scientific program that is recognizable across universities and understood by academics, employers, and civil society, and is effective in training the next generation of sustainability scholars and scientists. © The Author(s) 2014
abstractGer	Abstract Sustainability degree programs in higher education have proliferated with the emergence of sustainability as a recognized academic field. This study evaluated the curricula of English-language programs granting degrees in sustainability by analyzing 27 bachelor’s and 27 master’s sustainability programs based on their (1) curricular structure, in terms of the proportion of core versus elective courses, (2) breadth of the core courses, which were classified into one of ten disciplinary categories, and (3) specific disciplinary content of core course subjects. We found that core courses made up the majority of both curricula, although bachelor’s programs were more flexible than master’s. Within these core courses, sustainability and social sciences were found in more than 85 % of both bachelor’s and master’s programs, as were natural sciences at the bachelor’s level. Less than half of sustainability master’s programs required a natural science course, which on average made up just 2 % of required course credits. No text was widely used in core sustainability courses. Our findings demonstrate that there is a wide divergence between the content of programs granting degrees in sustainability; many do not appear to be achieving the integration of natural and social sciences proposed in the literature. We believe that some shared foundations between programs is necessary for sustainability to develop into a mature scientific program that is recognizable across universities and understood by academics, employers, and civil society, and is effective in training the next generation of sustainability scholars and scientists. © The Author(s) 2014
abstract_unstemmed	Abstract Sustainability degree programs in higher education have proliferated with the emergence of sustainability as a recognized academic field. This study evaluated the curricula of English-language programs granting degrees in sustainability by analyzing 27 bachelor’s and 27 master’s sustainability programs based on their (1) curricular structure, in terms of the proportion of core versus elective courses, (2) breadth of the core courses, which were classified into one of ten disciplinary categories, and (3) specific disciplinary content of core course subjects. We found that core courses made up the majority of both curricula, although bachelor’s programs were more flexible than master’s. Within these core courses, sustainability and social sciences were found in more than 85 % of both bachelor’s and master’s programs, as were natural sciences at the bachelor’s level. Less than half of sustainability master’s programs required a natural science course, which on average made up just 2 % of required course credits. No text was widely used in core sustainability courses. Our findings demonstrate that there is a wide divergence between the content of programs granting degrees in sustainability; many do not appear to be achieving the integration of natural and social sciences proposed in the literature. We believe that some shared foundations between programs is necessary for sustainability to develop into a mature scientific program that is recognizable across universities and understood by academics, employers, and civil society, and is effective in training the next generation of sustainability scholars and scientists. © The Author(s) 2014
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title_short	Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education
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score	7.399618

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Teaching and learning sustainability: An assessment of the curriculum content and structure of sustainability degree programs in higher education

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