Work-based learning as a catalyst for sustainability: a review and prospects
| Autor: | Tamara Hunt, Tony Wall, Martin Preston, Courtney Hartley, Jeremy Peach, Amy Fairbank, Ann Hindley |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Higher education
business.industry LC media_common.quotation_subject 05 social sciences 050301 education Education for sustainable development Literacy Education Scholarship Originality 0502 economics and business Pedagogy Sustainability Engineering ethics Sociology Action research Life-span and Life-course Studies business 0503 education Curriculum 050203 business & management media_common |
| Zdroj: | Higher Education, Skills and Work-Based Learning. 7:211-224 |
| ISSN: | 2042-3896 |
| DOI: | 10.1108/heswbl-02-2017-0014 |
| Popis: | Purpose The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions. Design/methodology/approach This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK. Findings Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change. Practical implications This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution. Originality/value This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach. |
| Databáze: | OpenAIRE |
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