Key competencies in sustainability in higher education—toward an agreed-upon reference framework

Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competen...

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Vydané v:Sustainability science Ročník 16; číslo 1; s. 13 - 29
Hlavní autori: Brundiers, Katja, Barth, Matthias, Cebrián, Gisela, Cohen, Matthew, Diaz, Liliana, Doucette-Remington, Sonya, Dripps, Weston, Habron, Geoffrey, Harré, Niki, Jarchow, Meghann, Losch, Kealalokahi, Michel, Jessica, Mochizuki, Yoko, Rieckmann, Marco, Parnell, Roderic, Walker, Peter, Zint, Michaela
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Tokyo Springer Japan 01.01.2021
Springer Nature B.V
Predmet:
Careers
Climate Change Management and Policy
Colleges & universities
Concepts
Earth and Environmental Science
Education
Environment
Environmental Economics
Environmental education
Environmental Management
Knowledge Management for Sustainability Science
Landscape Ecology
Methodology
Original Article
program planning
Public Health
researchers
Students
Sustainability
Sustainable Development
Education for sustainable development
Sustainability problem solving
Learning objectives
Curriculum development
Key competencies
ISSN:1862-4065, 1862-4057
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Shrnutí:Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.
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ISSN:1862-4065
1862-4057
DOI:10.1007/s11625-020-00838-2