Higher Education for Sustainability 17 Dec 2015
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Transformation of higher education is a vital part of the efforts to envision and enact a more sustainable future. Not only are higher education institutions large and complex organizations that can themselves become more sustainable, they are also the place where future leaders have the learning experiences that will shape their professional lives. Universities, polytechnics and colleges around the world are responding to the challenges of sustainable development through innovations in facilities and operations, formal curricula, and student life activities. This talk will highlight examples of how higher education institutions are promoting education for sustainability, with an emphasis on institutions in Southeast Asia. It will also discuss where the greatest challenges and opportunities for improvement remain to provide higher education for sustainability.
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Higher Education for Sustainability 17 Dec 2015
- 1. Higher Education for Sustainability Michelle Y. Merrill, Youngho Chang & Md Saidul Islam Environment and Sustainability Research Cluster Nanyang Technological University, Singapore 17 December 2015 Workshop on Inclusive Sustainable Development in Asia Kobe, Japan Michelle Y. Merrill, Ph.D. 17 Dec 2015 1
- 2. Why Higher Education for Sustainability? “It is worth noting that this is not the work of ignorant people. Rather, it is largely the results of work by people with BAs, BSs, LLBs, MBAs, and PhDs.” -David Orr, Earth in Mind, 1994, p. 7Michelle Y. Merrill, Ph.D. 17 Dec 2015 2
- 3. How can higher education improve sustainability? Infrastructure Operations & Procurement Research Student Life / Co-curricular Activities Curriculum Michelle Y. Merrill, Ph.D. 17 Dec 2015 3
- 4. Overview • Curriculum: Education for Sustainability (EfS) Competences and Pedagogies • EfS Community of Practice • EfS Case Studies in Asia: • Cambodia • China • Malaysia • Singapore • Thailand Michelle Y. Merrill, Ph.D. 17 Dec 2015 4
- 5. Curriculum: Competences and Pedagogies for Sustainability Michelle Y. Merrill, Ph.D. 17 Dec 2015
- 6. {OECD Education Ministers http://www.oecd.org/pisa/35070367.pdf “Sustainable development and social cohesion depend critically on the competencies of all of our population – with competencies understood to cover knowledge, skills, attitudes and values.”
- 7. {What should our graduates know how to do? What competences should higher education provide for sustainability?
- 8. 5 Key Competences in Sustainability (Wiek et al 2011) 1. SYSTEMS THINKING COMPETENCE cobweb.cs.uga.edu www.wellesleyinstitute.com
- 9. 5 Key Competences in Sustainability (Wiek et al 2011) Paektusan Academy of Architecture, Silk Co-operative, 2011 2. ANTICIPATORY COMPETENCE
- 10. 3. NORMATIVE COMPETENCE Shadia Fayne Wood/Project Survival Media 5 Key Competences in Sustainability (Wiek et al 2011)
- 11. 5 Key Competences in Sustainability (Wiek et al 2011) 4. INTERPERSONAL COMPETENCE: diversity.uiowa.edu
- 12. 5 Key Competences in Sustainability (Wiek et al 2011) 5. STRATEGIC COMPETENCE imagineacircle.com
- 13. Matrix Pedagogies KEY COMPETENCES Lecturing Collaborative Learning Groups Problem- Based Learning Community Service Learning Critical Emancipatory Pedagogy SYSTEMS THINKING ? ANTICI- PATORY NORMATIVE INTER- PERSONAL STRATEGIC Reliably associated Depends on context and content Merrill, M. and Lozano, R. (in prep) “Connecting competences to pedagogical approaches: bridging aims and delivery of higher education for sustainable development”
- 14. {Good Pedagogies are often Pedagogy for Sustainability Pedagogies for Sustainability are Good Pedagogy
- 15. How can we weave sustainability competences into the fabric of higher education? • Nurture sustainability competences in students, faculty, staff and administrators • Integrate environmental, social and economic concerns whenever we talk about “sustainability” • Promote the scholarship of teaching and learning for better pedagogy • Cultivate alliances and build communities Michelle Y. Merrill, Ph.D. 17 Dec 2015 15
- 16. What does it take to grow an integrated, interdisciplinary community of practice for sustainability? • Social engagement (interpersonal) • Integrate diverse and complex concepts and perspectives (systems thinking) • Develop shared values and principles (normative) • Solve current problems in the practice (strategic) • Guide the development of the practice (anticipatory) Michelle Y. Merrill, Ph.D. 17 Dec 2015 16
- 17. Education for Sustainability (EfS) in Asian Higher Ed.Bangladesh Brunei Cambodia China India Indonesia Japan Laos Malaysia Myanmar/Burma Philippines Singapore South Korea Taiwan Thailand Vietnam Map by www.presentationmagazine.com Michelle Y. Merrill, Ph.D. 17 Dec 2015 17
- 18. NTU EfS Asia Conferences Bridging Sustainability in Research to Pedagogy: Theory and Practice 19 – 20 April 2013 Sustainability in Education: Pedagogical Themes and Practices in Asian Countries 27 – 28 February 2014 Post-Secondary Education for Sustainability in Asia: Curricula, Case Studies and Community-Building 5-6 February 2015 A Community of Practice for More Effective Implementation of Higher Education for Sustainability in Asia 21-22 April 2016 18
- 19. Case Studies Map by www.presentationmagazine.com Education and Sustainability: Paradigms, Policies and Practices in Asia MY Merrill, Y Chang, MS Islam, P Burkhardt-Holm, CH Chang (eds) MichelleY.Merrill,Ph.D.17Dec2015 19
- 20. FiveCaseStudies Country Higher Ed Enrollment Reference (chapter in forthcoming book Education and Sustainability: Paradigms, Policies and Practices in Asia) Cambodia 17%* Lonn Pichdara and Srinivasa Madhur “Sustainability in Cambodia’s Higher Education System: A Pedagogical Assessment” China 24%* Xiaoxia Wang and Weiwei Guo “Practices of Education for Sustainability in Renmin University” Malaysia 36%* Mohammad Imam Hasan Reza and Joy Jacqueline Pereira “Sustainability in Higher Education: Perspective of Malaysian Higher Education System” Singapore 72%* Michelle Merrill, Youngho Chang and Md Saidul Islam “Introduction” and “Conclusion” Thailand 53%* Chanita Rukspollmuang “Education for Sustainable Development in Thailand: Policy and Practices”*worldbank.org, 2014 MichelleY.Merrill,Ph.D.17Dec2015 20
- 21. How can higher education improve sustainability? Infrastructure Operations & Procurement Research Student Life / Co-curricular Activities Curriculum MichelleY.Merrill,Ph.D.17Dec2015 21
- 23. Universityof Indonesia'sUI Green Metric Universities ranked in top 100 Malaysia = 3 (#42 Universiti Putra Malaysia) Singapore = 1 (#22 National University of Singapore) Thailand = 9 (#41 Chulalongkorn University) http://greenmetric.ui.ac.id/ MichelleY.Merrill,Ph.D.17Dec2015 23
- 24. Infrastructure, Procurement & Operations Approaches http://www.unimap.edu.my/V1/index.php/ the-sustainable-green-campus • Cambodia: National Green Growth Roadmap & National Policy and Strategic Plan on Green Growth include academia • Malaysia: 5 universities have Green Campus programs • Thailand: 3 universities have Green Campus programs MichelleY.Merrill,Ph.D.17Dec2015 24
- 27. Learning Hub South at NTU media.ntu.edu.sg MichelleY.Merrill,Ph.D.17Dec2015 27
- 28. Green Library at Chulalongkorn University Photo by Fuangarun Predeelok Photo by Michelle Merrill MichelleY.Merrill,Ph.D.17Dec2015 28
- 31. STUDENT LIFE / CO-CURRICULAR ACTIVITIES http://www.bring-the-elephant-home.org/ ChulalongkornUniversitystudents plantingtreesforelephantsanctuary. Thailand MichelleY.Merrill,Ph.D.17Dec2015 31
- 32. Student Life / Co-curricular Activities • Singapore: NTU Earthlink student club • Thailand: universities emphasize service learning and outreach www.facebook.com/earthlinkntu/photos MichelleY.Merrill,Ph.D.17Dec2015 32
- 34. Sustainability Courses • Cambodia: 32 institutions offer sustainability-related courses, 6% of students take them • China: Several universities offer interdisciplinary EfS courses • some are common core courses • Singapore: NTU online Intro core course (Mandatory for first-year students) • 1757 in August 2014 • 2071 in January 2015 • 2814 in August 2015 • Thailand: • Thammasat University introduced lecture core course this term • Huachiew Chalermprakiet University core course NTULAMS:StudentView MichelleY.Merrill,Ph.D.17Dec2015 34
- 35. Sustainability-Related Degree Programs Cambodia: 4 Universities offer specialized degrees; ~300 students enrolled China: Renmin University of China (RUC) offers 4 majors with environment or sustainability themes Malaysia: 12 Universities offer specialized degrees Singapore: NTU Asian School of the Environment offers Environment and Sustainability Minor Thailand: 8 institutions offer specialized degreeswww.phnompenhpost.com MichelleY.Merrill,Ph.D.17Dec2015 35
- 36. EfS Challenges • Cambodia: Lack of qualified instructors • China: Content, values and behaviors • Malaysia: data to evaluate current programs and interventions • Singapore: faculty reluctance http://www.khmertimeskh.com/news/1 8266/university-life--what-you-should- know-before-you-start/ •Lack of inter- institutional coordination •Inadequate public funding MichelleY.Merrill,Ph.D.17Dec2015 36
- 37. How can higher education improve sustainability? Infrastructure Operations & Procurement Research Student Life / Co-curricular Activities Curriculum Michelle Y. Merrill, Ph.D. 17 Dec 2015 37
- 38. 5 Key Competences in Sustainability (Wiek et al 2011) 1. SYSTEMS THINKING COMPETENCE 2. ANTICIPATORY COMPETENCE 3. NORMATIVE COMPETENCE 4. INTERPERSONAL COMPETENCE 5. STRATEGIC COMPETENCE Michelle Y. Merrill, Ph.D. 17 Dec 2015 38
- 39. EfS Communities of Practice Working together to engage with the scholarship of teaching and learning for sustainability competences Michelle Y. Merrill, Ph.D. 17 Dec 2015 39
- 40. Works Cited and Recommended References Abdul-Wahab, S. a., Abdulraheem, M. Y., & Hutchinson, M. 2003. “The need for inclusion of environmental education in undergraduate engineering curricula.” International Journal of Sustainability in Higher Education, 4(2), 126–137. doi:10.1108/14676370310467140 Anderson, Lorin W, David R Krathwohl, and Benjamin Samuel Bloom. 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives: Allyn & Bacon. Bacon, Christopher M, Dustin Mulvaney, Tamara B Ball, E Melanie DuPuis, Stephen R Gliessman, Ronnie D Lipschutz, and Ali Shakouri. 2011. "The creation of an integrated sustainability curriculum and student praxis projects." International Journal of Sustainability in Higher Education 12 (2):193-208. Barth, Matthias, Jasmin Godemann, Marco Rieckmann, and Ute Stoltenberg. 2007. "Developing key competencies for sustainable development in higher education." International Journal of Sustainability in Higher Education 8 (4):416-430. Cullingford, Cedric, and John Blewitt. 2004. The Sustainability Curriculum: The challenge for higher education: Routledge. Jones, Paula, David Dr Selby, and Stephen R. Sterling, eds. 2010. Sustainability education: perspectives and practice across higher education: London ; Sterling, VA : Earthscan, 2010. Lambrechts, Wim, Ingrid Mulà, Kim Ceulemans, Ingrid Molderez, and Veerle Gaeremynck. 2013. "The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management." Journal of Cleaner Production 48 (0):65-73. doi: http://dx.doi.org/10.1016/j.jclepro.2011.12.034. Meadows, D. 2008. Thinking in Systems: A Primer: Chelsea Green Publishing. Mochizuki, Yoko, and Zinaida Fadeeva. 2010. "Competences for sustainable development and sustainability." International Journal of Sustainability in Higher Education 11 (4):391-403. doi: doi:10.1108/14676371011077603. Rieckmann, Marco. 2012. "Future-oriented higher education: Which key competencies should be fostered through university teaching and learning?" Futures 44 (2):127-135. Sandri, Orana Jade. 2013. "Threshold concepts, systems and learning for sustainability." Environmental Education Research 19 (6):810-822. doi: 10.1080/13504622.2012.753413. Sterling, Steven. 2011. "Transformative learning and sustainability: sketching the conceptual ground." Learning and Teaching in Higher Education 5:17-33. Wiek, Arnim, Lauren Withycombe, and Charles L Redman. 2011. "Key competencies in sustainability: a reference framework for academic program development." Sustainability Science 6 (2):203-218. Michelle Y. Merrill, Ph.D. 17 Dec 2015 40
- 41. How can we connect with, learn from and teach each other, so together we can co-create sustainable, resilient cultures? mmerrill@ntu.edu.sg perplexedprimate@gmail.com Skype: michelle.y.merrill michelleyvonnemerrill.com http://bit.do/EfSAsia Michelle Y. Merrill, Ph.D. 17 Dec 2015 41
Hinweis der Redaktion
- Plan for 20 min Higher Education for Sustainability Transformation of higher education is a vital part of the efforts to envision and enact a more sustainable future. Not only are higher education institutions large and complex organizations that can themselves become more sustainable, they are also the place where future leaders have the learning experiences that will shape their professional lives. Universities, polytechnics and colleges around the world are responding to the challenges of sustainable development through innovations in facilities and operations, formal curricula, and student life activities. This talk will highlight examples of how higher education institutions are promoting education for sustainability, with an emphasis on institutions in Southeast Asia. It will also discuss where the greatest challenges and opportunities for improvement remain to provide higher education for sustainability. Right now, I’m a research fellow at Nanyang Technological University in Singapore
- If you are interested in Sustainable Development, you have probably heard the messages that we may be in some peril thanks to our current, unsustainable practices. We are well outside the safe operating space when it comes to things like biodiversity and soil health, land use and climate systems. *It’s evident that most of the industry and policy decisions that got us into this mess were made by well-educated leaders. It wasn’t a lack of education that led us here, so much as what is and isn’t included in higher education, which is why I’m interested in working to transform that system.
- Whole Systems Approach: Infrastructure Operations & Procurement Research Student Life / Extracurricular Activities Curriculum
- analysis of complex systems interdisciplinary and transdisciplinary problem-solving attention to systemic features: feedback, inertia or time-lags, stocks and flows, and cascading effects (Meadows 2008; Wiek et al. 2011)
- envision, analyse, and evaluate possible futures, including scenarios with multi-generational timescales (Wiek et al 2011)
- apply concepts of ethics, justice, social and ecological integrity, and equity in order to describe, negotiate and reconcile principles, values, aims and goals for sustainability (Wiek et al 2011)
- enable and facilitate participatory and collaborative approaches (Wiek et al 2011) communication, deliberation, negotiation, empathizing, leadership and collaboration (Wiek et al 2011) identify different perspectives and values put oneself in someone else's position embrace diversity (Rieckmann 2012)
- design and implement interventions, transitions and transformations (Wiek et al 2011) deal with conflicts, competing goals and interests, contradictions, and setbacks (Rieckmann 2012)
- Simplified and truncated version of the matrix showing the linkage between competences and pedagogies (now have dozens of each) 5 Key Competences in Sustainability (Wiek et al 2011) 1. SYSTEMS THINKING COMPETENCE: analysis of complex systems across different scales and domains of inquiry; interdisciplinary and transdisciplinary problem-solving attention to systemic features: feedback, inertia or time-lags, stocks and flows, and cascading effects (Meadows 2008; Wiek et al. 2011) 2. ANTICIPATORY COMPETENCE: envision, analyse, and evaluate possible futures, including scenarios with multi-generational timescales (Wiek et al 2011) 3. NORMATIVE COMPETENCE: apply concepts of ethics, justice, social and ecological integrity, and equity in order to describe, negotiate and reconcile principles, values, aims and goals for sustainability (Wiek et al 2011) 4. INTERPERSONAL COMPETENCE: enable and facilitate participatory and collaborative approaches to solving problems (Wiek et al 2011) skills and understandings in communication, deliberation, negotiation, empathizing, leadership and collaboration (Wiek et al 2011) identify own and external perspectives; deal with own and external value orientation; put oneself in someone else's position and to be able to accept diversity (Rieckmann 2012) 5. STRATEGIC COMPETENCE: design and implement interventions, transitions and transformations (Wiek et al 2011) deal with conflicts, competing goals and interests, contradictions, and setbacks (Rieckmann 2012)
- Reciprocal blessings From Cotton and Winters ‘bits of paper’ chapter: 'in general, good sustainable development pedagogy is often simply good pedagogy' (HEFCE, 2008, p34) From DuPuis and Ball 2013 p 2: “In addition, a growing body of research in the learning sciences has shown that courses that rely only on didactic pedagogic strategies are less successful in attracting, retaining, or preparing students for STEM (science, technology, engineering, and mathematics) disciplines (Seymour, 2002; Smith et al. 2009).”
- Students, faculty, administrators, and staff can be enriched and inspired by cultivating sustainability competences in all aspects of university life.
- We’ve already had three opportunities to bring a lot of these people together in conferences and workshops at NTU, and we’re planning yet another for April 2016. While there is some discussion of general policies and theory, there is also an acknowledgement that we are practitioners, and many talks and workshop activities that focus on the practice of instruction and curriculum development for sustainability-related higher education.
- Whole Systems Approach: Infrastructure Operations & Procurement Research Student Life / Extracurricular Activities Curriculum
- University of Indonesia's UI Green Metric Setting and infrastructure Energy and climate change Waste treatment and recycling Water use Transportation Education (18% of total score) #22 National University of Singapore #41 Chulalongkorn University, Thailand #42 Universiti Putra Malaysia #45 Da Yeh University, Taiwan #51 Chaoyang Uni. of Technology, Taiwan #56 I-Shou University, Taiwan #59 National Taipei University of Technology #62 Universitas Indonesia #65 Asia University, Taiwan #70 Institut Pertanian Bogor, Indonesia #71 De La Salle University – Dasmarinas, Philippines #72 Mahidol University, Thailand #73 Universiti Malaya #74 Universitas Negeri Semarang, Indonesia #75 Mahasarakham University, Thailand #76 Yuan Ze University, Taiwan #77 Suranaree Uni. of Technology , Thailand #80 Kasetsart University, Thailand #81 King Mongkut’s U.T. Thonburi, Thailand #82 Mae Fah Luang University, Thailand #84 National Chiao Tung University, Taiwan #86 National Chung Hsing University, Taiwan #87 Universiti Teknologi Malaysia #89 Universitas Andalas, Indonesia #91 Universitas Diponegoro, Indonesia #92 Thammasat University, Thailand #95 Bangkok University, Thailand
- Things going well: Legal support for EfS in HE at national level Malaysia's Ministry of Higher Education (MoHE) supports ESD many/most Uni’s include something about environment, resources, sustainability or SD in their vision (10/13) or mission statement (11/13) 5 have Green Campus programs where campus buildings, grounds and operations are made more sustainable 12 offer sustaiability-related degrees, each in as many as 7 different fields
- Has new “tutorial” TR+ rooms, with round tables and computer connectivity to foster student interaction
- Things going well: "in Thailand, the concept of sustainable development was implemented in accordance with H.M. the King’s philosophy and principle of “Sufficiency Economy”" since 1997 – very strong policy support for ESD One university has a “Life and Sufficeincy Economy” required core course since 1998 Green Campus projects include campus landscaping and food gardens, transportation (including bike paths and rentals), energy savings and renewables installations, and recycling programs 8 institutions offer Sustainability-related degrees, many offering several different degrees at Bachelors, Masters and PhD levels Service Learning and community Outreach: One exemplary outreach program is at Mahidol University, where local farmers grow vegetables on campus grounds (without chemicals) and keep any proceeds, in exchange for teaching any interested students about organic farming methods
- NTU is focused on test-bedding energy conservation projects on campus, largely through industry partnerships PowerZ phone app with Engie (formerly PDF Suez)
- Singapore: NTU Earthlink student club (recycling drive, No Waste Day, Jurong Eco Garden Biodiversity Audit Training) Thailand: universities emphasize service learning and outreach
- Challenges: Cambodia: Lack of qualified instructors only 7% Higher Ed instructors have Doctoral degree
- Whole Systems Approach: Infrastructure Operations & Procurement Research Student Life / Extracurricular Activities Curriculum
- Come together as practitioners, for talks and workshop activities that focus on the practice of instruction and curriculum development for sustainability-related higher education. Nurture sustainability competences in students, faculty, staff and administrators Promote the scholarship of teaching and learning for better pedagogy
- I think these kinds of projects, fostering communities of practice to become better at Education for Sustainability, are essential to improving the future viability of human civilizations within the biosphere. for the next few weeks I’m at NTU, after that I’m not sure