An integrated leadership model for leading Education for Sustainability in Higher Education and the vital role of students as change agents
dc.contributor.author | Warwick, Paul | |
dc.date.accessioned | 2016-07-22T13:48:52Z | |
dc.date.available | 2016-07-22T13:48:52Z | |
dc.date.issued | 2016-07-14 | |
dc.identifier.issn | 1741-9883 | |
dc.identifier.issn | 1741-9883 | |
dc.identifier.uri | http://hdl.handle.net/10026.1/5101 | |
dc.description.abstract |
<jats:p> This paper explores the leadership of education for sustainability (EfS) in higher education, focusing specifically on the key role students can play as internal catalysts for change. It presents a case study of Plymouth University, a higher education institution with an international reputation for EfS leadership. The paper outlines the importance of seeking cultural transformation in the leadership of sustainability, highlighting the benefits of an integrated approach that encompasses teaching and learning, research, and campus and operations. This manifold and coordinated approach requires top-down strategic support in order for EfS to take root and gather momentum. However, in this paper it is argued that the bottom up empowerment of ‘students as change agents’ is just as important. Reflecting on the strengths and weaknesses of a number of student leadership initiatives at Plymouth University, this paper argues that EfS reform in HE has significant implications for staff training and the design of participatory learning spaces in order for students to have their voices heard and to be partnered with as leaders. </jats:p> | |
dc.format.extent | 105-111 | |
dc.language | en | |
dc.language.iso | en | |
dc.publisher | SAGE Publications | |
dc.subject | 4 Quality Education | |
dc.title | An integrated leadership model for leading Education for Sustainability in Higher Education and the vital role of students as change agents | |
dc.type | journal-article | |
dc.type | Journal Article | |
plymouth.issue | 3 | |
plymouth.volume | 30 | |
plymouth.publication-status | Published | |
plymouth.journal | Management in Education | |
dc.identifier.doi | 10.1177/0892020616653463 | |
plymouth.organisational-group | /Plymouth | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business | |
plymouth.organisational-group | /Plymouth/Faculty of Arts, Humanities and Business/Plymouth Institute of Education | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA | |
plymouth.organisational-group | /Plymouth/REF 2021 Researchers by UoA/UoA23 Education | |
plymouth.organisational-group | /Plymouth/Research Groups | |
plymouth.organisational-group | /Plymouth/Research Groups/Institute of Health and Community | |
plymouth.organisational-group | /Plymouth/Users by role | |
plymouth.organisational-group | /Plymouth/Users by role/Academics | |
dcterms.dateAccepted | 2016-05-13 | |
dc.identifier.eissn | 1741-9883 | |
dc.rights.embargoperiod | Not known | |
rioxxterms.versionofrecord | 10.1177/0892020616653463 | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | |
rioxxterms.licenseref.startdate | 2016-07-14 | |
rioxxterms.type | Journal Article/Review |