Show simple item record

dc.contributor.authorWarwick, Paul
dc.date.accessioned2016-07-22T13:48:52Z
dc.date.available2016-07-22T13:48:52Z
dc.date.issued2016-07-14
dc.identifier.issn1741-9883
dc.identifier.issn1741-9883
dc.identifier.urihttp://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.extent105-111
dc.languageen
dc.language.isoen
dc.publisherSAGE Publications
dc.subject4 Quality Education
dc.titleAn integrated leadership model for leading Education for Sustainability in Higher Education and the vital role of students as change agents
dc.typejournal-article
dc.typeJournal Article
plymouth.issue3
plymouth.volume30
plymouth.publication-statusPublished
plymouth.journalManagement in Education
dc.identifier.doi10.1177/0892020616653463
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.dateAccepted2016-05-13
dc.identifier.eissn1741-9883
dc.rights.embargoperiodNot known
rioxxterms.versionofrecord10.1177/0892020616653463
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2016-07-14
rioxxterms.typeJournal Article/Review


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


All items in PEARL are protected by copyright law.
Author manuscripts deposited to comply with open access mandates are made available in accordance with publisher policies. Please cite only the published version using the details provided on the item record or document. In the absence of an open licence (e.g. Creative Commons), permissions for further reuse of content should be sought from the publisher or author.
Theme by 
Atmire NV