Journal article
Turning the Titanic: inertia and the drivers of climate change education
Journal of Applied Research in Higher Education, Vol.6(1), pp.44-62
2014
Abstract
Purpose - This paper presents the challenges, external drivers and internal inertia faced by curriculum designers and implementers at institutions of higher education. The challenges to academics from competing factors are presented: internal resistance to changing existing curricula versus the necessity to continuously evolve programmes to reflect a dynamic, uncertain future. The necessity to prepare future leaders to face global issues such as climate change, dictates changing curricula to reflect changing personal, environmental and societal needs. Design/methodology/approach - This paper uses the case study method to examine two models of climate change curriculum design and renewal. One model, from an Australian university, is based upon national education standards and the second is a non standards-based curriculum design, developed and delivered by a partnership of four North American universities. Findings - The key findings from this study are that the highest level of participation by internal-to-the-programme academics and administrators is required. Programme quality, delivery and content alignment may be compromised with either stand-alone course delivery and learning outcomes, or if courses are developed independently of others in the programme. National educational standards can be effective tools to guide course and programme management, monitoring, review and updating. Student feedback is valuable: it provides a compelling set of data to guide programme design and delivery and should be sought as part of a curriculum renewal process. Practical implications - The paper includes implications for postgraduate level curricula design, implementation and program evaluation. Originality/value - The paper is the first to compare, contrast and critique a national standards-based, higher education curriculum and a non standards-based curriculum.
Details
- Title
- Turning the Titanic: inertia and the drivers of climate change education
- Authors
- Shireen J Fahey (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and EngineeringJohn Labadie (Author) - University of Washington, United StatesNoel Meyers (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
- Publication details
- Journal of Applied Research in Higher Education, Vol.6(1), pp.44-62
- Publisher
- Emerald Group Publishing Ltd.
- Date published
- 2014
- DOI
- 10.1108/JARHE-01-2013-0003
- ISSN
- 2050-7003
- Copyright note
- Copyright © 2014 Emerald Group Publishing Limited. This article is © Emerald Group Publishing and permission has been granted for this version to appear here. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449060402621
- Output Type
- Journal article
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