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dc.contributor.authorMair, Simon
dc.contributor.authorDruckman, A.
dc.date.accessioned2021-02-23T13:47:16Z
dc.date.accessioned2021-03-01T12:45:13Z
dc.date.available2021-02-23T13:47:16Z
dc.date.available2021-03-01T12:45:13Z
dc.date.issued2023
dc.identifier.citationMair S and Druckman A (2023) Assessing the suitability of sustainability frameworks for embedding sustainability in higher education curricula: pragmatism versus transformation. International Journal of Sustainability in Higher Education. 24(9): 318-334.en_US
dc.identifier.urihttp://hdl.handle.net/10454/18378
dc.descriptionYesen_US
dc.description.abstractPurpose. This viewpoint paper addresses the use of sustainability frameworks in embedding education for sustainability into the curriculum of Higher Education Institutions (HEIs). We focus on the paradox that sustainability frameworks must facilitate transformation of existing structures whilst also being well-enough aligned with current conditions to be readily adopted by today’s HEIs. Design/methodology/approach. We propose a set of four criteria for assessing the suitability of sustainability frameworks for use across the curriculum: Relevance to Current Curricula; Language; Institutional Fit; and Concept of the Future. Using these criteria, we assess how various frameworks align with the current (unsustainable) state of affairs, and their transformative potential. The frameworks assessed are: the Sustainable Development Goals (SDGs); the Three Pillars Framework; and the Capitals Approach. Findings. We find that each of the frameworks has strengths and weaknesses: the SDGs and the Capitals Approach perform well on alignment, but less well on transformation. Conversely, the Three Pillars Framework perform well on transformation and less well on alignment. By applying the criteria set out in this paper, we hope those working to embed sustainability into the curricula of HEIs will be better equipped to navigate the tensions presented by sustainability transitions. Originality. Using a novel set of criteria for assessing sustainability frameworks, this paper provides guidance that was previously lacking to education for sustainability professionals who are attempting to embed sustainability into the curriculum at HEIs.en_US
dc.description.sponsorshipThe financial support of the UK Economic and Social Research Council for the Centre for the Understanding of Sustainable Prosperity (CUSP) (ESRC grant no: ES/M010163/1) is gratefully acknowledged.
dc.language.isoenen_US
dc.rights2023 © Simon Mair and Angela Druckman. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcodeen_US
dc.subjectEducation for sustainabilityen_US
dc.subjectSustainability frameworken_US
dc.subjectCurriculumen_US
dc.subjectSustainable Development Goalsen_US
dc.subjectThree Pillars Approachen_US
dc.subjectCapitals Approachen_US
dc.titleAssessing the suitability of sustainability frameworks for embedding sustainability in higher education curricula: pragmatism versus transformationen_US
dc.status.refereedYesen_US
dc.date.Accepted2021-03-10
dc.typeArticleen_US
dc.type.versionPublished versionen_US
dc.identifier.doihttps://doi.org/10.1108/IJSHE-08-2020-0315
dc.rights.licenseCC-BY
dc.date.updated2021-02-23T13:47:28Z
refterms.dateFOA2021-03-01T12:49:28Z
dc.openaccess.statusopenAccessen_US


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